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Evaluating English-medium instruction in higher education: EMI-QE Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-09-02 Athip Thumvichit, Wutthiphong Laoriandee
English-medium instruction (EMI) is on the rise in higher education (HE) across the globe. Despite this trend, a gap remains in the evaluation of EMI programs, leaving the question of what constitutes good practices in EMI largely unresolved. Moreover, the intersection between EMI and program evaluation is still elusive, resulting in a dearth of universally accepted guidelines and tools for evaluating
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From general critical questions to scheme-relevant critical questions in the instruction on argument evaluation for EFL graduate students: A two-cycle action research Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-08-23 Yao Du, Xinjie Gao
For graduate students to succeed, acquiring skill at evaluating arguments is crucial, but reaching mastery at argument evaluation necessitates perspicacity and a willingness to challenge recognized authorities, published articles, and heretofore accepted “truths.” Teaching university students to become more effective at critique, however, has seldom been the focus of academic study within the context
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A comparative genre analysis of AI-generated and scholar-written abstracts for English review articles in international journals Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-08-16 Xinwan Kong, Chengyu Liu
There has been growing interest in the performance and efficiency of ChatGPT in generating academic texts. However, little empirical research has been conducted on its performance in producing review article abstracts. This study adopts the genre analysis approach to investigate the rhetorical moves of review article abstracts in hard and soft science disciplines based on two self-compiled corpora
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Seeking research funding in a peripheral context: A learner corpus genre study of grant proposal summaries Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-08-15 Maggie Charles, Karin Whiteside
Although the grant proposal is a high-stakes genre for researchers, there are few analyses available for consultation by learners and most studies investigate only a limited number of successful proposals written by experienced academics. This study reports on a genre analysis of a learner corpus of grant proposal summaries (abstracts), written by researchers who operate at the periphery of academia
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Preparing learners for digitally mediated academic communication: Digital multimodal practice in students’ knowledge dissemination videos Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-08-14 Qing Huang, Sichen Xia
The advancement of digital technologies requires English for Academic Purposes (EAP) education to incorporate digital-multimodal approaches in curriculum development to prepare learners for academic communication in this digital era. One such effort is the integration of digital multimodal composition (DMC). While the existing studies have investigated pedagogical practice involving DMC, there is still
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Analyzing engagement strategies in argument chain: A comparison between high- and low-scoring EFL undergraduate argumentative essays Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-08-05 Yifan Geng, Gong Chen, Ming Li
Drawing on Appraisal theory within Systemic Functional Linguistics, this study employs a corpus-based approach to examine how EFL writers of high- and low-scoring argumentative essays use Engagement resources both individually and in combination to construct arguments within the argument chain at the paragraph level. The quantitative analysis reveals that while both groups use Contract Heterogloss
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The influences of international master's students' feedback seeking behaviour on their feedback literacy and feedback contexts: An ecological perspective Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-22 Fangfei Li, Ye Han
Previous research has found that L2 student writers use inquiry and monitoring to elicit feedback, but few studies have investigated the impact of feedback seeking behaviours (FSB) on student feedback literacy and their learning contexts. To address these issues, the current study drew on an ecological perspective to explore two international master's students' self-initiated FSB in the UK academic
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Towards a framework of critical thinking for assessing EAP speaking Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-22 Shengkai Yin, Jason Fan, Yan Jin, Paul Stapleton
As one of the fundamental skills of the 21st century, critical thinking (CT) is a topic of considerable interest within the domain of assessing English for academic purposes (EAP). Recent literature on EAP instruction and assessment indicates that EAP has evolved beyond a strict focus on language improvement to encompass discourse competence and broader academic literacy development, with CT playing
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‘I just feel very dispensable’: Exploring the connections between precarity and identity for academic literacy developers Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-22 Michelle Joubert, Sherran Clarence
Precarious employment is a well-established feature in academia, with many lecturers, tutors and professional services staff on forms of fixed-term contract. It is especially a feature of academic development spaces, such as English for Academic Purposes (EAP) programmes, and academic staff and student development programmes. Precarity results in high staff turnover and undermines staff credibility
