Journal of English for Academic Purposes最新文献_第9页

Doctoral student’s strategy use in GAI chatbot-assisted L2 writing: An activity theory perspective 活动理论视角下博士生在GAI聊天机器人辅助下的第二语言写作中的策略运用

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-12 DOI: 10.1016/j.jeap.2025.101521

Min Zou , Delin Kong , Icy Lee

Generative artificial intelligence (GAI) chatbots (e.g., ChatGPT) have significantly reshaped the landscape of writing, presenting both opportunities and challenges for L2 writers, especially at advanced academic levels. However, limited research has examined the strategies learners adopt when they proactively use GAI chatbots to support L2 writing. To fill the void, this qualitative case study explored seven doctoral students’ strategy use in GAI chatbot-assisted writing from an activity theory perspective. Data were collected from multiple sources, including chat logs between students and ChatGPT, semi-structured interviews, and student writing drafts. Data analysis showed that the doctoral students formed a writing community with ChatGPT, in which they used six strategies to boost the writing process and enhance writing quality. These strategies included using code-mixed prompts, employing writing conventions, adhering to research ethics, ensuring information security, seeking help from others, and assuming multiple roles with a human-centered approach. The findings offer valuable insights into the complex interplays between doctoral students and GAI chatbots in GAI chatbot-assisted L2 writing and shed useful light on the responsible use of GAI chatbots in doctoral writing.

生成式人工智能（GAI）聊天机器人（如ChatGPT）已经显著地重塑了写作的格局，为第二语言作家，特别是高级学术水平的作家带来了机遇和挑战。然而，有限的研究调查了学习者主动使用GAI聊天机器人来支持第二语言写作时所采用的策略。为了填补这一空白，本定性案例研究从活动理论的角度探讨了7名博士生在GAI聊天机器人辅助写作中的策略使用。数据从多个来源收集，包括学生与ChatGPT之间的聊天记录、半结构化访谈和学生写作草稿。数据分析显示，博士生通过ChatGPT形成了一个写作社区，在这个社区中，他们使用了六种策略来促进写作过程，提高写作质量。这些策略包括使用代码混合提示、采用写作惯例、遵守研究伦理、确保信息安全、寻求他人的帮助以及以人为本的方法承担多重角色。这些发现为在GAI聊天机器人辅助的第二语言写作中博士生和GAI聊天机器人之间复杂的相互作用提供了有价值的见解，并为在博士写作中负责任地使用GAI聊天机器人提供了有用的启示。

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引用次数: 0

Incubating a scholarly writer: Academic socialization of an MA student through writing for international publication 培养学术作家：通过为国际出版物写作的硕士生学术社会化

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-01 DOI: 10.1016/j.jeap.2025.101516

Junjing Jiang , Pei Soo Ang , Meng Huat Chau , Xiangdong Gu , Murad Abdu Saeed

Although writing for publication has been recognized to be beneficial for students' learning of disciplinary writing and integration into academic communities, documentation and examination of their developmental process during the publishing practice are still few. Little is known about how novices learn and grow as emerging scholarly writers in the process of producing a publishable text. Informed by the language socialization theory, this paper reports the findings of a case study of a master's student's first international publishing experience at a university in a non-English dominant context, China. Multiple types of narrative and textual data were collected. The findings suggest that the changing conceptualization of “publishability” impacts the student's writing in significant ways. Specifically, the study shows how the student's prior socialization experiences and the sociopolitical force of publication intertwined with multifaceted academic interactions led to her increased understanding about some cultural knowledge behind “publishability”. The study provides useful implications for research and practice in academic writing for publication.

