刊讯｜SSCI 期刊《学术英语杂志》2023年第61-66卷

Journal of English for Academic Purposes

Volume 61-66, January-November 2023

JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES（SSCI一区，2022 IF：2.811）2022年第61-66卷共刊文74篇。2023年第61-63期共发文29篇，其中研究性论文27篇，书评2篇(No access)。研究论文涉及第一人称单数代词、体裁、修辞策略、句法复杂性、学术词汇表、学术论文引言、综合评估、英语媒体教学、学科变异、教师反馈等。2023年第64卷共发文11篇，其中研究性论文10篇，书评1篇(No access)；第65卷共发文15篇，其中研究性论文13篇，书评2篇(No access)；第66卷共发文13篇，其中研究性论文9篇，书评4篇(No access)。研究论文涉及单多模态写作、学术写作词汇复杂性、学术文章互动性、捷克语二语者学术话语中的自我提及、学术写作的跨语言实践、研究的归因模式、全球本土化写作等。（2023年已更完）

往期推荐：

目录

VOLUME 61

ARTICLES

■ Patterns and functions of I in academic writing: From a local grammar approach, by Jingjie Li, Ting Ye, Article 101186.

■ A Chinese EFL student's strategies in graduation thesis writing: An Activity Theory perspective, by Beibei Ren, Wei Zhu, Article 101202.

■ Rhetorical features of high-graded and low-graded engineering case study responses, by Jean Parkinson, Craig Watterson, Alexandre Sawczuk da Silva, Erandi Kithulgoda, Article 101206.

■ Diachronic changes in the syntactic complexity of emerging Chinese international publication writers’ research article introductions: A rhetorical strategic perspective, by Shuhui Yin, Yuan Gao, Xiaofei Lu, Article 101205.

■ Academic vocabulary knowledge among adolescents in university preparatory programmes, by Marcus Warnby, Article 101203.

■ Chinese international students’ identity (re)construction mediated by teacher feedback: Through the lens of academic discourse socialisation, ‍by Fangfei Li, Ye Han, Article 101211.

■ Bundles to beat the band in high-stakes tests: Pedagogical applications of an exploratory investigation of lexical bundles across band scores of the IELTS writing component, by Ali Saadatara, Gholamreza Kiany, Hossein Talebzadeh, Article 101208.

■ Syntactic complexity features of science research article introductions: Rhetorical-functional and disciplinary variation perspectives, by Wenhui Zhou, Zhi Li, Xiaofei Lu, Article 101212.

■ Multimodal interaction in English-medium instruction: How does a lecturer promote and enhance students’ participation in a live online lecture?, by Mercedes Querol-Julián, Article 101207.

■ The impact of input format on written performance in a listening-into-writing assessment, by Carolyn Westbrook, Article 101190.

VOLUME 62

ARTICLES

■ Interactional sociolinguistics as a multi-pronged approach to office hour rapport management, by Ha Nguyen, Article 101213.

■ Storytelling in L2 English-medium engineering lectures: A typology, by Francis Picavet, Alice Henderson, Erica de Vries, Article 101214.

■ Supervisory feedback, reflection, and academic discourse socialization: Insights from an L2 doctoral student's paper writing experience, by Min Yang, Article 101215.

■ Assessing oral presentations: An analysis of score-reaching dialogue between EAP practitioners, by Louise Palmour, Article 101210.

■ Strategic processing of source text in reading-into-writing tasks: A comparison between summary and argumentative tasks, by Ximena Delgado-Osorio, Valeriia Koval, Johannes Hartig, Claudia Harsch, Article 101227.

■ Authorial voice in source-based and opinion-based argumentative writing: Patterns of voice across task types and proficiency levels, by Hyung-Jo Yoon, Mahmoud Abdi Tabari, Article 101228.

■ Increasing critical language awareness through translingual practices in academic writing, by Yachao Sun, Article 101229.

■ English medium instruction lecturer training programmes: Content, delivery, ways forward, by Katrien L.B. Deroey, Article 101223.

VOLUME 63

ARTICLES

■ Self-regulation and student engagement with feedback: The case of Chinese EFL student writers, by Li (Francoise) Yang, Lawrence Jun Zhang, Article 101226.

■ The different ways to write publishable research articles: Using cluster analysis to uncover patterns of APPRAISAL in discussions across disciplines, by Weiyu Zhang, Yin Ling Cheung, Article 101231.

■ The use of code glosses in three minute thesis presentations: A comprehensibility strategy, by Yanhua Liu, Ramona Tang, Fei Victor Lim, Article 101239.

■ The role of theory in structuring literature reviews in qualitative and quantitative research articles, by Jianwu Gao, Quy Huynh Phu Pham, Charlene Polio, Article 101243.

■ Tracing development: Feedback orientations and knowledge construction in master's theses, by Yan (Olivia) Zhang, Article 101246.

■ EAP reading ability development during the process of generating research questions: A CDST perspective, by Min Gui, Xiaoqin Cao, Junhua Zhao, Article 101249.

■ A corpus-based comparison study of first-person pronoun we in English-language abstracts, by Ning Zhao, Article 101244.

■ Rhetorical relations in university students’ presentations, by Ana Maria Ducasse, Annie Brown, Article 101251.

■ International perspectives on teaching and learning academic English in turbulent times, James Fenton, Julio Gimenez, Katherine Mansfield, Percy Martin, Mariangela Spinillo (Eds.). Routledge, New York (2023), 162, 978-1-032-25479-4, by Enhua Guo, Lu Zhang, Article 101245.

VOLUME 64

ARTICLES

■ Comparing monomodal traditional writing and digital multimodal composing in EAP classrooms: Linguistic performance and writing development，by YouJin Kim, Diane Belcher, Carter Peyton，Article 101247

■ Forms and functions of intertextuality in academic tweets composed by research groups，by María-José Luzón，Article 101254

■ Academic publishing and the attention economy，by Ken Hyland，Article 101253

■ EFL student engagement with giving peer feedback in academic writing: A longitudinal study，by Fuhui Zhang，Christian Schunn，Sisi Chen，Wentao Li，Rui Li，Article 101255

■ Lexical complexity changes in 100 years’ academic writing: Evidence from Nature Biology Letters，by Xinye Zhou，Yuan Gao，Xiaofei Lu，Article 101262

■ An exploratory investigation of instructors' practices and challenges in promoting students' learning transfer in EAP education，by Mark A. James，Article 101263

■ A cross-sectional analysis of negation used in thesis writing by L1 and L2 PhD students，by Xuelan Li，Feng (Kevin) Jiang，Jing Ma，Article 101264

■ “Gruelling to read”: Swedish university students’ perceptions of and attitudes towards academic reading in English，by Linda Eriksson，Article 101265

■ Microaggressions to microaffirmations: A trioethnography of plurilingual EAP instructors，by Rebecca Schmor, Sarah Jones，Karam Noel，Article 101270

■ Self-mention in L2 (Czech) learner academic discourse: Realisations, functions and distribution across master's theses，by Olga Dontcheva-Navratilova，Article 101272

VOLUME 65

ARTICLES

■ The development of ESL students’ synthesis writing through reading instruction，by Elham Nikbakht, Ryan T. Miller，Article 101274

■ Rhetorical structure of literature review chapters in Nepalese PhD dissertations: Students’ engagement with previous scholarship，by Madhu Neupane Bastola，Victor Ho，Article 101271
■Translanguaging in the academic writing process: Exploring Chinese bilingual postgraduate students’ practices at a British university，by Zhe (Zoey) Zheng，Andrew G. Drybrough，Article 101269

■Scientists say: Patterns of attribution in popular and professional science writing，by Jordan Batchelor，Article 101273

■The nonuse of the definite article the in referencing definite nouns in research writing: An empirical study using both corpus and survey data and its implications，by Dilin Liu, Yaochen Deng, Dong Yu，Article 101275

■Demystifying academic promotional genre:A rhetorical move-step analysis of Teaching Philosophy Statements (TPSs)，by Yuanheng (Arthur) Wang，Article 101284

■(Mis)use of definition in Chinese EFL postgraduate students’ academic writing: A local grammar based investigation，by Yimin Zhang, Hang Su，Article 101283

■Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices，by Irina Argüelles-Álvarez, Tom Morton，Article 101285

■A novel multi-dimensional analysis of reply, response and rejoinder articles: When discipline meets time，by Jiawei Wang, Zhiying Xin，Article 101286

■Towards an understanding of EMI teacher expertise in higher education: An intrinsic case study，by Kailun Wang, Rui Yuan，Article 101288

■An investigation into the missions and practices of glocal writing centers in the Chinese context: ERPP and EAP-EGP hybrid approaches，by Jing Zhang, Chang Liu，Article 101290

■“This study is not without its limitations”: Acknowledging limitations and recommending future research in applied linguistics research articles，by D. Philip Montgomery，Article 101291

■Specialized vocabulary in TED talks and TED-Ed animations: Implications for learning English for science and technology，by Chen-Yu Liu，Article 101293

VOLUME 66

ARTICLES

■An exploratory study of English as a Second Language students’ “citation” patterns in multimodal writing，by Xiao Tan，Article 101294

■Re-exploring writer-reader interaction: Analyzing metadiscourse in EAP students’ infographics，by Mimi Li, John Gibbons, Quang Nam Pham，Article 101303

■Classroom gesture instruction on second language learners' academic presentations: Evidence from Chinese intermediate English learners，by Juan Wang, Yuan Gao, Yaqiong Cui，Article 101304

■Changing patterns of the grammatical stance devices in medical research articles (1970–2020)，by Juanjuan Wu, Fan Pan，Article 101305

■Academic “click bait”: A diachronic investigation into the use of rhetorical part in pragmatics research article titles，by Xinren Chen, Hao Liu，Article 101306

■What does it mean to construct an argument in academic writing? A synthesis of English for general academic purposes and English for specific academic purposes perspectives，by Sachiko Yasuda，Article 101307

■‘Excited to see our latest work published’: Recontextualizing research results in biomedical tweetorials，by María-José Luzón，Article 101308

■The rhetorical organization of discussions sections of qualitative research articles in Applied Linguistics and the use of meta-discourse markers，by Nasrin Ash’ari, Majid Elahi Shirvan，Article 101310

■Discoursing disciplinarity: A bibliometric analysis of published research in the past 30 years，by Luda Liu, Yue Yuan, Zhongquan Du，Article 101317

 

摘要

Patterns and functions of I in academic writing: From a local grammar approach

Jingjie Li, Shanghai International Studies University, Shanghai, China

Ting Ye, Donghua University, Shanghai, China

Abstract This paper describes the co-selection of patterns and functions of the authorial I in soft science articles under the analytical framework of local grammar. Based on the taxonomy of Tang & John (1999), we generalized four functional categories in terms of the writer roles enacted by I: i.e. I as architect, I as data analyser, I as recounter of research process, and I as opinion holder/originator. We then identified the frequent semantic-functional patterns and lexico-grammatical patterns of I under each category of function. In so doing, we explored the connections among patterns and collocations of I and functions that I is used for. It is hoped that this paper would help novice soft science writers to gain a better understanding about how to use the authorial I more appropriately to construct authorial identity in academic writing.

