Showing papers in "Journal of English for Academic Purposes in 2019"

TL;DR: In this article, two case studies investigating Chinese university EFL students' emotional reactions to teacher written corrective feedback (WCF) were conducted, and they found that while both students reported being emotionally undisturbed by WCF, they in fact experienced different discrete emotions with varying object foci, valence, and activation.

TL;DR: The authors argue that some recent popular topics in genre studies have been overdone, and then suggest and illustrate areas that could be more fruitfully investigated, concluding with a discussion of whether EAP studies remain too textual and how greater attention to contextual factors and influences might be obtained.

TL;DR: This article explored factors influencing students' academic writing practices in English and found that undergraduate writing is influenced by an array of interrelating educational and contextual factors: (1) the amount and nature of L1 and L2 pre-university writing instruction and experience, (2) students' perceptions about academic writing and disciplinary-specific text genres, (3) prolonged engagement with the academic context and discourse, and (4) expectations of faculty members.

TL;DR: This paper presented the case of a Chinese medical doctor who can hardly write a complete sentence in English but regularly publishes in prestigious international journals, and argued that despite its somewhat dubious ethicality and hit-and-miss outcomes, manuscript translation appears to be a viable service for EAL scholars given the right set of circumstances.

TL;DR: The authors compared the use of lexical bundles in dissertation abstracts written in English by Chinese and L1 English doctoral students and found that Chinese students exhibited incomplete knowledge of some aspects of the English lexico-grammatical system, signs of transfer of Chinese language features and discourse conventions and insufficient awareness of bundles characteristic of hard science disciplines.

TL;DR: This article explored the way academics from two different cultural backgrounds engage with their discourse community in published international research articles and found that the Chinese and British academics used somewhat different engagement strategies, to differing extents, and that different combinations of engagement items that they used resulted in different interactive effects.

TL;DR: This paper examined the use of frequently recurring word sequences (lexical bundles) with comparable corpora of L1 and L2 novice academic writing, strictly matched for register and writing prompts.

TL;DR: The authors empirically examined the extent to which key writer background variables, such as age, gender, cultural background, and level of exposure to the target language and culture, may influence L2 writers' voice construction.

TL;DR: This article performed frequency and correlation analyses of noun modifiers in L2 student writing, as represented in Purdue University's Corpus and Repository of Writing (Crow), and found that the modifiers, especially phrasal noun modifiers (i.e., nouns as modifiers, prepositional phrases), are used more frequently in academic journal articles than in L 2 writing and that the correlation between the modifiers and the students' TOEFL scores is much stronger for basic than for advanced noun modifiers.

TL;DR: The authors examined Japanese materials scientists' experiences with English as a professional language; particularly, in the publication of their research in English-language journals, through a mixed-methods approach combining quantitative and qualitative data sets from a questionnaire and interviews, respectively.

TL;DR: The authors explored the different types of humour that lecturers use in relation to three dominant theories of humour: the superiority, incongruity and relief theories, and found that seven types of humor were used, either intentionally or spontaneously, to enhance student learning or to engage students' attention.

TL;DR: This article investigated the use of epistemic stance features within a specialized, diachronic corpus of biochemical research pertaining to the motility of bacterial cells in a process referred to as chemotaxis.

TL;DR: This article examined a Chinese college student's personal statement writing and found that the student constructed the desired writer identity of a qualified and special applicant who would fit into the target program mainly by making three discoursal choices for different selfrepresentations, namely, narrating life experiences, referring to oneself and others, and highlighting.

TL;DR: This paper investigated the extent to which Chinese expert writers' RAs conform to the established conventions of international scientific communities in terms of macrostructure and rhetorical moves, and found that 86% of the RAs choose the IM[RD]C macro-structure, although other variant forms of the standard IMRD structure are used; nine of the twelve moves identified are obligatory, with frequencies highly comparable to the results of previous research on science and engineering RAs; and most of the steps in the moves are optional or quasi-obligatory.

TL;DR: In this article, an observational case study of how an English-speaking scientist engaged in team-teaching with a language instructor, his long-term collaborator, in an English for Research Publication Purposes (ERPP) course for research students in agronomy at a Chinese university on a teaching visit is presented.

TL;DR: The authors report on the development of a new test of academic vocabulary, which is based on a relatively recently developed list of academic vocabularies and test items were then piloted, refined, and two comparable forms of the test were produced.

TL;DR: It was found that compared to the HGWT, the OTWT displayed significantly greater use of non-integral citations, “author as agent” integral forms, and summary that contribute to authorial voice.

TL;DR: This article examined the impact of English for General Purpose (EGP) and English for Specific Purpose (ESP) courses on students' academic language improvement and usage in degree courses in which English is the medium of instruction.

TL;DR: The authors explored the contribution of source comprehension, individual differences, and pre-writing planning to English L2 writers' performance on a Canadian Academic English Language (CAEL) Assessment integrated writing task.

TL;DR: The authors explored the nature of interaction and instructional talk in tutorials delivered by peer tutors and found an overall high degree of tutor-dominated interaction, however, the tutors' skilful use of initiating and follow-up moves and frequent use of scaffolding techniques helped the students to engage more deeply with their topic and solve problems independently.

TL;DR: This paper examined how students use sources in their own writing at an English-medium university in Canada and what challenges they face in doing so, finding that students face difficulty with both the reading and writing phases of source-based writing.

TL;DR: This paper found that the more recent learner writers were discursively more critical than their earlier counterparts, and considered the cross-period differences in genre-specific academic training in general, and NE training in particular, which was offered by the university's graduate program, to be one of the most plausible factors.

TL;DR: This paper investigated the way a postgraduate student on an MA TESOL program at a UK university constructed summative and formative messages from the written feedback she received on her first assignment, and the extent to which those messages corresponded with marker intentions.

TL;DR: This paper presented a validation of an updated version of Laufer and Nation's lexical frequency profile (LFP), a measure of free productive vocabulary that uses a computer program to compare essays with wordlists, informing about the sophistication of vocabulary within texts.

TL;DR: In this article, the authors investigate the discussion/Conclusion sections of research articles written by English L1, English L2 and Spanish L1 writers in applied linguistics, seeking to assist scholars in Spain and Latin America to get published in reputable international English-language journals.

TL;DR: The authors explored how two Chinese international doctoral students reflect upon their experiences of voice evolvement in thesis writing under the influences of their epistemological development in New Zealand and found that by interacting with others (e.g., supervisors, theorists) in the context where the thesis is produced, the participants' epistemology has developed.

TL;DR: The authors investigated the extent to which Turkish doctoral students of literary studies differ from their counterparts in British universities in terms of the use of the self-mention markers in their doctoral dissertations.

TL;DR: This paper found that the proportion of verb that-clauses decreased whereas the proportions of noun that-cuses and adjective that-causes increased over time, while the range of the lexical words co-occurring with evaluative thatcuses expanded, the authorial visibility in stance expression decreased.