虽然出版写作已被公认为有利于学生学科写作的学习和融入学术共同体，但在出版实践中对其发展过程的文献和考察仍然很少。新手如何学习和成长为新兴的学术作家在生产一个可出版的文本的过程中所知甚少。在语言社会化理论的指导下，本文报告了一名硕士生在非英语占主导地位的中国一所大学的首次国际出版经历的案例研究结果。收集了多种类型的叙事和文本数据。研究结果表明，“可发表性”概念的变化在很大程度上影响了学生的写作。具体而言，该研究显示了学生之前的社会化经历和出版的社会政治力量与多方面的学术互动交织在一起，如何使她对“可出版性”背后的一些文化知识有了更多的理解。该研究为学术写作的研究和实践提供了有益的启示。

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引用次数: 0

The dynamics of building academic writing knowledge in interaction 在互动中建立学术写作知识的动态

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-01 DOI: 10.1016/j.jeap.2025.101518

Kathrin Kaufhold

Becoming expert academic writers requires students to develop understanding, awareness and skills with regards to discipline-specific discourses. To develop such knowledge, talk around drafts is essential. Various studies traced how students develop knowledge about and of academic writing, but few explored how such knowledge is invoked and developed in interaction. The study therefore investigates the dynamics of introducing and using academic writing knowledge when tackling writing issues in interaction. The interaction is situated in a facilitated writing group – an important yet under-researched arena for talk around text. The data consist of video-recordings of group meetings with six postgraduate students who use English as an additional language, collected over 8 weeks at a Swedish university. To investigate how knowledge was introduced and used in the group, the study takes a socio-cultural perspective and applies the Vygotskian notion of cultural tools combined with discourse analytic approaches. The analysis shows how students draw on complex techniques to negotiate academic writing knowledge. Their interactional text work oscillates between abstract norms and concrete texts. Concepts of academic writing (e.g. research aim) are partly unpacked frontstage in the group, and partly backstage in individual notes. The results call for extending genre-pedagogic approaches of learning by discovery.

成为专业的学术作家需要学生培养对学科特定话语的理解、意识和技能。要发展这样的知识，围绕草稿进行讨论是必不可少的。各种各样的研究都追踪了学生是如何发展学术写作知识的，但很少有人探索这些知识是如何在互动中被调用和发展的。因此，本研究探讨了在处理互动写作问题时引入和使用学术写作知识的动态。这种互动是在一个便利的写作小组中进行的——这是一个围绕文本进行讨论的重要但尚未得到充分研究的领域。这些数据包括在瑞典一所大学8周内收集的6名以英语为额外语言的研究生小组会议的视频记录。为了研究知识是如何在群体中被引入和使用的，本研究采取了社会文化的视角，并将维果茨基的文化工具概念与话语分析方法相结合。分析显示了学生如何利用复杂的技巧来谈判学术写作知识。他们的互动文本工作在抽象规范和具体文本之间摇摆。学术写作的概念（例如研究目标）一部分在小组的前台，一部分在个人笔记的后台。研究结果呼吁扩展发现式学习的体裁教学法。

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引用次数: 0

BALEAP News for JEAP May 2025Introducing Hannah Jones, new Chair of BALEAP 2025年5月BALEAP新闻介绍Hannah Jones， BALEAP的新主席

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-05-01 DOI: 10.1016/j.jeap.2025.101519

Hannah Jones

引用次数: 0

Discussing limitations in disciplinary writing: Self-reported limitations and self-justifications 讨论学科写作的局限性：自我报告的局限性和自我辩护

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-22 DOI: 10.1016/j.jeap.2025.101513

Hui Zhou , Feng Kevin Jiang

While acknowledging research limitations can be challenging, a candid and unbiased discussion of them exhibits scientific integrity and promotes academic progress. However, few studies have examined how writers across different disciplines might acknowledge and justify limitations in their research articles (RAs) in similar or divergent ways. This study, therefore, aims to analyze how RA writers from different fields self-report and justify limitations and how they use metadiscourse to rhetorically mediate these discussions. Drawing on the sentence-level annotations of limitation steps and corpus-based concordance of stance and engagement markers in the corpus of 400 RAs sampled from four disciplines—History, Management, Biology and Medicine—the study identified significant differences in the ways that scholars managed to maintain study transparency and legitimize limitations. Statistical and textual analyses revealed notable cross-disciplinary differences in the discussion of limitations pertaining to internal and external validity, and self-justifications regarding future research prospects, follow-up measures and situ-constraints. There were also discrepancies in the use of stance markers between pure and applied disciplines, and divergences in the use of engagement markers between soft and hard sciences. The observed variability reflects the distinct knowledge practices, epistemological orientations, levels of authorial intrusion and reader awareness across disciplines.