Key words First person singular pronoun, Local grammar, Lexico-grammatical patterns, Semantic-functional patterns

A Chinese EFL student's strategies in graduation thesis writing: An Activity Theory perspective

Beibei Ren, University of South Florida, 4202 E. Fowler Ave, Tampa, FL, 33620, USA

Wei Zhu, University of South Florida, 4202 E. Fowler Ave, Tampa, FL, 33620, USA

Abstract Against the background of increasing L2 writing strategy research from a sociocultural paradigm in recent years, writing scholarship has been focusing on L2 learners' writing strategies in various writing tasks. Undergraduate students' graduation paper in the Chinese context, however, has yet to receive sufficient attention. Informed by Activity Theory framework (Engeström, 1987, 1999), this paper adopted a case study design and investigated a Chinese undergraduate student's writing strategies in the graduation paper writing activity. Drawing on interviews with the student and the advisor, the student's paper, and supplementary documents (e.g., paper guidelines), this study showed that the student utilized artefact, rule, community, and role mediated strategies to complete the writing task. Contradictions within and beyond the activity system also existed, which constrained the successful mediation of some of the writing strategies and posed challenges to the student's writing activity. Implications for research and pedagogy are discussed.

Key words Writing strategies, Activity Theory, Chinese undergraduate student, Graduation paper

Rhetorical features of high-graded and low-graded engineering case study responses

Jean Parkinson, Victoria University of Wellington, Kelburn Parade, Wellington, New Zealand

Craig Watterson, Victoria University of Wellington, Kelburn Parade, Wellington, New Zealand
Alexandre Sawczuk da Silva, OSTHUS GmbH, Eisenbahnweg 9-11, 52068, Aachen, Germany
Erandi Kithulgoda, Victoria University of Wellington, Kelburn Parade, Wellington, New Zealand

Abstract Case study responses are a frequent assignment type in engineering degrees, where they aim to prepare students for professional practice. With the goal of supporting the teaching of engineering case responses, this study compares the use of rhetorical strategies in low-graded and high-graded case study responses. Using a corpus of 20 high-graded and 20 low-graded case responses, the article investigates quantitative and qualitative differences in use of rhetorical strategies. Faculty feedback on assignments was analysed to identify rhetorical features valued by instructors, and good alignment was found between features valued by instructors and the rhetorical strategies identified as important by our analysis. Findings were that low-graded assignments neglected to use key rhetorical strategies and used them less expertly. In contrast, high-graded assignments were skilful in using rhetorical strategies such as establishing the purpose and importance of the case, using course concepts and the findings of their analysis to support recommendations, discussing options, and providing reasons for recommendations to build strong arguments.

Key words Genre, Rhetorical strategies, Case studies, Engineering, Argumentation

Diachronic changes in the syntactic complexity of emerging Chinese international publication writers’ research article introductions: A rhetorical strategic perspective

Shuhui Yin, Department of Foreign Languages, The University of Chinese Academy of Sciences, No. 19 jia Yuquan Road, Beijing, 00049, China

Yuan Gao, Department of Foreign Languages, The University of Chinese Academy of Sciences, No. 19 jia Yuquan Road, Beijing, 00049, China
Xiaofei Lu, Department of Applied Linguistics, The Pennsylvania State University, 234 Sparks Building, University Park, PA, 16802, USA

Abstract This study examined diachronic changes in the syntactic complexity of research article (RA) introductions produced by emerging and expert international publication (IP) writers over the past two decades. Our data consisted of 90 RA introductions published in an emerging international journal by Chinese applied linguists without prior IP experience and 90 RA introductions published in a leading international journal by applied linguists with multiple prior international publications. In each corpus, 30 RA introductions were collected from 1998, 2008, and 2018, respectively. These samples were analyzed using seven holistic indices covering multiple dimensions of syntactic complexity and annotated for rhetorical moves and steps. Our analysis revealed important differences between emerging and expert IP writers both in their levels of syntactic complexity at each time point and in the patterns of their diachronic change. Furthermore, our analysis also revealed differences in the rhetorical strategies used by the two groups as well as a close relationship between the changes in emerging Chinese IP writers' syntactic complexity and changes in their rhetorical strategies. These findings shed light on emerging IP writers’ rhetorical and linguistic practices in RA writing from a diachronic perspective, with useful implications for English for Research Publications Purposes pedagogy.

Key words Chinese emerging international publication writers, Diachronic changes, Research article introductions, Rhetorical strategies, Syntactic complexity

Academic vocabulary knowledge among adolescents in university preparatory programmes

Marcus Warnby, Stockholm University, Department of Teaching and Learning, 106 91, Stockholm, Sweden

Abstract English academic vocabulary knowledge is needed for reading in many internationalized university contexts around the world. However, our knowledge is limited regarding the degree to which pre-tertiary education prepares students for the academic English reading demands at university. To explore this question, this cross-sectional study analyzed academic vocabulary scores from two Swedish student samples (N=952), at the beginning and at the end of upper secondary English education. Statistical analyses were conducted to describe and compare the academic vocabulary knowledge in the two samples, also in relation to gender, study disciplines and English grades. Large variations in vocabulary scores were observed within and between samples. The exit-sample outperformed the entry-sample. The exit-sample’s academic vocabulary knowledge correlated positively with English grades, however, these (CEFR-B2) students do not, on average, reach suggested mastery thresholds of academic vocabulary knowledge. A logistic regression analysis showed higher probabilities for male students and Arts/Humanities/Science/Technology students than female and Economics/Social science students to reach suggested mastery thresholds. This unequal distribution of academic word knowledge is discussed in the context of curricular goals about equality and university-preparation.

Key words EAP, Academic vocabulary, Second/foreign language, Pre-tertiary education, Curriculum, Equality

Chinese international students’ identity (re)construction mediated by teacher feedback: Through the lens of academic discourse socialisation

Fangfei Li, School of Languages and Cultures, Shanghai University of Political Science and Law, Shanghai, China

Ye Han, School of Humanities and Social Sciences, Harbin Institute of Technology (Shenzhen), Shenzhen, China

Abstract While feedback has been found to serve multiple functions, how feedback socialises master's students into the academic discourse community remains under-investigated. The current study aims to enrich this discussion by focusing on the self-reported, feedback-related experiences of two Chinese MA TESOL students at a UK university. Multiple-sourced data were analysed to investigate (a) the identity categories into which teacher feedback (written and oral) attempted to socialise the focal students; (b) if positioned into undesirable identity categories, how the students reacted to such challenges; and (c) how their reactions to identity challenges affected their investment in feedback-related academic literacy practice. Teacher feedback was found to socialise the students into three identity categories with differential legitimacy in the academic discourse communities. Both students encountered identity challenges, which prompted them to reconfigure power relations, claim more powerful identities, and adjust investment in feedback-related academic literacy practice accordingly. However, they took different approaches to reframing power relations, and their reconstructed identities also differed in terms of congruence. The findings call for more research on the sociocultural and sociopolitical dimension of teacher and student feedback literacy, and suggest the necessity for teachers to provide identity-empowering feedback to facilitate students' academic discourse socialisation.

Key words Academic discourse socialisation, International student, Teacher feedback, Identity, Investment

Bundles to beat the band in high-stakes tests: Pedagogical applications of an exploratory investigation of lexical bundles across band scores of the IELTS writing component

Ali Saadatara, Tarbiat Modares University, Tehran, Iran

Gholamreza Kiany, Tarbiat Modares University, Tehran, Iran
Hossein Talebzadeh, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran and Karaj, Iran

Abstract Lexical bundles (LBs) in ESL/EFL examinees' writings and the effectiveness of their instruction on the learners’ performance are under-researched as far as international high-stakes examinations, particularly IELTS (International English Language Testing System) writing genre(s), are concerned. To fill these gaps, the present two-phased study, in its exploratory phase, aimed at investigating the form, functions, and distribution of LBs in approximately 1000 mock academic IELTS writing tasks across three levels of writing competence. For the next phase, a pedagogical intervention was implemented and its impact on improving the performance of the IELTS candidates was evaluated. The results demonstrated that the higher the proficiency of the examinees, the higher the frequency and range and the more varied the structures and functions of deployed LBs. Additionally, the majority of the LBs were equally dispersed in all parts of the texts although there were some instances which characterized introduction, body, or conclusion sub-sections. Finally, the adopted explicit functional pedagogical approach was found to be effective, especially in boosting cohesion and coherence and lexical resources scores. Highlighting the nature of IELTS texts as distinct genres, we conclude with the implications of studying (and teaching) LBs for writing instruction and examination.

Key words Genre, High-stakes tests, IELTS, Lexical bundles, Mock exams, Writing component

Syntactic complexity features of science research article introductions: Rhetorical-functional and disciplinary variation perspectives

Wenhui Zhou, School of Foreign Languages, Beijing Forestry University, No. 35 Tsinghua East Road, Beijing, 100083, China

Zhi Li, School of Foreign Languages, Beijing Forestry University, No. 35 Tsinghua East Road, Beijing, 100083, China
Xiaofei Lu, Department of Applied Linguistics, The Pennsylvania State University, 234 Sparks Building, University Park, PA, 16802, USA

Abstract An increasing body of genre analysis research within English for Academic Purposes (EAP) has attended to the relationship between linguistic features and their rhetorical functions in academic writing. Previous studies along this line have focused primarily on lexical or phraseological features and less on syntactic complexity features, with few exceptions. This study contributes to this body of research by investigating the rhetorical functions of syntactically complex sentences in science research article (RA) introductions, using a corpus containing the introduction sections of 300 published RAs in six science disciplines. The corpus samples were annotated for rhetorical move-steps using an adapted version of the Create a Research Space model (Swales, 2004) and analyzed using five indices tapping into different aspects of syntactic complexity. Results showed that the syntactic complexity indices varied significantly among the rhetorical move-steps but remained stable across hard-pure and hard-applied disciplines. Furthermore, science RA writers employed different types of syntactic complexity features more often for achieving different rhetorical functions. The implications of our findings for academic writing research and pedagogy are discussed.