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Effectiveness of student academic presentations: What do we learn from presentation guidebooks? Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-20 Alla Zareva
This research is based on a survey of recently published presentation guidebooks designed for both general academic readership as well as scientific and technical communities. The primary objectives were 1) to examine how Anglophone academic culture views of academic presentations and, respectively, determine the shared core principles which contribute to it; 2) to identify additional explicitly stated
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Neil AdamTibbettsTimothyChapmanA Guide to In-sessional English for Academic Purposes: Paradigms and Practices2023RoutledgeNew York and London228pp $23.96/£ 22.99, ISBN: 978-1032020037 Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-19 Hassan Mohebbi, Eunjeong Park
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Perceived impact of English medium instruction on transnational graduates in Türkiye: Insights from a mixed-methods study Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-18 Emrah Cinkara, Muhammed Emin Yüksel
This study explores the experiences and perceptions of transnational graduates from English medium instruction (EMI) programs at a Turkish higher education institution. A mixed-methods approach employing descriptive statistics and content analysis investigates how graduates perceive the impact of EMI on their content knowledge, English proficiency, career advancement, international exposure, and academic
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Exploring the potential of using ChatGPT for rhetorical move-step analysis: The impact of prompt refinement, few-shot learning, and fine-tuning Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-17 Minjin Kim, Xiaofei Lu
Rhetorical move-step analysis has wielded considerable influence in the fields of English for Academic/Specific Purposes. To explore the potential of using ChatGPT for automated move-step analysis, this study examines the impact of few-shot learning, prompt refinement, and base model fine-tuning on its accuracy in move-step annotation. Our dataset consisted of the introduction sections of 100 research
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Podcasting science: Rhetorical moves and interactional metadiscourse in the Nature Podcast Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-14 Luda Liu, Feng (Kevin) Jiang
Riding the waves of media technologies, academia is leveraging various multimedia platforms to publicize research and bolster public prestige, of which the Podcast stands as a paragon of this paradigm shift. The auditory medium, produced by a world-leading scientific journal, allows researchers to disseminate findings in their own voices, popularize scientific knowledge, and enhance interactivity and
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BALEAP news - Introduction to SIGs: Meet the EMI SIG, the English Medium Instruction SIG Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-06 Conrad Heyns
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Exemplification and reformulation in expert linguists’ writings: Elaborative metadiscourse between disciplinarity and individuality Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-06 Nesrine Triki
Exemplification and reformulation are key elaborative strategies that empower clarity and argumentation in academic writing. Most research investigating their use in academic writing argues that writers’ choices in terms of frequency and marker type are conditioned by disciplinary variations and the level of expertise of the writers. This has led to an understanding of discourse communities as being
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Introduction to the special issue: Action research in english language and communication contexts in higher education Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-07-02 Rosmawati, Marjolijn Verspoor, Anne Burns
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Attitudes towards English for research publication in a multilingual context: The case of Polish linguists Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-06-28 Krystyna Warchał
Although the impact of English as a language of science on other languages and communities has been discussed from various perspectives, it has less often been explored in Slavic contexts. This paper analyses the attitudes of Polish linguists towards English for research publication, with special attention to its perceived impact on the discipline, language, and academic careers as well as perceived
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Informal professional learning through collaborative action research: Fostering backstage dialogue among new EAP teachers Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-06-21 Teck Heng Tan, Woon Hong Eunice Tan
Researchers agree that informal professional learning is crucial for developing new EAP teachers' expertise, but there exist few teacher-centred accounts of how context-specific projects and practices create favourable conditions for such learning. Through presenting and analysing a collaborative action research (CAR) project, this paper illustrates how CAR can facilitate informal learning among new
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Integrating pattern grammar and local grammar into the identification of constructions and the development of a pedagogical constructicon in EAP context: An exploratory study Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-06-14 Hang Su, Jun Ye, Naixing Wei