虽然承认研究的局限性可能具有挑战性，但对它们进行坦诚和公正的讨论可以展示科学诚信并促进学术进步。然而，很少有研究调查不同学科的作者如何以相似或不同的方式承认和证明他们的研究文章（RAs）的局限性。因此，本研究旨在分析来自不同领域的RA作者如何自我报告和证明局限性，以及他们如何使用元话语来修辞地调解这些讨论。在历史、管理学、生物学和医学四个学科的400个RAs语料库中，通过对限制步骤的句子级注释和基于语料库的立场和参与标记的一致性，该研究确定了学者们设法保持研究透明度和使限制合法化的方式的显著差异。统计和文本分析显示，在讨论内部和外部效度的限制以及关于未来研究前景、后续措施和情境约束的自我证明方面，存在显著的跨学科差异。在纯粹学科和应用学科之间，立场标记的使用也存在差异，在软科学和硬科学之间，参与标记的使用也存在差异。观察到的可变性反映了不同学科的知识实践、认识论取向、作者入侵水平和读者意识。

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引用次数: 0

From entry to excellence: Exploring relationships between admission pathways, disciplinary areas of study, and EAL international undergraduate students’ academic success in New Zealand 从入门到卓越：探索录取途径、学科领域和EAL国际本科生在新西兰的学业成功之间的关系

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-18 DOI: 10.1016/j.jeap.2025.101517

Xina Jin, Rachael Ruegg, Averil Coxhead

This study aims to identify whether EAL international students’ academic success is related to their university entry pathways and disciplinary areas of study in an English-speaking context. Academic performance records, including Grade Point Average (GPA) scores and percentage of enrolled academic points achieved, of 511 English as an additional language (EAL) undergraduate students over a six-semester period of study were analysed at a university in New Zealand. The results indicated that students who commenced undergraduate studies by passing standardized English tests (e.g., IELTS) outperformed their counterparts in GPA, while those who completed an English for Academic Purposes (EAP) programme showed rapid academic adjustment after one semester of immersive study. Overall, students who were exempt from providing proof of English proficiency due to prior English-medium experience performed the lowest. Although no significant differences were found across disciplinary groups, students in science and engineering fields consistently performed better than their peers in both GPA and academic points achievement rate. Conversely, students in the architecture and design fields performed the lowest among all. The findings suggest that both university entry pathways and disciplinary areas are linked to the divergent academic performance of EAL students, with the relationship between entry pathways and their performance being more pronounced. The study suggests that, in addition to providing continuous academic support, it may be necessary to adjust admission requirements to ensure comparable learning outcomes among EAL international students.

本研究旨在确定英语环境下EAL国际学生的学业成功是否与他们的大学入学途径和学习的学科领域有关。研究分析了新西兰一所大学511名英语作为附加语言（EAL）本科学生在六个学期的学习期间的学习成绩记录，包括平均绩点（GPA）分数和注册学术分数的百分比。结果表明，通过标准化英语考试（如雅思）开始本科学习的学生在GPA方面优于同龄人，而完成学术英语（EAP）课程的学生在一个学期的沉浸式学习后表现出快速的学术适应。总体而言，由于先前的英语媒介经验而免除提供英语水平证明的学生表现最低。尽管在学科组之间没有发现显著差异，但理工科学生在GPA和学业成绩方面的表现始终优于同龄人。相反，建筑和设计领域的学生在所有学生中表现最差。研究结果表明，大学入学途径和学科领域都与EAL学生的不同学习成绩有关，入学途径与他们的表现之间的关系更为明显。研究建议，除了提供持续的学术支持外，可能有必要调整入学要求，以确保EAL国际学生的学习成果具有可比性。