Key words Disciplinary variation, Genre analysis, Research article introductions, Rhetorical functions, Syntactic complexity

Multimodal interaction in English-medium instruction: How does a lecturer promote and enhance students’ participation in a live online lecture?

Mercedes Querol-Julián, Universidad Internacional de La Rioja (Spain), Avenida de la Paz, 137, 26006, Logroño, Spain

Abstract This study analysed the multimodal interactive discourse of one English-medium instruction (EMI) lecturer to engage students in a digital environment. It examined the first live online class given to a group of international students living in different countries. A methodology based on the multimodal (inter)action analysis approach was followed to study how interaction unfolded and was promoted and managed. Results showed the complexity of classroom interaction in this digital environment, the importance of lecturer waiting time, the high modal density and functional diversity of the follow-up/feedback stage and the most frequent discourse functions expressed during the interaction. The results will be of interest to designers of EMI training courses concerned with student engagement in virtual settings. Some suggestions are given regarding the need to know how to foster EMI lecturers’ awareness of multimodal interactive discourse.

Key words English-medium instruction, Live online lectures, Multimodal discourse, Interaction, Engagement

The impact of input format on written performance in a listening-into-writing assessment

Carolyn Westbrook, Assessment Research Group, British Council, 1 Redman Place, Stratford, London, E20 1JQ, UK

Abstract Over the last five decades, research in teaching and testing (academic) listening has investigated different foci. Initially, teaching listening involved bottom-up approaches (Dirven and Oakeshott-Taylor, 1984) then both higher- and lower-level processes were integrated (Voss, 1984). In the early 2000s, different input formats (Read, 2002) and discourse features of lectures (Thompson, 2003) were the subjects of academic listening research. More recently, EAP tests have increasingly taken an integrated approach to reflect real-world tasks, yet few studies have looked at integrated listening-into-writing tasks (Cubilo and Winke, 2013).This counter-balanced measures design study investigates how test taker performance differs on an integrated EAP listening-into-writing task when lecture input is presented as audio only in one half and video in the other half of the input. Two groups of test takers took part in the current study.A Hotelling's T2 test revealed a statistically significant effect on scores when test takers were presented with the audio only input first but there was no significant effect on scores when the video input was presented first. Data on test taker preferences revealed that more people preferred the video input to audio only.

Key words Integrated assessment, Listening-into-writing, EAP, Testing

Interactional sociolinguistics as a multi-pronged approach to office hour rapport management

Ha Nguyen, Department of Second Language Studies, Moore Hall 570, Honolulu, Hawaiʻi, 96822, USA

Abstract This study proposes a multi-pronged approach for examining office hour (OH) rapport management. Using an interactional sociolinguistic lens, I investigate how an international teaching assistant (ITA) managed rapport in the face of misunderstanding and schema mismatch during an OH consultation. Data were collected through classroom observations, OH video-recording, an exit survey, and follow-up interviews with participants to facilitate triangulation. Utilizing frame analysis and contextualization cues, I analyzed the strategies the ITA used to maintain and strengthen rapport with his international student. I show that a multi-method approach illuminates how participants’ mismatch in schemas was displayed to one another at the interactional level, which led to rapport challenge and misunderstanding. I argue that using multiple methods is beneficial in revealing the intercultural nature of OH meetings where small “c” culture (i.e., institutional culture) was negotiated. While previous research predominantly focused on face management, this study complexifies our understanding of rapport by highlighting the importance of managing (a) interactional goals and (b) rights and obligations, two under-researched bases of rapport.

Storytelling in L2 English-medium engineering lectures: A typology

Francis Picavet, Univ. Grenoble Alpes, LaRAC, 38000 Grenoble, France

Alice Henderson, Univ. Grenoble Alpes, LIDILEM, 38000 Grenoble, France
Erica de Vries, Univ. Grenoble Alpes, LaRAC, 38000 Grenoble, France

Abstract This paper presents a framework for identifying and categorizing instances of storytelling in English lingua franca (ELF) higher education situations, based on a corpus of English Medium Instruction (EMI) engineering lectures in France. The lectures were delivered to international students at Master's level, by L2-English lecturers of mixed nationalities. This research draws on previous studies of oral narratives in general, and in similar academic contexts, to analyze the 60 h of video and audio recordings of the corpus. The framework outlines the identification, categorization and description of stories, with transcribed extracts from the corpus illustrating the categories. The findings contribute to a better understanding of the role played by storytelling in EMI-ELF courses and could benefit lecturers themselves, but also students, institutions and their professional development policies.

Supervisory feedback, reflection, and academic discourse socialization: Insights from an L2 doctoral student's paper writing experience

Min Yang, Department of Foreign Languages and Literature, National Chung Cheng University, 168, Sec. 1, University Rd., Minhsiung, Chiayi, 621301, Taiwan

Abstract In this qualitative case study, the researcher explored an early-stage L2 doctoral student's reflective practice about her supervisor's feedback on the drafts of her research article and the role of reflection in her academic discourse socialization (ADS) as a researcher and an English academic writer. Data was collected over one and a half year from semi-structured interviews with the student and her supervisor, the student's drafts with supervisory feedback, informal conversations with the student, the student's written self-reflection, and observation of the student in academic activities. Qualitative and inductive analysis revealed that the supervisor-student dyad had a shared goal of paper writing, which was to provide the student cognitive skill training for research and academic writing. They also had different goals of paper writing, which characterized the social and negotiated nature of the student's ADS. Moreover, the student digested feedback through an interactive process of reflection-on-feedback, reflection-in-feedback, and reflection-for-feedback at different stages of writing, showing that reflective practice is indispensable for feedback to serve as useful and readily available resources for writing. Such reflective practice about feedback was found to contribute to the student's ADS cognitively, emotionally, and socially. The findings provide implications for L2 doctoral supervision, learning and socialization.

Assessing oral presentations: An analysis of score-reaching dialogue between EAP practitioners

Louise Palmour, Modern Languages and Linguistics, University of Southampton, UK

Abstract Academic oral presentations (AOPs) often feature as part of assessment suites on English for Academic Purposes programmes. This paper documents what teacher assessors do and pay attention to when reaching score decisions on student assesees’ oral presentation performances on two EAP modules. The fieldwork conducted at two EAP sites was informed by a blend of constructivist grounded theory and ethnographic inquiry traditions. In this paper, an analysis of rating discussions and interviews demonstrates that a series of filters are applied by EAP practitioners to AOP performances when assigning scores. The processes described demonstrate how the social and learning context on EAP programmes influence assessment decisions. The visual representation of the rating process teamed with the description of processes may prove a useful heuristic with which to better understand and critically appraise decision making in EAP classroom-based oral presentation assessment.

Strategic processing of source text in reading-into-writing tasks: A comparison between summary and argumentative tasks

Ximena Delgado-Osorio, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt Am Main, Germany

Valeriia Koval, University of Bremen, Bremen, Germany
Johannes Hartig, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt Am Main, Germany
Claudia Harsch, University of Bremen, Bremen, Germany

Abstract Reading-into-writing tasks are frequently used as an assessment tool in the higher education context. Due to the nature of the task, students strategically process the source texts to successfully select the relevant information and integrate it into their writing. This study addresses the questions of a) how students strategically process the source text in reading-into-writing tasks and b) if there are differences between summary and argumentative tasks with different topics (natural and social sciences) regarding students' strategic processing of the source text. For this purpose, four types of reading-into-writing tasks were developed and completed by 14 students from German universities. While completing the tasks, each participant was asked to verbalize their thoughts (think-aloud), and their screen was video recorded. The audio-visual data were transcribed and analysed using a deductive approach. Our results support previous research about discourse synthesis and metacognitive strategies in reading-into-writing tasks and indicate some differences between the types of tasks and topics in the employment of particular strategies. Moreover, our analyses show that higher-level and lower-level reading processes play a role in the source text strategic processing depending on the reader's goals. This study gives further insights into the reading-into-writing construct, considering task type and topic effects.

Authorial voice in source-based and opinion-based argumentative writing: Patterns of voice across task types and proficiency levels

Hyung-Jo Yoon, California State University, Northridge, USA

Mahmoud Abdi Tabari, The University of Nevada, Reno, USA

Abstract This study examined first-year university students’ use of textual voice markers in two argumentative writing tasks. Previous findings of authorial voice have shown unclear relationships between voice elements and writing proficiency, making us question the pedagogical value of voice for L2 writers. However, it should be noted that the majority of studies on this topic have used timed opinion-based argumentative tasks which may not be the most relevant task type for academic writers, as they are often expected to build source-based argumentation. To fill this gap, we collected 110 opinion-based and source-based essays from 55 students and quantified a wide range of stance and engagement elements that appeared in the essays. Results showed a higher frequency of use of textual voices in opinion-based than in source-based writing, but there was no meaningful association between voice and writing proficiency in both tasks. However, different patterns were exhibited when we examined section-specific voice elements. In the source-based essays, more proficient writers used more varied types of hedges in the synthesis section but fewer boosters and reader pronouns in the introduction. With these quantitative results of authorial voice, we discuss our findings in the light of first-year writing instructional needs and writing assessment.

Increasing critical language awareness through translingual practices in academic writing

Yachao Sun, Language and Culture Center, Duke Kunshan University, China

Abstract This study examines a student's translingual practices and language ideologies in her academic writing process in a transnational higher education (TNHE) context to explore how translingual practices can help increase students' critical language awareness (CLA), which has been found to prevent under monolingual ideologies. A case study was adopted to collect the student's screen recordings, stimulated recall interviews, and written products pertaining to one of her academic writing projects. The findings reveal a translingual feature of her language practices but a monolingual orientation to her language ideologies. This mismatch indicates the necessity of raising students' CLA in TNHE contexts, especially those with an English medium instruction (EMI) policy. Pedagogical implications, such as involving translingual practices in self-reflective writing, discussing social justice issues based on these translingual writing practices, and promoting rhetorical agency by challenging native speakerism/monolingualism, are provided to help increase CLA through translingual practices in EAP writing education. This study enriches the theoretical purport of scholarship on translingual practice (Canagarajah, 2018) and argues for the pedagogical values of increasing CLA through translingual practices in EMI-TNHE contexts.