This study explores the possibility of integrating pattern grammar and local grammar into construction grammar research and the value of such research for EAP writing pedagogy. Using data taken from a corpus compiled from Linguistics research articles, our study shows that local grammar analyses of grammar patterns help to identify ‘pattern-meaning’ combinations. We further describe the functions of
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Disciplinary differences in lexical bundles use: A cautionary tale from methodological variations Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-06-04 Betty Samraj
Lexical bundles use in academic discourse has been explored across numerous dimensions including discipline, genre, register, student proficiency, and language, among others. These studies have resulted in claims about the nature of these different discourses or their authors, and they have been used in EAP instructional practices. Recent studies on methodological considerations in frequency-based
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Saying verbs in applied linguistics research articles: At the interface of reportage and evaluation Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-06-04 Hongyan Zhao, Jingyuan Zhang
This study, drawing upon Halliday’s (1994) concept of the dual property of saying verbs, examines four types of reporting patterns of saying verbs in English research articles (RAs) within applied linguistics: (i) Sayer + V + reported clause, (ii) Sayer + V + noun phrase (NP), (iii) ‘Sayer’ (non-human) + V + reported clause, and (iv) Token + V + NP. It aims to analyze their frequency, distribution
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A rhetorical move-step analysis of graphical abstracts in experimental research articles Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-05-29 Qiu Jin, Yuan Gao
Graphical abstracts (GAs) have recently emerged as an add-on genre of experimental research articles (ERAs) in STEM fields. This study used Swales’ (1990, 2004) framework to analyze GAs’ move and step structures and investigated how they were influenced by ERAs’ take-home messages. Our corpus comprised 110 GAs from 55 high-impact journals across 11 STEM disciplines. Thirty-three specialist informants
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To what extent do L2 learners produce genre-appropriate language? A comparative analysis of lexical bundles in argumentative essays and speeches Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-05-17 Yu Kyoung Shin, Dong-Ok Won
L2 English learners are often reported to incorporate features of spoken language into their academic writing, blurring the lines between written and spoken genres. However, previous corpus-based studies have predominantly focused on L2 writing, leaving L2 speaking relatively unexplored. It is thus unclear whether learners lack genre awareness – as previously claimed – or if they indeed attempt to
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Specificity and generality of lexical bundles in the rhetorical moves of Applied Linguistics research article introductions Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-05-14 Maryam Farhang-Ju, Alireza Jalilifar, Mohammad Hossein Keshavarz
Investigating the linguistic realizations of rhetorical moves through lexical bundles is a research area that has recently gained momentum. However, the lack of a fully annotated corpus has impeded the full understanding of the relationship between formulaic sequences and their corresponding moves. Accordingly, this study addressed this lacuna by annotating 1000 Applied Linguistics research article
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BALEAP news - Introduction to SIGs: Meet TAFSIG, the Testing Assessment and Feedback SIG Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-05-04 Conrad Heyns
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English writing instructors' use of theories, genres, and activities: A survey of teachers’ beliefs and practices Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-04-17 Matt Kessler, J. Elliott Casal
In second language (L2) writing, the concept of has been an important construct. To date, multiple theories (sometimes referred to as or ) have driven a considerable amount of genre-based research and pedagogy, including: English for Specific Purposes (ESP), Systemic Functional Linguistics (SFL), and the New Rhetoric/Rhetorical Genre Studies (RGS) approach. Despite their growing prevalence, studies
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Nursing and midwifery students’ ethical views on the acceptability of using AI machine translation software to write university assignments: A deficit-oriented or translanguaging perspective? Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-04-10 Averil Grieve, Amir Rouhshad, Elpida Petraki, Alan Bechaz, David Wei Dai
This paper focuses on tertiary English as an additional language (EAL) students' ethical choices, and the factors impacting on them, when deciding whether to engage with artificially-intelligent (AI) machine translation (MT) tools for the writing of university assignments. It also investigates how student responses align with either deficit-oriented or translanguaging theoretical perspectives. Via
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A scaffolded speaking and writing ELP course for commercial lawyers: An action research case study from an undergraduate law school in Istanbul Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-04-10 Anthony Townley
The author used action research to implement significant changes to an English for Specific Legal Purposes (ELP) course at a private university in Istanbul to meet the professional discourse needs of Turkish law students. The previous syllabus was focused on American Supreme Court case reports; however most of the students would mainly use English to advise on contracts in commercial law practice.