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引用次数: 0

Metadiscursive nouns in academic argument: ChatGPT vs student practices 学术论辩中的元引语名词：ChatGPT与学生实践

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-13 DOI: 10.1016/j.jeap.2025.101514

Feng (Kevin) Jiang , Ken Hyland

The ability of ChatGPT to create grammatically accurate and coherent texts has generated considerable anxiety among those concerned that students might use such large language models (LLMs) to write their assignments. The extent to which LLMs can mimic human writers is starting to be explored, but we know little about their ability to use nominal resources to create effective academic texts. This study investigates metadiscursive nouns in argumentative essays, comparing how ChatGPT and university students employ these devices to organise text, express stance, and construct persuasive arguments. By analysing 145 essays from each source, we examine the syntactic patterns, interactive functions, and interactional uses of metadiscursive nouns. The analysis reveals that while overall frequencies were similar, ChatGPT has distinct preferences for simpler syntactic constructions (particularly the determiner + N pattern) and relies heavily on anaphoric references, whereas students demonstrate more balanced syntactic distribution and greater use of cataphoric references. Interactionally, ChatGPT prefers manner nouns for descriptive precision, while students favour status nouns for evaluative reasoning and evidential nouns for empirical grounding. These findings show that, while structurally coherent, LLM-generated texts often lack the rhetorical flexibility and evaluative sophistication of human academic writing, offering valuable insights for EAP pedagogy.

ChatGPT创建语法准确且连贯的文本的能力在那些担心学生可能会使用如此大的语言模型（llm）来写作业的人中产生了相当大的焦虑。法学硕士模仿人类作家的程度已经开始被探索，但我们对他们利用名义资源创造有效学术文本的能力知之甚少。本研究调查了议论文中的元话语名词，比较了ChatGPT和大学生如何使用这些工具来组织文本、表达立场和构建有说服力的论点。通过分析来自各个来源的145篇文章，我们研究了元话语名词的句法模式、交互功能和交互用法。分析表明，虽然总体频率相似，但ChatGPT明显倾向于更简单的句法结构（特别是限定词+ N模式），并且严重依赖回指引用，而学生表现出更平衡的句法分布和更多地使用回指引用。在互动方面，ChatGPT倾向于使用方式名词来精确描述，而学生则倾向于使用状态名词来进行评价推理，使用证据名词来进行经验基础。这些发现表明，法学硕士生成的文本虽然结构连贯，但往往缺乏人类学术写作的修辞灵活性和评估复杂性，这为EAP教学法提供了有价值的见解。

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引用次数: 0

Exploring first-year Chinese doctoral students’ metacognitive awareness and self-efficacy in an L2 genre-based academic writing course 探究一年级中国博士生在以第二语言体裁为基础的学术写作课程中的元认知意识和自我效能感

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-13 DOI: 10.1016/j.jeap.2025.101515

Jing Chen, Qian Zhu

This qualitative case study (N = 11) explores first-year Chinese doctoral students' metacognitive awareness of task perception and self-efficacy in academic writing. Drawing on data from learning journals in a L2 genre-based writing course for doctoral students in sciences, this study identified a continuum of stages in their reported self-efficacy for academic writing, including low, balanced, and emerging self-efficacy. Students' descriptions of metacognitive awareness of task perception encompassed awareness of rhetorical, content, and linguistic considerations. Analyses of how students reported metacognitive awareness of task perception and their self-efficacy revealed that low self-efficacy tended to co-occur with relatively sophisticated metacognitive awareness of rhetorical considerations, while emerging, positive self-efficacy seemed to co-occur with metacognitive awareness of content or language conventions. The study reveals the first-year doctoral students' miscalibration of self-efficacy for academic writing, posing a potential challenge for English for Academic Purposes (EAP) writing instructors to address in genre-based writing instruction. It also demonstrates the crucial role of mastery experience, vicarious experience, and emotional states in enhancing students’ academic writing self-efficacy, suggesting the necessity of providing opportunities for students to achieve success in writing, observe peers, and obtain positive feedback in L2 genre-based writing classrooms.