English medium instruction lecturer training programmes: Content, delivery, ways forward

Katrien L.B. Deroey, Université du Luxembourg, Campus Belval, Maison du Savoir, 2, avenue de l’Université, L-4365, Esch-sur-Alzette, G.D, Luxembourg

Abstract This paper surveys English medium instruction (EMI) lecturer training worldwide in order to inform decisions by practitioners tasked with its design and delivery. The survey encompasses 25 articles which included information about EMI lecturer training and support initiatives in 18 countries. These were analysed for their content components and delivery methods as well as training challenges and recommendations. This analysis revealed four main components: language, communication, pedagogy and EMI awareness. Most programmes were delivered face to face but some were blended with a substantial amount of online and independent work. Delivery methods could broadly be classified into group classes, individual support and peer learning. Microteaching with reflection, feedback and observation was a widely recurring and highly rated activity. Programmes were typically developed in-house by English language professionals. Recurring challenges were contextualisation, group heterogeneity, lecturer confidence and the lack of incentivisation. The paper concludes with pedagogical recommendations for the development of EMI lecturer training programmes and an EMI lecturer training framework.

Self-regulation and student engagement with feedback: The case of Chinese EFL student writers

Li (Francoise) Yang, School of Foreign Languages, Jiangsu University of Science and Technology, China

Lawrence Jun Zhang, Faculty of Education and Social Work, University of Auckland, New Zealand

Abstract Despite the role of feedback in facilitating self-regulation, learners' under-engagement with feedback in second language (L2) writing has been little researched. The multifaceted nature of feedback makes it challenging for L2 writers to engage with, and benefit from, teacher feedback. From the perspective of self-regulated learning, this qualitative case study examined how skilled and less-skilled self-regulators engaged with teacher written feedback in a Chinese EFL context. Data from multiple sources, including student texts, teacher on-script feedback, error logs, reflective journal entries, and interviews, revealed that the relationship between feedback and subsequent outcomes is mediated by students' engagement with the feedback process. It was found that skilled and less-skilled self-regulators displayed different degrees of engagement across cognitive, behavioural and affective dimensions. The findings may be attributed partly to students’ awareness of, and ability to interpret, feedback, agency of translating feedback into action, and willingness to scrutinise feedback and respond with appropriate strategies to use it. We conclude by highlighting the interaction among cognitive, behavioural, and affective engagement and offering some important pedagogical implications.

The different ways to write publishable research articles: Using cluster analysis to uncover patterns of APPRAISAL in discussions across disciplines

Weiyu Zhang, National Institute of Education, Nanyang Technological University, Singapore

Yin Ling Cheung, National Institute of Education, Nanyang Technological University, Singapore

Abstract Most existing English for Academic Purposes (EAP) studies from a discourse analysis perspective adopt a discipline-based framework that foregrounds the influence of discipline on linguistic features. However, this practice may become unproductive and impractical, given the increasing interdisciplinarity of research. Informed by APPRAISAL theory, this study used Cluster Analysis and identified five different linguistic profiles in research article (RA) discussions (n = 240) from four disciplines: Chemistry, Geoscience, Education, and Management. The distinctions of the profiles cannot be fully explained by disciplinary characteristics. Instead, they may be shaped by the interplay of various factors, including 1) positively appraising the practical significance of the research, 2) mitigating claims and addressing alternative voices, 3) drawing upon existing knowledge, 4) reiterating experimental procedures and real-world observations, 5) idiosyncratic styles, and 6) journal specificities. The findings contribute to a new understanding of linguistic features and variations of research writing and offer empirical support to the recent call for re-examining the foregrounding of disciplinary influence in writing research. The identified linguistic profiles and shaping factors can guide the teaching and learning of the different ways to write publishable RAs across disciplines.

The use of code glosses in three minute thesis presentations: A comprehensibility strategy

Yanhua Liu, School of Foreign Languages, Yibin University, China

Ramona Tang, National Institute of Education, Nanyang Technological University, Singapore
Fei Victor Lim, National Institute of Education, Nanyang Technological University, Singapore

Abstract The Three Minute Thesis (3MT) is an academic competition that challenges graduate students to explain their research in 3 minutes to a non-specialist audience. While there have been a few studies examining rhetorical moves and interactional metadiscourse in 3MT presentations, studies focusing on features related to comprehensibility, a key competition requirement, have been lacking. This study examines how highly-specialised research is made comprehensible to non-specialist audiences through “code glosses”, communication strategies that function to facilitate understanding by reformulating, explaining, or elaborating on what has been said (Hyland, 2005). Analysing a corpus of 50 successful 3MT presentations in the electrical and computer engineering discipline, we found code glosses to be one of the most frequently used interactive metadiscourse types in the data. Significantly, Analogies and Definitions emerged as salient-enough features in our data that we added them as additional categories of code gloss, extending Hyland's (2007) two categories of Exemplifiers and Reformulators. Our analysis shows how examples, definitions, analogies, and reformulations are used in distinct ways in 3MT presentations to make the presented research accessible, coherent, and engaging to audiences. Our findings expand current understandings of code glosses, and extend the current knowledge on the 3MT genre by providing insights into its distinctive linguistic features vis-à-vis comprehensibility.

The role of theory in structuring literature reviews in qualitative and quantitative research articles

Jianwu Gao, Capital Normal University, Department of English Language and Literature, Rm. 508, Waiyu Bldg, Capital Normal University Beiyiqu, 83 Xisanhuan Beilu, Haidian District, Beijing, CN, 100089, China

Quy Huynh Phu Pham, University of Queensland, Brisbane, Australia
Charlene Polio, Michigan State University, 619 Red Cedar Road, B251 Wells Hall, East Lansing, MI, 48824, USA

Abstract The role of theory in empirical research is not a new topic, yet its relevance and importance continue to be discussed. Recently, organizational psychologists Aguinis and Cronin (2022) claimed that “the number one and most important reason why research is meaningful and makes a useful and valuable contribution is theory” (p. 1). They characterized theory as “essentially just a fancy word for ‘Do we understand what's going on?’” (p. 2). Despite the importance of theory, Aguinis and Cronin noted

Tracing development: Feedback orientations and knowledge construction in master's theses

Yan (Olivia) Zhang, School of Foreign Languages, Sun Yat-sen University, Guangzhou, China

Abstract Knowledge construction at graduate level discursively engages writers in building the connection between disciplinary literature and their authority of individual creation. Existing research often sees this construction as social and dialogic and has widely examined its rhetorical and interactional features within its disciplinary local contexts. However, little attention seems to be drawn to the interplay between the expected presentation of knowledge and students' actual knowledge-making. Through detailed discourse and intertextual analyses, this study explores supervisory orientations offered through written feedback and their impact on two L2 students' restructuring of knowledge in their master's theses. Findings reveal these students' incorporation of justifiable, interpretive and intertextually pertinent knowledge as concrete responses to these orientations. The ways they organized their conceptual and intertextual resources were shaped by explicit supervisory scaffold and how they wished to present a refined self (critical, self-reflexive, credible, socially-grounded) in writing.

EAP reading ability development during the process of generating research questions: A CDST perspective

Min Gui, Research Institute of Foreign Languages, School of Foreign Languages and Literature, Wuhan University, Wuhan, 430072, China

Xiaoqin Cao, Zhengzhou University of Industrial Technology, No. 16, Xueyuan Road, Xinzheng, Henan, 451150, China
Junhua Zhao, Department of Psychology, School of Philosophy, Wuhan University, Wuhan, 430072, China

Abstract Employing the complex dynamic systems theory (CDST) perspective, this case study reports on how three Chinese graduate students majoring in psychology developed their English for Academic Purposes (EAP) reading ability and to what factors they attributed the development in the process for generating research questions for their degree theses. Their EAP reading ability development was investigated by analyzing their reading performance on fourteen journal articles during one semester on a weekly basis from a CDST perspective. Four dimensions of EAP reading ability were investigated and were examined by 14 reading tests, two synthesis writings, and two presentation tasks. The factors that they attributed to were explored by weekly semi-structured interviews. The results revealed that, i) the reading comprehension ability of the three students showed different non-linear development patterns and finally reached a high level; ii) ability to analyse how research questions were proposed developed slower but finally reached a satisfactory level; iii) the synthesis ability developed even slower; and iv) critique ability only developed at a preliminary level. Major influential factors included students' disciplinary knowledge, vocabulary, and the supervisor's guidance. This study may shed light on EAP reading instruction and degree thesis writing.

A corpus-based comparison study of first-person pronoun we in English-language abstracts

Ning Zhao, Southwestern University of Finance and Economics, 555 Liutai Avenue, Wenjiang District, Chengdu, Sichuan, PR China

Abstract This paper offers a corpus-based study of how the first-person plural pronoun we is used in English-language RA abstracts published in Chinese-language journals in comparison to corresponding RA abstracts published in English-language journals in the fields of Finance and Accounting. Using a range of corpus-based methods of investigation, this study finds that abstracts written by the two groups of writers display characteristic differences in the usage of this first-person pronoun, such as its phraseological patterns. In general, the study demonstrates that the uses of we in RA abstracts written by Chinese Finance and Accounting academic writers diverge in a substantial number of important ways from those written by their international peers. The study also discusses some reasons for such differences. This paper identifies a number of points of difference that could be devoted to the teaching of RA abstract writing skills in English for Academic Purposes course.

Rhetorical relations in university students’ presentations

Ana Maria Ducasse, Social Global Research Centre, RMIT University, Melbourne, Australia

Annie Brown, Australian Council of Educational Research, Australia

Abstract The integration into the tertiary curriculum of problem-based learning, and the growing awareness of the need for university graduates to enter the workforce with highly developed communication skills, has led to a greater focus in academic classrooms on oral communication. One aspect of this is the increased use of monologic student oral presentation tasks, a requirement that presents challenges for international and local students alike. There is little research beyond lexical features that centres on the rhetorical level in student presentations. This study attempts to characterise the rhetorical moves within undergraduate oral presentations. The data comprise transcribed presentations by local and international high-scoring students in core first-year undergraduate subjects in three different faculties (n = 30). The methodology for the analysis was Rhetorical Structure Theory (RST). The analysis, which distributed RST relations into those contributing to the presentation's coherence and listener-oriented comprehensibility, identified the range and frequency of rhetorical moves within the dataset. Differences across disciplines appeared to be due to task requirements rather than disciplinary requirements per se. To conclude, we discuss the value of RST in the analysis of oral student data and its potential to inform the preparation of students for formal academic spoken discourse.