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Tackling illegitimate intertextuality through socialization - An action research project Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-04-08 Gavin O'Neill
Without proper guidance, some graduate-student writers can misstep and break with the source-use conventions of their disciplines in various ways, including acts that could be considered plagiaristic. Many universities attempt to reduce such missteps with published definitions of plagiarism, guidance in formatting styles, and training in discrete writing skills such as paraphrasing and summarizing;
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Citation practices in applied linguistics: A comparative study of Korean master's theses and research articles Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-04-08 Chae-Young Ahn, Sun-Young Oh
This study explores the complex interplay between citation forms and functions within 26 Korean master's theses and 30 research articles in applied linguistics. By extending the analytical boundaries of previous studies, this research examines a broader spectrum of citation patterns by adopting move analysis in specific sections within the Introduction, Methods, Results, and Discussion (IMRD) framework
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Pedagogical intentions behind teacher written feedback: The perspectives and practices of an English language teacher educator in Argentina Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-04-02 Hugo Santiago Sanchez, Lívia de Araujo Donnini Rodrigues
This paper examines, with specific reference to English language teacher education in Argentina, the pedagogical intentions which underlie and inform the written feedback practices of an L2 writing teacher educator. The study is part of a larger exploratory-interpretive investigation which adopted a within-site, embedded, multiple-case design, and used data obtained from document analysis and a range
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Writers' communicative resources for comparing present and past research findings: A pedagogically motivated inquiry into scientists' rhetorical practices Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-03-29 Bingwu Guo, Jason Miin-Hwa Lim
Despite the pivotal role of ‘comparing present and past research findings' (CPPRF) in both softer and harder sciences, scant attention has been directed to how linguistic resources are used in such comparisons in certain applied sciences, particularly Material Science (MS) and Agricultural Science (AS). Based on a genre analysis and interviews with specialist informants, we examined the prevalence
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Graduate writers’ perceptions of teacher-student group conferences in an EAP writing course Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-03-26 Michelle Kunkel
Teacher-student group conferences (TSGCs) integrate the advantages of peer response with those of individual writing conferences, allowing teachers to comment on learners' drafts while students apprentice into the peer reviewer role by observing the teacher's model. Although several scholars have advocated for TSGCs as a pedagogical practice, TSGCs have received little empirical attention. This study
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“I notice I'm getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students' scholarly dispositions Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-03-21 Michelle Bedeker, Sulushash Kerimkulova
Graduate students often approach research with predefined steps emphasising procedural aspects that occasionally expose their inadequate preparation for research as social practice. The purpose of this paper is to show how an action research (AR) methodology, in conjunction with English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL), has facilitated the scaffolding of explicit
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Investigating Polish EHE teachers’ practices and beliefs. A survey-based analysis. Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-03-08 Romuald Gozdawa-Gołębiowski, Małgorzata Foryś-Nogala, Magdalena Walenta
The aim of this research was to gain insights into the current state of English for Higher Education (EHE) teaching in Poland from the perspective of its key stakeholders – EHE teachers. A total of 128 EHE teachers employed in Polish universities participated in an online survey-based study that explored their self-reported practices and beliefs regarding various facets of teaching English at university
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Stance-taking in peer reviewer and thesis examiner feedback on Iranian scholarly contributions Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-03-05 Hadi Kashiha
In academia, the assessment of scholarly works is conducted through diverse evaluative genres, each characterized by genre-specific linguistic features. This study adopts a corpus-assisted approach to compare how stance-taking strategies are employed in the contexts of manuscript reviews and doctoral defense sessions, with particular attention to the contributions of Iranian researchers. Following