本定性案例研究（N = 11）探讨了中国一年级博士生在学术写作中任务感知和自我效能的元认知意识。本研究利用科学博士生在第二语言体裁写作课程中学习期刊的数据，确定了他们在学术写作自我效能报告中的连续阶段，包括低自我效能、平衡自我效能和新兴自我效能。学生对任务感知元认知意识的描述包括修辞意识、内容意识和语言意识。通过分析学生对任务感知的元认知意识和自我效能感的报告，发现低自我效能感倾向于与相对复杂的修辞考虑的元认知意识共存，而新兴的积极自我效能感似乎与内容或语言惯例的元认知意识共存。本研究揭示了一年级博士生对学术写作自我效能的错误校准，这给学术英语写作教师在体裁写作教学中提出了潜在的挑战。研究还表明，掌握经验、替代经验和情绪状态在提高学生学术写作自我效能感方面发挥着至关重要的作用，这表明在第二语言体体化写作课堂中，有必要为学生提供写作成功、观察同伴和获得积极反馈的机会。

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引用次数: 0

Understanding “the” in L2 writing: Article use in formulaic sequences among beginning and intermediate Chinese learners of English 对二语写作中“the”的理解：初级和中级英语学习者的套语序列文章使用

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-11 DOI: 10.1016/j.jeap.2025.101512

Detong Xia , Hye K. Pae

This study investigates the use of articles in formulaic sequences in L2 English writing by Chinese learners, focusing on both target sequences and ungrammatical instances. Writing samples from two learner corpora were analyzed, one at the beginning level (N = 802,974 words) and the other at the intermediate level (N = 803,008 words), derived from the EF Cambridge Open Language Database. The learner corpora were analyzed for article-embedded formulaic sequences, which had previously been identified as fundamental expressions in academic speaking and writing. The core expression approach was used to identify errors related to articles, which were categorized as omission, addition, and misformation errors. Error types in both learner corpora were analyzed both quantitatively and qualitatively. The findings indicated that intermediate learners produced more article-embedded formulaic sequences than beginners, but with comparable accuracy. Specifically, intermediate learners produced greater numbers of omission errors, but fewer misformation errors than their counterparts. This study offers insights into the cross-proficiency variations in the use of article-embedded formulaic sequences in L2 writing, with implications for teaching these sequences to enhance L2 academic writing.

本研究调查了中国学习者在二语英语写作中使用公式化序列冠词的情况，重点关注目标序列和不符合语法的实例。我们分析了来自两个学习者语料库的写作样本，一个是初级水平（N = 802,974个单词），另一个是中级水平（N = 803,008个单词），这些语料库来自EF剑桥开放语言数据库。研究人员分析了学习者语料库中嵌入文章的公式化序列，这些序列以前被认为是学术口语和写作中的基本表达。核心表达法用于识别与冠词相关的错误，这些错误分为遗漏、添加和误读错误。对两种学习者语料库中的错误类型进行了定量和定性分析。研究结果表明，中级学习者比初学者产生更多的文章嵌入公式序列，但准确度相当。具体来说，中级学习者比其他学习者产生更多的遗漏错误，但更少的误读错误。本研究提供了对二语写作中文章嵌入公式序列使用的跨熟练度变化的见解，并对教学这些序列以提高二语学术写作具有启示意义。

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引用次数: 0

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-08 DOI: 10.1016/j.jeap.2025.101509

Chunmei Lu

引用次数: 0