International perspectives on teaching and learning academic English in turbulent times, James Fenton, Julio Gimenez, Katherine Mansfield, Percy Martin, Mariangela Spinillo (Eds.). Routledge, New York (2023), 162, 978-1-032-25479-4

Enhua Guo, College of Foreign Languages, Ocean University of China, Tsingtao, China

Lu Zhang, College of Foreign Languages, Ocean University of China, Tsingtao, China

Abstract The Covid-19 pandemic has posed unprecedented challenges to all activities in higher education, including EAP teaching and learning. Many universities rapidly transitioned from offline to online education in response to the health crisis and physical distancing regulations, implementing adaptations from the perspectives of institutions, lecturers, as well as learners. Given the abundant studies of online or blended education (e.g., Crosthwaite, Sanhueza, & Schweinberger, 2021; Rajendram & Shi, 2022), it is high time to discuss the adaptations in universities in the hope that they would be useful should we be confronted by similar challenges in the future. International perspectives on teaching and learning academic English in turbulent times is a timely collection of a broad spectrum of practical adaptations in EAP teaching, learning, and assessment, in a variety of contexts from around the globe, which will be of interest to EAP practitioners and stakeholders.

Comparing monomodal traditional writing and digital multimodal composing in EAP classrooms: Linguistic performance and writing development

YouJin Kim, Department of Applied Linguistics and ESL, 25 Park Place, Suite #1500, Georgia State University, Atlanta, GA, 3033203, Georgia, USA

Diane Belcher, Department of Applied Linguistics and ESL, 25 Park Place, Suite #1500, Georgia State University, Atlanta, GA, 3033203, Georgia, USA

Carter Peyton，Korea Advanced Institute of Science and Technology, School of Digital Humanities and Computational Social Sciences, Building N4, Office #1314, 291, Daehak-ro, Yuseong-gu, Daejeon, 305-701, South Korea

Abstract In response to mixed perceptions about the digital multimodal composing (DMC) approach to conceptualizing and teaching second language (L2) writing, the purpose of the current study is to compare students' linguistic performance on traditional monomodal writing and DMC tasks, as well as writing development over time under traditional and DMC instructional conditions. A total of 41 Korean university English as a foreign language (EFL) students were randomly assigned to two instructional groups: traditional writing and DMC. Over one semester, both the DMC and the traditional writing groups completed TOEFL-style independent writing pretests and posttests, and depending on their intervention condition, they completed either monomodal writing or DMC tasks for two elemental genres (causal analysis and argumentation). For the first research question, focused on output of traditional writing and DMC tasks, the two groups' language use on each of the two assigned genres (causal analysis and argumentation) was analyzed separately, and their linguistic performance was compared using independent t-tests. For the second research question, the pretest and posttest essays were scored using an analytic rubric focused on content, organization and language, and the two groups’ timed writing performance was compared using linear mixed effect models. The findings indicated that students produced longer texts for DMC tasks, and that there were significant gains in writing development over time for both DMC and traditional writing instructed groups. The DMC-integrated group, however, showed greater gains. Pedagogical implications for the use of DMC in L2 writing instruction are discussed.

Forms and functions of intertextuality in academic tweets composed by research groups

María-José Luzón，Department of English and German Studies/Institute of Biocomputation and Physics of Complex Systems, University of Zaragoza, Zaragoza, Spain

Abstract This paper explores the forms and functions of intertextuality in academic tweets composed by research groups. Academic tweets are dialogic and intertextual texts, usually composed by incorporating other voices and taking up text-visual elements from other contexts. Based on the analysis of 300 tweets taken from the Twitter accounts of four research groups in two different disciplines (Chemistry and Medicine), this study investigates the ways in which intertextual practices contribute to the communicative purposes of the genre. The analysis shows that the affordances of Twitter (e.g. hyperlinking, modularity, multimodality) and the purpose of academic tweets shape the forms and functions of intertextuality in these tweets. When composing these tweets academics both reconfigure well-established forms of intertextuality and display novel forms which help them to promote their research, negotiate their relationships with their readers, and share content with diverse audiences.

Academic publishing and the attention economy

Ken Hyland，School of Education and Lifelong Learning, University of East Anglia, Norwich, NR4 7TJ, England, UK

Abstract With the explosion of information and constant bombardment of news, advertising and social media, the ‘Knowledge Economy’ has given way to the ‘Attention Economy’, which treats human attention as a scarce commodity. In the digital age, moreover, research articles are products competing for readers' limited attention in a context of massively greater competition. This is particularly relevant for academics as attention can function as currency as well as capital when its qualitative value is turned into measurable units. This is, in essence, the role played today by publication and citation. Propelled by metrics-driven career incentives, scholars are constantly pushed to gain the attention, and approval, of reviewers, editors, readers, funders and promotion boards and this means rhetorically promoting our work to be as noticeable as possible. In this argument paper, I elaborate this point and propose, through the examination of recent research into academic discourse, how the attention economy has come to dominate how research is presented.

EFL student engagement with giving peer feedback in academic writing: A longitudinal study

Fuhui Zhang, School of Foreign Languages, Northeast Normal University, Jilin, China

Christian Schunn, Learning Research and Development Center, University of Pittsburgh, United States

Sisi Chen, School of Foreign Languages, Northeast Normal University, Jilin, China

Wentao Li, School of Foreign Languages, Northeast Normal University, Jilin, China

Rui Li，School of Foreign Languages, Northeast Normal University, Jilin, China

Abstract While a number of studies on peer feedback in academic writing have been done on how students engaged with received feedback in a single assignment, little work has examined engagement with giving feedback and across a longer timeline, which is problematic for a pedagogical technique that is often new to EFL students and should be used repeatedly in a semester. Using a mixed method design that draws upon transcripts of voiced peer comments, monthly reflection journals, semi-structured interviews, stimulated recalls, and two rounds of a self-efficacy survey, this longitudinal study examined how three EFL undergraduates of relatively different proficiency levels affectively, behaviorally, and cognitively engaged with giving feedback over ten iterative feedback practices in an EAP writing course. The findings showed both initial engagement differences and extensive gains in engagement across all three learners despite challenges in proficiency and self-efficacy. Pedagogical implications of how peer feedback could be enhanced in EAP writing courses are discussed.

Lexical complexity changes in 100 years’ academic writing: Evidence from Nature Biology Letters

Xinye Zhou, Department of Foreign Languages, The University of Chinese Academy of Sciences, No. 19jia Yuquan Road, Beijing, 100049, China

Yuan Gao, Department of Foreign Languages, The University of Chinese Academy of Sciences, No. 19jia Yuquan Road, Beijing, 100049, China
Xiaofei Lu，Department of Applied Linguistics, The Pennsylvania State University, 234 Sparks Building, University Park, PA, 16802, USA

Abstract Previous diachronic studies of lexical changes in academic writing have focused on the evolution of specific sets or classes of words with specific grammatical or discourse functions, with no scholarly attention paid to diachronic changes in the overall lexical complexity of academic writing, a construct that has been shown to be closely related to text readability and writing quality. This study explores diachronic lexical complexity changes in academic writing based on a self-built corpus, the Corpus of Nature Biology Letters, comprised of 421 scientific letters sampled with ten-year intervals for 100 years (1929–2019). The corpus was analyzed for nine measures of lexical density, sophistication, and diversity to ascertain the trend and strength of lexical complexity changes. Our findings show that the patterns of diachronic changes in the lexical complexity of academic writing accord with the overall trends in academic writing towards greater compression and conventionalization. These findings add to our understanding of the evolution of the academic writing practices of the scientific community and may also have implications for academic writing pedagogy.

An exploratory investigation of instructors' practices and challenges in promoting students' learning transfer in EAP education

Mark A. James，Arizona State University, PO Box 871401, Tempe, AZ, 85287-1401, USA

Abstract To be successful, English for academic purposes (EAP) education must lead to students' transfer of learning to new situations beyond the EAP classroom. Research on learning transfer in EAP education contexts has tended to focus on students, leaving another perspective underexplored: EAP instructors'. While existing scholarly work points to concrete steps that could be taken in EAP education to promote learning transfer, little information is available about whether instructors are taking such steps or the kinds of challenges instructors may be experiencing. To help fill this gap, this article describes a qualitative investigation of EAP instructors' perspectives on promoting students' learning transfer. Participants were 26 instructors of EAP courses at a university and community colleges in a US metropolitan area. Semi-structured interviews revealed a variety of ways these instructors self-reportedly were promoting learning transfer, and a variety of challenges they self-reportedly were experiencing. These findings point to practical ways in which EAP instructors can be supported in their efforts to promote students' learning transfer.

A cross-sectional analysis of negation used in thesis writing by L1 and L2 PhD students

Xuelan Li, School of Foreign Languages Education, Jilin University, 2699 Qianjin Street, Changchun, Jilin Province, 130012, China

Feng (Kevin) Jiang, School of Foreign Languages Education, Jilin University, 2699 Qianjin Street, Changchun, Jilin Province, 130012, China

Jing Ma，School of International Business Communication, Dongbei University of Finance and Economics, 217 Jianshan Street, Shahekou District, Dalian, Liaoning Province, 116025, China

Abstract PhD theses have received considerable attention over years, playing a crucial role for PhD students to represent external realities and create writer-reader relations. To engage with alternative voices in textual interaction, PhD students produce their texts through the use of negation along with other interpersonal devices. Additionally, negation as an important rhetorical device performs both interactive and interactional functions. Nevertheless, little research has systematically investigated the use of negation in PhD theses across sections. Drawing on two corpora of students’ theses, we therefore analyse the differences in the frequency, distribution, and function of negation between L1 and L2 PhD students. Results showed that both L1 and L2 PhD students tended to employ various negative markers across sections, especially in the results and discussion, literature review, methodology, and conclusion sections. However, L2 PhD students employed fewer negative markers than L1 PhD students. Additionally, in terms of functional uses, L2 PhD students employed fewer negative markers in both interactive and interactional dimensions across sections. The findings of this study enable a better understanding of the rhetorical functions of negation and provide some pedagogical implications for the instruction of PhD thesis writing.

“Gruelling to read”: Swedish university students’ perceptions of and attitudes towards academic reading in English

Linda Eriksson，Örebro University, 701 82, Örebro, Sweden

Abstract Students around the world are expected to read, comprehend and learn from growing numbers of English texts in higher educational contexts where the official medium of instruction is the local language. Despite this language shift, relatively little attention has been paid to the challenges academic texts in English present for students. The present paper provides insights into first-year university students’ perceptions of and attitudes towards academic reading in English in Sweden through a sequential explanatory design with questionnaires and follow-up interviews. Sweden is often seen as a model country in terms of second-language proficiency in English, but as this study shows, a majority of first-year university students expressed negative attitudes towards academic reading in English. Student responses suggested more than one third of first-year Swedish university students in social science subjects struggled to comprehend and keep up with their assigned reading, with vocabulary and reading speed cited as their biggest challenges. This paper further shows that a considerable number of students entered higher education unaware that they were going to be required to read academic texts in English, with some questioning this common practice. Finally, implications for teachers are discussed.