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Top-down versus bottom-up pedagogy: Applications in the East Asian ESP classroom Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-27 Michael Guest, Duyen Thi Hong Le
This study explores the ways in which English for Specific Purposes (ESP) teachers in three East Asian countries, Vietnam, Japan, and Thailand, understand and utilize top-down and bottom-up (hereafter abbreviated to TD and BU respectively) teaching pedagogies in their classrooms. A judicious combination of either approach in both classroom pedagogy has long been advocated by both theorists and veteran
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Citation choices in L2 novices' and experts’ literature review sections: A functional discourse analysis Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-26 Congjun Mu
In response to Petrić’s (2012) call for comparing citation practices between student and published writing in the same field to better understand the interaction between developmental and disciplinary influences on the utilization of direct quotation, this paper conducts a comparative analysis of citation choices in 100 literature review sections of L2 master's theses and 100 research article literature
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Jack K.H.PunSamanthaCurleDoganYukselThe Use of Technology in English Medium Education2022SpringerCham2213-6967, VII+213 Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-21 Weihong Chen, Lawrence Jun Zhang
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Action and understanding in the semi-structured research interview: Using CA to analyse European research scientists’ attitudes to linguistic (dis)advantage Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-20 Frances Junnier
The semi-structured research interview is commonly used in EAP research to gain emic or insider perspectives. However, critics suggest that simplistic approaches to interview are pervasive, and that interview data is over-used and under-analysed by qualitative researchers. In this study, I consider the interactional nature of the EAP research interview by using the Conversation Analysis (CA) lens of
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Translanguaging pedagogies: Using an action research approach to support English as an Additional Language (EAL) students in a first-year undergraduate anatomy course. Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-15 Kelly Shoecraft, Helen Massa, Leanne Kenway
Internationalisation of higher education has increased the number of EAL students studying in Anglophone countries, including Australia. Required English language proficiency tests (e.g., IELTS) do not reflect discipline-specific terminology nor prior learning necessary for successful study. Furthermore, anatomy study, the focus of this paper, requires an extensive terminology, predominantly derived
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Academic writing in English: Lessons from an EMI-program in Japan Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-15 Tiina Matikainen
As international students and English-medium Instruction (EMI) programs increase, Japanese universities need to adapt their programs to fulfill the needs of these students. One often overlooked area is academic writing in English. This paper discusses an action research study examining the challenges of providing formal academic writing support for English-speaking students in an EMI-program at one
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“Let's start with the basics of the virus”: Engaging the public in two forms of explainers Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-15 Hang (Joanna) Zou, Ken Hyland
Explainers are a relatively new genre increasingly used to provide readers with background information, disseminate specialised knowledge and enhance public outreach. These functions were particularly crucial during the Covid-19 pandemic which demanded accurate and widespread health-related information to counter considerable social media disinformation. Based on 81 academic and 81 popular explainers
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Author self-reference: A cross-linguistic/cultural and cross-disciplinary analysis Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-13 Jihua Dong, Kaiyue Du, Louisa Buckingham
This study explored the use of author self-reference from cross-linguistic/cultural and cross-disciplinary perspectives in research articles (RAs). Based on a self-built corpus consisting of two disciplines (Computer Science and Linguistics) and two languages (Chinese and English), this study extracted the self-reference markers and compared their uses across the linguistic/cultural and disciplinary
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Approaching digital genre composing through reflective pedagogical praxis Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-12 Carmen Pérez-Llantada