Microaggressions to microaffirmations: A trioethnography of plurilingual EAP instructors

Rebecca Schmor, University of Toronto, Ontario Institute for Studies in Education, Canada

Sarah Jones, University of Toronto, Ontario Institute for Studies in Education, Canada

Karam Noel，University of Toronto, Ontario Institute for Studies in Education, Canada

Abstract This article is based on a qualitative study exploring the intersectional identities and practices of three plurilingual English for Academic Purposes (EAP) instructors at three major Canadian universities. The research objective was to investigate how the authors' lived experiences had informed their plurilingual teaching practices (Galante, 2019; Piccardo, 2019). As such, the authors conducted and participated in a series of trioethnographic interviews which focused on their personal and professional experiences with plurilingualism. Rooted in duoethnographic methodologies (Lowe & Lawrence, 2020; Norris & Sawyer, 2012), this trioethnographic inquiry involved a process of critically juxtaposing lived experiences in relation to common intersections and chosen themes in order to arrive at multiple, contextualized understandings of a shared phenomenon. Through this trioethnographic study, the authors found that each of them had engaged in a process of adopting new plurilingual perspectives and, subsequently, shifted their teaching practices along a spectrum of linguistic and cultural microaggressions to ‘plurilingual microaffirmations’. Drawing on findings from the EAP context, this article proposes a typology of plurilingual microaffirmations. The article also advances the trioethnographic method as a critical practice by illustrating how the trioethnographers incorporated participatory, iterative, and multimodal elements into their inquiry.

Self-mention in L2 (Czech) learner academic discourse: Realisations, functions and distribution across master's theses

Olga Dontcheva-Navratilova，Masaryk University, Czech Republic

Abstract This article explores self-mention in L2 (Czech) English-medium master's theses written in the humanities along three dimensions of analysis: realisation, authorial roles and distribution across rhetorical sections. While extending the scope of self-mention to cover nominal forms, the aim of the study is to find out how Czech graduates combine pronominal and nominal self-mention to modulate the degree of visibility and authority they convey in their texts. The contrastive corpus-based investigation compares a corpus of Czech English-medium master's theses with two reference L1 corpora representing learner and published academic discourse to examine differences pertaining to variation along culture, expertise and discipline dimensions. The findings indicate that realisation patterns of self-mention and preferences for specific authorial roles vary significantly across the corpora. Czech graduates tend to be reluctant to display a high degree of visibility and authority, prefer to adopt a stance of humility, and fail to approximate disciplinary patterns of self-mention. The paper argues that this is motivated by the efforts of students to blend L1 and L2 academic conventions, their lower level of rhetorical maturity, and the audience addressed by the students in the examination context of the master's thesis.

The development of ESL students’ synthesis writing through reading instruction

Elham Nikbakht, Texas A&M University, United States

Ryan T. Miller，Kent State University, United States

Abstract Synthesis writing, or discourse synthesis, is important in university contexts and has received increasing attention in research on academic writing. Synthesis is challenging because it involves using both reading and writing skills to integrate information from source texts. Although previous research has found that writing instruction leads to improvement in synthesis writing, no studies have investigated the effect of reading instruction. The current study investigates the effect of reading instruction on synthesis writing among learners of English as a second language. Participants were students in two in-tact high-intermediate writing classes in an intensive English program at a US university. Participants were assigned to either an experimental group or a control group. Both received the same synthesis writing instruction. The control group received standard reading instruction focusing on comprehending individual texts, while the experimental group received reading instruction focusing on making connections between the texts. Quantitative results indicated that the two groups improved similarly; however, qualitative results using the Appraisal framework from Systemic Functional Linguistics found that the experimental group more explicitly acknowledged information from the source texts, connected the two source texts with each other, and connected ideas from the source texts with the student author's own position.

Rhetorical structure of literature review chapters in Nepalese PhD dissertations: Students’ engagement with previous scholarship

Madhu Neupane Bastola, Department of English and Communication, The Hong Kong Polytechnic University, Kowloon, Hong Kong

Victor Ho，Department of English and Communication, The Hong Kong Polytechnic University, Kowloon, Hong Kong

Abstract A Doctor of Philosophy degree is expected to provide a transformative experience to students and expand the frontier of disciplinary knowledge to benefit the wider public. The achievement of these goals depends on students' engagement with disciplinary practices and conversations and is reflected in their PhD dissertations. This paper reports on a study that examined students’ engagement with previous scholarship through the analysis of the rhetorical structure of 60 literature review (LR) chapters of PhD dissertations across disciplines at a comprehensive university in Nepal. The study employed a revised Creating a Research Space (CARS) model as an analytical framework. The LR chapters predominantly displayed a simple structure containing a single move (i.e., establishing a territory), with Move 2 (i.e., establishing a niche) and Move 3 (i.e., occupying the niche) being far less frequent than Move 1. Notably, in a sizable number of LR chapters, existing literature was presented as received knowledge rather than utilized to establish research gaps and advance the research agenda. Although there were no disciplinary variations in Move 1 and Move 2 strategies, significant differences were observed in Move 3 strategies (i.e., announcing research aims/focus and announcing research design/process). The implications of the findings for doctoral supervision and writing are provided.

Translanguaging in the academic writing process: Exploring Chinese bilingual postgraduate students’ practices at a British university

Zhe (Zoey) Zheng, Faculty of Social Sciences, University of Stirling, Scotland, FK9 4LA, UK

Andrew G. Drybrough，Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Ave., Astana, 010000, Kazakhstan

Abstract Written translanguaging within educational settings has drawn increasing attention in recent years, but research which explores translanguaging practice in detail in the postgraduate dissertation writing process is still limited. This study focuses on five Chinese postgraduate students who studied at a British university. It investigates their translanguaging practice in the outlining, note-taking and drafting phases of their master's dissertation writing process with reference to Plakans' reading-to-write test task model. We collected and analysed the texts from our participants and conducted interviews to introduce emic perspectives to our analysis. The findings reveal six translanguaging practices in the academic dissertation writing process, showing that translanguaging supports students' development of self-regulation and serves as an efficient self-regulation tool for them to control the recursive and extensive dissertation writing process, to reach their immediate and global writing goals. The paper problematizes and challenges the orthodox academic discourse and practice and highlights the need for EAP tutors and dissertation supervisors to encourage translanguaging in students' writing practice in response to the potential issues raised by the monolingual norms in the academic communities.

Scientists say: Patterns of attribution in popular and professional science writing

Jordan Batchelor，Department of Applied Linguistics & ESL, Georgia State University, 33 Gilmer Street SE, Atlanta, GA 30303, USA

Abstract The research article (RA) has held unparalleled importance in several fields of applied linguistics but is only one genre among many that researchers produce and readers consume. This study compares RAs with a related genre called ‘popular science.’ More linguistic-oriented research of popular science genres is needed to account for the growing body of contemporary popular science discourse. This study collected 400 matching professional and popular science articles published online to compare their use of three lexicogrammatical patterns that often function to perform attribution. Results showed that the popular science texts were denser with attribution, often named human authors within instances of attribution, and utilized reporting verbs with a neutral or positive evaluative stance. This study argues that, while the function of attribution in RAs is to build ethos and build an argument through identifying a gap in previous literature, attribution in science news articles functions to portray study authors as the main actors in research stories and portray popular science writers as objective, though at times supportive, reporters of recent news, highlighting the journalistic function of this variety of popular science.

The nonuse of the definite article the in referencing definite nouns in research writing: An empirical study using both corpus and survey data and its implications

Dilin Liu, Department of English, The University of Alabama, Tuscaloosa, AL, USA；School of English Studies，Dalian University of Foreign Languages, Lvshun, Dalian, China

Yaochen Deng, China Research Center for Northeast Asian Languages, Dalian University of Foreign Languages, Lvshun, Dalian, China

Dong Yu，School of English Studies, Dalian University of Foreign Languages, Lvshun, Dalian, China

Abstract Using both corpus and survey data, this study examines a hitherto uninvestigated issue: the use of the null article (i.e., the nonuse of the definite article the in referencing definite/specific nouns) in academic research writing. Specifically, the study consisted of three parts: a small corpus analysis of research articles (RAs) written by well published L1 English scholars in applied linguistics, a survey of members of the academic community, and a large corpus analysis of RA abstracts. Results of the study indicate that null article use is fairly common in RAs, but the number of nouns used with the null article is very limited, restricted to only three small groups of nouns commonly found in empirical studies involving human subjects. Furthermore, null article use is confined almost exclusively to the abstract, methodology, and results/discussion sections. Also, null article use is quite well accepted by members of the academic community across all ranks, ranging from well-published professors to instructors and graduate students. However, there are variations in null article use across-/within writers and across academic disciplinary divisions. Pedagogical and research implications are also discussed.

Demystifying academic promotional genre:A rhetorical move-step analysis of Teaching Philosophy Statements (TPSs)

Yuanheng (Arthur) Wang，Department of Applied Linguistics, The Pennsylvania State University, 312 Sparks Building, University Park, PA, 16803, USA

Abstract As a high-stakes academic promotional genre, teaching philosophy statements (TPSs) are important in academic professionals’ career success and professional development in U.S. higher education. However, this genre remains relatively overlooked in current EAP genre research. The study addresses this gap by investigating the rhetorical moves and steps, including their frequency and sequence, in 100 TPSs written by U.S. university faculty members who wrote their TPSs to apply for and eventually won prestigious university teaching awards. It also explores gatekeeper and novice writer’s perceptions of the genre analysis results. Findings show that the TPSs are structured by two very common moves: Construct teacher profile and Demonstrate teacher competence in the classroom, as well as three less common moves and multiple very common, common, and less common steps. The TPSs are also cyclically sequenced by the two very common moves. The gatekeeper and novice writer positively recognized the usefulness of the genre analysis results in terms of representing the TPS genre, further highlighted the genre’s intertextual operation, and eventually interpreted the results’ potential in informing EAP writing pedagogy. Future research and pedagogical directions are discussed.

(Mis)use of definition in Chinese EFL postgraduate students’ academic writing: A local grammar based investigation

Yimin Zhang, Chongqing Jiaotong University, China

Hang Su，Sichuan International Studies University, China

Abstract Adopting a local grammar approach, the present study investigated Chinese EFL learners' use of the discourse act of definition in academic writing. A corpus of MA theses by Chinese EFL learners and a corpus of published research articles by expert writers in the field of Applied Linguistics were compiled for the current investigation. Instances of definition were retrieved by searching for a set of lexico-syntactic markers, and the subsequent local grammar analyses of these instances identified 26 highly frequent patterns associated with definition. Results showed that the Chinese EFL learners used substantially more definitions in their MA theses than expert writers did in research articles. Furthermore, subtle yet notable similarities and differences were observed between the two groups of writers' performance of definition at both the lexical-grammatical and discourse-semantic levels. It was argued that these observations not only bring us to a more nuanced understanding of the Chinese EFL learners’ use of definition in academic writing, but also provide important insights into EAP writing research and pedagogy in EFL contexts.

Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices

Irina Argüelles-Álvarez, Department of Linguistics Applied to Science and Technology, Universidad Politécnica de Madrid, Spain

Tom Morton，Department of English Philology, Universidad Autónoma de Madrid, Spain

Abstract This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (semantic density) and context-dependence (semantic gravity). Five video-recorded sessions were transcribed and coded using the text annotation software CorpusTool, and the analysis traced variation in semantic density and gravity over the teaching sessions (both within and across the two lecturers’ practices). The findings show that the lecturers dealt with complexity of meaning and context-relatedness in ways which reflected the nature of the content topic and the teaching activity. There was evidence that they used “semantic waves” (movements between higher and lower semantic density and stronger and weaker semantic gravity) to build knowledge cumulatively over the sessions. We identify implications for the professional development of EMI lecturers, arguing that LCT Semantics has the potential to help lecturers see connections between their disciplinary knowledge building practices and the communicative resources used to enact them.

A novel multi-dimensional analysis of reply, response and rejoinder articles: When discipline meets time

Jiawei Wang, College of Foreign Languages and Cultures, Xiamen University. 422, Siming South Road, Xiamen, Fujian, 361005, China

Zhiying Xin，College of Foreign Languages and Cultures, Xiamen University. 422, Siming South Road, Xiamen, Fujian, 361005, China

Abstract The purpose of this study is to profile the genre of reply, response, and rejoinder articles (3R) on a corpus of 480 texts sourced from the disciplines of History, Linguistics, Biology, Psychology, Chemistry, Physics, Politics, and Economics. A novel multi-dimensional model based on 124 linguistic features was developed on five functional dimensions: i. Literate vs. oral production, ii. Non-technical stance vs. specialized informational density, iii. Ethos-oriented non-narrative vs. logos-oriented narrative concerns, iv. Elaborated persuasion, and v. Overt expression of evaluation. The findings concerning disciplinary and diachronic variations across dimensions suggest: i. provided that 3R articles are heavily stance-loaded, relatively informative, and eloquently persuasive forms of academic discourse in nature, the genre of 3R in soft disciplines is literal, non-technical attitudinal, ethos-oriented non-narrative, elaborately persuasive and overtly evaluative, whereas it is oral, specialized information-dense narrative, logos-oriented persuasive and evaluative in hard disciplines; ii. the dimensions of evaluation, informativeness, and persuasiveness are the functional constants of the 3R genre across disciplines and time, despite significant discrepancies detected in the functional representation of oral/literate style and elaborated persuasion. These findings are relevant to the study of disciplinary rhetoric and may contribute to advanced genre pedagogy in EAP, ESP and EPP studies.

Towards an understanding of EMI teacher expertise in higher education: An intrinsic case study

Kailun Wang, Faculty of Education, University of Macau, Macau SAR, ChinaRui Yuan，Faculty of Education, University of Macau, Macau SAR, China

Abstract As a growing phenomenon in higher education, English medium instruction (EMI) places high demands on content area teachers regarding linguistic proficiency, content knowledge, and pedagogical strategies. To improve EMI practice and facilitate EMI teachers' continuing development, a focus on teacher expertise thus becomes imperative. Focusing on an intrinsic case, this study investigates the attributes of an EMI teacher's expertise and its influencing factors in the field of law at a Chinese university. Drawing on data from semi-structured interviews, classroom observations, and artifacts, the study reveals three critical dimensions of the teacher's expertise: 1) maximizing the power of language, 2) facilitating disciplinary socialization, and 3) empathizing with students in the EMI learning process. Meanwhile, the three attributes functioned in a continuous, reflective, and collaborative manner entangling with the teacher's continuous learning, agentive reflection, and social interactions within the disciplinary community. The paper concludes with practical suggestions in relation to both EMI teaching and teacher development.

An investigation into the missions and practices of glocal writing centers in the Chinese context: ERPP and EAP-EGP hybrid approaches

Jing Zhang, Department of Foreign Languages and Literature, 243 Daxue Road, College of Liberal Arts, Shantou University, Shantou, Guangdong, China

Chang Liu，School of Foreign Studies, Capital University of Economics and Business, No.121 Zhangjialukou Road, Huaxiang, Fengtai District, Beijing, China

Abstract Chinese higher education internationalization demands effective English for Academic Purposes (EAP) writing support to help Chinese college students engage in academic study and scholarly exchange. Writing centers, a globally prevailing form of U.S.-rooted writing support, have become a promising approach to innovating College English instruction in China. Recognizing the lack of empirical research on writing centers as part of EAP instruction, this study examines the missions and practices of glocal writing centers in China, i.e., indigenous writing centers with Chinese characteristics, by conducting photo elicitation-facilitated, in-depth interviews with writing center directors/founders from eleven Chinese universities. This study reveals two types of Chinese glocal writing centers, namely English for Research Publication Purposes (ERPP) writing centers and English for Academic Purposes-English for General Purposes (EAP-EGP) hybrid writing centers, which are guided by indigenous missions of serving as innovation sites for the EGP-EAP/ESP reform of College English and responding to Chinese higher education internationalization. Additionally, Chinese writing centers distinguish themselves through a range of key practices, for example, the overwhelming preference for faculty tutors, acceptance of proofreading, and expanded writing activities. Implications are offered for implementing and researching writing centers as a glocal practice of EAP writing support in China and beyond.

“This study is not without its limitations”: Acknowledging limitations and recommending future research in applied linguistics research articles

D. Philip Montgomery，Michigan State University, East Lansing, MI, USA

Abstract Acknowledging limitations and making recommendations for future research are often presented in thesis handbooks and rubrics as obligatory moves that demonstrate an author's critical self-evaluation and authority. Published research articles (RAs), however, reflect nuanced variation that challenges this interpretation. Based on two specialized corpora of 100 quantitative and 100 qualitative RAs from four applied linguistics journals, this mixed methods study combines genre analysis, which highlighted the relative prominence of these moves across methodological approaches and journals, and p-frame analysis, which generated a list of linguistic frames with one or more variable slots (e.g., it is important to * (note/mention/realize)) that emphasize flexibility within formulaic language structures. The results indicate that both moves are quasi-obligatory but vary considerably across methodologies and journals. EAP instructors might use genre analysis to evaluate rhetorical moves and steps together with students and to discuss ways to incorporate variety in academic writing using the list of p-frames identified in this study.

Specialized vocabulary in TED talks and TED-Ed animations: Implications for learning English for science and technology

Chen-Yu Liu，National Central University, No. 300, Zhongda Rd., Zhongli District, Taoyuan City, 320317, Taiwan, ROC

Abstract TED talks and TED-Ed animations have been widely used in English language courses to facilitate the learning of general and general academic English. However, little is known about their potential as resources for learning specific academic English. This study helps to fill this gap by examining, from a lexical perspective, their potential as learning materials for English for science and technology (EST). Specifically, it analyzes specialized vocabulary in two corpora, one of science and technology TED talks and the other, of science and technology TED-Ed animations. The results show that, given their high coverage of specialized vocabulary (comparable to that of science lectures), both these types of material may be useful in EST instruction. In particular, the TED talks may serve as bridging materials for EST beginners, while the TED-Ed animations may be more suitable for familiarizing students with specialized words that are infrequent in general English. Also, because TED-Ed animations are comparable to written science texts in terms of their coverage of specialized vocabulary, they may be especially useful as materials for EST vocabulary learning.

An exploratory study of English as a Second Language students’ “citation” patterns in multimodal writing

Xiao Tan，Thompson Writing Program, Duke University, Durham, NC, USA

Abstract This study explores how English as a Second Language (ESL) students make reference to outside sources and incorporate textual repetition using multimodal resources in a video project. ESL students’ source use and citation practices have been studied extensively in the context of traditional text-based writing. However, little attention is paid to the issue of making citations in multimodal writing, despite the fact that multimodal writing has been a popular topic in recent decades. The current study bridges this gap by analyzing the cases of multimodal citation in 14 videos created by ESL students in a first-year composition course, accompanied by insights from two students. The analysis yields three patterns of incorporating sources—concurrently afforded, verbally afforded, and visually afforded citations—that employ different combinations of visual and audio resources. Direct quotations are incorporated as part of the narration as well as the visual representation. These multimodal citations and quotations fulfill three broad rhetorical functions: attribution, exemplification, and establishing links between sources. There is also evidence of knowledge transfer across genre and cultural boundaries. This study provides insights into how modal affordances could be leveraged to acknowledge propositional content in creative and rhetorically effective ways. It provides pedagogical ideas for designing multimodal assignments to engage students in the critical discussion of audience, intertextuality, and discourse community.

Re-exploring writer-reader interaction: Analyzing metadiscourse in EAP students’ infographics

Mimi Li, Texas A&M University-Commerce, USA

John Gibbons, Grand Valley State University, USAQuang Nam Pham，University of Medicine and Pharmacy at Ho Chi Minh City, Vietnam

Abstract  As multimodal texts become ubiquitous in the digital age, analyzing how writers interact with readers via the multimodal genre is getting increasingly important. Enlightened by Kress and van Leeuwen's (2006) work on visual design, D'Angelo (2016) extended the metadiscourse model (Hyland, 2004) and proposed a new framework of visual metadiscourse to analyze academic posters. In this study, we adopted the well-recognized metadiscourse model (Hyland, 2004; Hyland & Tse, 2004) and developed D'Angelo's (2016) visual metadiscourse framework to evaluate the comprehensibility and engagement of medical students' infographics completed in an EAP class. A total of 127 Visme infographics on how to prevent hypertension were collected and analyzed. We focused on how the students used diverse metadiscourse resources to inform and engage the audience in their infographics. We coded interactive and interactional features regarding both textual metadiscourse and visual metadiscourse for each poster and identified the overall patterns of the EAP students' metadiscourse use. We also zoomed in on illustrative posters to depict the students' use of various metadiscourse resources. This study adds to the metadiscourse model by extending it to the multimodal genre and sheds new light on multimodal pedagogy.