With the development of Web 2.0 we have witnessed an ever-expanding repertoire of digital genres. This brings with it new communicative needs and invites us to reflect on possible ways of teaching digital multimodal composing in EAP courses. Using case study research and genre theory as a heuristic, this article critically discusses the implementation of a pedagogical practice that sought to raise
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Comparing the syntactic complexity of plain language summaries and abstracts: A case study of marine science academic writing Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-10 Yingying Liu, Tiantian Li
Plain Language Summary (PLS) has been increasingly required for manuscript submission by leading academic journals across various disciplines. While Abstract is an important academic genre for communication with fellow researchers, PLS targets the general public with limited disciplinary knowledge. Few studies to date have explored the linguistic differences between PLSs and Abstracts. Addressing this
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Learner-centered EAP practices: Managing agenda in tutorial interaction Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-02-02 Teppo Jakonen, Derya Duran
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Notetaking as validity evidence: A mixed-methods investigation of question preview in EAP listening assessment Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-01-29 Rebecca Yeager, GoMee Park, Ray J.T. Liao
Recent scholarship has questioned the cognitive validity of listening tests with preview, in which test-takers can see test questions before listening. This study mined student notes for evidence of cognitive processes in listening tests with and without preview, using a mixed-methods design that explored the effect of test format on notetaking behaviors. Qualitative analysis indicated that students
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Toward a Transnational University: WAC/WID across Borders of Language, Nation, and Discipline, Jonathan Hall and Bruce Horner (Eds.). The WAC Clearinghouse, Fort Collins, Colorado, (2023). 288 pp., US$34.95, ISBN: 978-1-64215-152-7 (PDF), ISBN: 978-1-64215-153-4 (ePub), ISBN:978-1-64642-387-3 (pbk).. Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-01-27 Yuehai Mike Xiao, Tianyu Zhang, Li Sun
Abstract not available
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DingAlexEvansMichelleSocial theory for english for academic purposes2022Bloomsbury Academicp. 232, £81.00, ISBN: 9781350227668 Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-01-11 Mostafa Morady Moghaddam
Abstract not available
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JEAP News-Greetings from the BALEAP SIG Officer Journal of English for Academic Purposes (IF 3.1) Pub Date : 2024-01-02
Abstract not available
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Students’ attitudes towards accents in English-medium instruction: The role of cosmopolitan and motivation orientations Journal of English for Academic Purposes (IF 3.1) Pub Date : 2023-12-16 Charlie Robinson-Jones, Joana Duarte, Dymphi van der Hoeven
English-medium instruction (EMI) has become a key aspect of internationalisation agendas in higher education, which are also increasingly promoting cosmopolitanism and global citizenship. Within EMI programmes, however, lecturers' non-native English accents can pose challenges for students' content understanding and influence their evaluations of lecturers and education quality. Motivation, whether
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ISBN: 978-0472039128. US$29.95 Thriving as a Graduate Writer: Principles, Strategies, and Habits for Effective Academic Writing, Rachael Cayley, University of Michigan Press (2023), p. 236 Journal of English for Academic Purposes (IF 3.1) Pub Date : 2023-12-04 Xiatinghan Xu, Mary Jane Curry
Abstract not available
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Crossing Borders, Writing Texts, Being Evaluated: Cultural and Disciplinary Norms in Academic Writing, Anne Golden, Lars Anders Kulbrandstad, Lawrence Jun Zhang (Eds.), Multilingual Matters (2022), xv+166 pp. US$39.95, UK£29.95, ISBN: 978-1-788-92858-8 Journal of English for Academic Purposes (IF 3.1) Pub Date : 2023-11-18 Xiaolong Cheng, Yan Liu, Zhe Wang
Abstract not available
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EAP practitioners' assessment behavior: Bringing the hidden-away to light Journal of English for Academic Purposes (IF 3.1) Pub Date : 2023-11-22 Parisa Karimpour, Farhad Mazlum
Our information about assessment behavior of EAP teachers constructing and using their classroom tests is so scanty that Schmitt and Hamp-Lyons (2015) believe it is hidden away from language testing community. We investigated how two different groups of Iranian EAP practitioners (discipline-area teachers and English language specialists) perceive and practice EAP assessment. We interviewed thirty teachers