Classroom gesture instruction on second language learners' academic presentations: Evidence from Chinese intermediate English learners

Juan Wang, Department of Foreign Languages, The University of Chinese Academy of Sciences, No. 19 jia Yuquan Road, Beijing, 100049, China

Yuan Gao, Department of Foreign Languages, The University of Chinese Academy of Sciences, No. 19 jia Yuquan Road, Beijing, 100049, China

Yaqiong Cui，Department of Foreign Languages, The University of Chinese Academy of Sciences, No. 19 jia Yuquan Road, Beijing, 100049, China

Abstract Gesture has been recognized as an important aspect of second language (L2) acquisition, playing a vital role in L2 communication. Previous research has shown that L2 learners' communicative efficacy can be facilitated through gesture mediation. In particular, L2 learners may find gesture a useful tool to deliver their subject-related academic presentations. However, whether classroom gesture instruction could boost L2 learners' gesture use in academic speaking context and their overall presentation performance has rarely been explored. Drawing on activity theory, this study aims to investigate the potential role of gesture instruction in intermediate L2 English learners' gesture use and their academic presentation performance. Our study found that L2 learners who received classroom gesture instructions showed significant improvement in their use of gestures, and outperformed the control group in a post-test presentation session, showing improvement in all gesture types among which beats were significantly increased. These findings confirm the teachability of gesture to enhance Chinese L2 English learners' academic presentation skills, proving gesture as an indispensable instructional component in English for Academic Purposes (EAP) classroom.

Changing patterns of the grammatical stance devices in medical research articles (1970–2020)

Juanjuan Wu, School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, Hubei, China；School of Foreign Languages, Yulin Normal University, Yulin, Guangxi, China

Fan Pan，School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, Hubei, China

Abstract While the grammatical marking of stance in academic writing is dynamic and susceptible to change over time, relatively few studies have tracked the changing patterns of stance expressions in contemporary medical academic writing. Based on 480 medical research articles published in top medical journals between 1970 and 2020, this study investigated the use of three major types of stance devices (modals, stance adverbials, and that-complement clauses) from a diachronic perspective. Results showed that the three types of stance devices and their functional/syntactic categories displayed a clear downward trend. In terms of stance markers within functional/syntactic categories, results demonstrated that stance markers indicating certainty declined in use, whereas stance markers conveying uncertainty increased. The results indicate that medical academic writing tends to become less interpersonal and more informational over time. In addition, medical writers are inclined to make more cautious and tentative knowledge claims across the years. These changes may be related to the development of medical science and have important pedagogical implications.

Academic “click bait”: A diachronic investigation into the use of rhetorical part in pragmatics research article titles

Xinren Chen, Department of Applied Foreign Studies/School of Foreign Studies/China Research Center for Language Strategies, Nanjing University, 163 Xianlin Avenue, Nanjing, 210023, China

Hao Liu，School of Foreign Studies, Hefei University of Technology, 485 Danxia Road, Hefei, 230601, China

Abstract This study reports on a diachronic investigation into the under-explored practice of using a rhetorical part – an unconventional, informationally non-compulsory part involving the use of rhetorical device(s) – in compound titles of published pragmatics research articles (RAs). By analyzing 2263 compound RA titles drawn from two high-profile international journals in pragmatics published during three periods of time (i.e., 1993–2002, 2003–2012, 2013–2022), we show that (a) the overall distribution of compound RA titles involving a rhetorical part has shown a statistically significant increase across the periods concerned, and that (b) rhetorical devices used in the rhetorical part mainly include quotations, rhetorical questions, metaphors, parodies, alliterations, and repetition, with quotations being the only type whose occurrence frequency has been steadily increasing across the three periods studied. The increasing use of a rhetorical part is attributed to the competitive context of international academic publication and the inherent characteristic of the pragmatics discipline. Hopefully, this study could provide new evidence for the transition to post-academic writing style as well as the documented rhetorical marketization of the academic genres, and inform academic title writing in practice.

What does it mean to construct an argument in academic writing? A synthesis of English for general academic purposes and English for specific academic purposes perspectives

Irina Argüelles-Álvarez, Department of Linguistics Applied to Science and Technology, Universidad Politécnica de Madrid, Spain

Tom Morton，Department of English Philology, Universidad Autónoma de Madrid, Spain

Abstract Argumentation is a crucial skill in higher education, and argumentative essays are common genres that students have to write. However, studies have shown that many L2 learners have difficulty in developing an argument in their essays (Wingate, 2012) and that teachers face challenges in gaining an understanding of argumentation and how to scaffold L2 learners (Kibler, 2017). As a first step toward establishing a comprehensive argumentative writing framework for learners and teachers, this article presents a synthesis of relevant empirical studies that illuminate the argumentative features of academic discourse. Focusing on two research perspectives—argumentative writing for general academic purposes and argumentative writing for specific academic purposes—, this review aims to establish a nexus between generic knowledge about argumentation and discipline-specific contexts for argumentation. This review forms the theoretical foundations for the improvement of English for academic purposes practice, providing choices that teachers may have been previously unaware of, thus empowering them to move beyond the constraints of a structure-oriented understanding of argumentative writing and helping learners navigate the demands of higher education.

‘Excited to see our latest work published’: Recontextualizing research results in biomedical tweetorials

María-José Luzón，Department of English and German Studies/Institute of Biocomputation and Physics of Complex Systems, University of Zaragoza, Zaragoza, Spain

Abstract Tweetorials, long Twitter threads to communicate complex concepts, are becoming increasingly popular among medical experts. While a few studies have analyzed tweetorials which serve to communicate scientific information to a general audience, no attention has been paid to how tweetorials are used to report on and publicize research and results published in an article or preprint. In this study move analysis was conducted to analyze a corpus of 50 such biomedical publication-promoting tweetorials, in order to understand how the paper/preprint is recontextualized in this online genre. The analysis reveals that the moves in these tweetorials work together to draw attention to the publication and highlight the key findings and contributions. In addition to moves adapted from the research article, tweetorials incorporate some moves and steps intended to attract and engage the readers. The way these moves are realized is determined by the (semi-)expert audience, the promotional purpose of the genre, and the affordances of the medium. Features typical of the research article are combined with resources intended to create intimacy and solidarity and make authors more visible. The results suggest that these tweetorials are a suitable tool for researchers to promote their work and meet the challenges of the attention economy.

The rhetorical organization of discussions sections of qualitative research articles in Applied Linguistics and the use of meta-discourse markers

Nasrin Ash’ari, Applied Linguistics, University of Bojnord, IranElyas Barabadi, University of Bojnord, Kilometer 4, Esfarayen Road, Bojnord, North Khorasan, Iran.Majid Elahi Shirvan，Applied Linguistics, University of Bojnord, Iran

Abstract This study examined the rhetorical organization and the distribution of meta-discourse markers in a corpus of 20 qualitative research articles in the Applied Linguistics field. The findings of the study indicated that the seven-move structure proposed by prior research in quantitative datasets is also true in our qualitative dataset. Concerning steps, however, this study indicated that there are two new steps in the Comment on the Results move and also two new steps in the Deduction from the Research move, compared with the quantitative data of prior research. It was also found that both the distribution and frequency of meta-discourse markers indicate significant differences in comparison with quantitative research articles. Given these findings, we can say that although the schematic structure proposed for the Discussion sections of quantitative research articles is applicable to the qualitative corpus, it is also important not to ignore subtle nuances in the two research paradigms. Drawing academic writers' attention to these rhetorical and linguistic nuances arising from research paradigm differences can carry practical pedagogical implications. The findings of this study can raise novice writers’ awareness with respect to academic writing rhetoric and the functions of meta-discourse markers in qualitative research in Applied Linguistics.

Discoursing disciplinarity: A bibliometric analysis of published research in the past 30 years

Luda Liu, School of Foreign Language Education, Jilin University, No. 2699, Qianjin Street, Changchun, Jilin, China

Yue Yuan, School of Foreign Language Education, Jilin University, No. 2699, Qianjin Street, Changchun, Jilin, China

Zhongquan Du，School of Foreign Language Education, Jilin University, No. 2699, Qianjin Street, Changchun, Jilin, China

Abstract 

Diverging from the long-held homogeneous view of academic discourse, the issue of disciplinarity has come to the forefront in EAP teaching and discourse analysis. Although disciplinary discourse is a well-established and expanding line of inquiry, there has been limited retrospective analysis to unpack its evolutionary nuances. This bibliometric study maps its evolution from 1990 to 2022, tracing its journey from a fringe component within applied linguistics and language pedagogy to a globally recognized field. Using 921 articles retrieved from the Web of Science's core collection, our analysis reveals enduring scholarly interest in disciplinary literacy, writing, and socialization, with a marked shift since 2006 towards exploring the interplay between disciplinary knowledge-making practices and interpersonal features, such as stance, identity, and function. These studies, often using corpus approaches, highlight how these themes both reflect and are shaped by the disciplinary epistemology and ideology inherent in communities of practice. Emerging areas include student writing, spoken English, multimodal resources, and the temporal and interdisciplinary dynamics in various disciplines. The diverse authorship and geographical sources across various fields further underscore the global relevance of these topics. This overview could serve as a valuable resource for researchers, educators, and practitioners navigating this dynamic and significant field.

期刊简介

The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges concerning the linguistic, sociolinguistic and psycholinguistic description of English as it is used for the purposes of academic study and scholarly exchange. A wide range of linguistic, applied linguistic and educational topics may be treated from the perspective of English for academic purposes; these include: classroom language, teaching methodology, teacher education, assessment of language, needs analysis; materials development and evaluation, discourse analysis, acquisition studies in EAP contexts, research writing and speaking at all academic levels, the sociopolitics of English in academic uses and language planning.

《英语学术杂志》为信息和观点的传播提供了一个平台，使从事EAP（英语学术目的）的实践者和研究人员能够及时了解他们领域的发展，并为其持续更新做出贡献。JEAP发表文章、书评、会议报告和学术交流，这些内容涉及到英语在学术研究和学术交流中使用时的语言学、社会语言学和心理语言学描述。从英语学术目的的角度，可以处理各种语言学、应用语言学和教育主题；这些包括：课堂语言、教学方法、教师教育、语言评估、需求分析、教材开发和评估、话语分析、EAP背景下的习得研究、所有学术层次的研究写作和口语、英语在学术用途中的社会政治和语言规划。

Also of interest are review essays and reviews of research on topics important to EAP researchers. No worthy topic relevant to EAP is beyond the scope of the journal. The journal also carries reviews of scholarly books on topics of general interest to the profession.

同样受到关注的是评论性文章以及对EAP研究人员重视的主题的研究评论。任何与EAP相关的有价值主题均在本刊的讨论范围之内。该杂志还包含有关对该行业普遍感兴趣的主题的学术书籍评论。

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