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Journal articles on the topic 'English for Academic Purposes'

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Published: 4 June 2021
Last updated: 25 July 2025

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1

Murphy, Amanda C. "English for Academic Purposes." System 53 (October 2015): 167–68. http://dx.doi.org/10.1016/j.system.2015.07.011.

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2

Shaw, Philip. "English for academic purposes." English for Specific Purposes 20, no. 2 (2001): 197–200. http://dx.doi.org/10.1016/s0889-4906(00)00017-x.

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3

Flowerdew, John. "English for academic purposes." Journal of English for Academic Purposes 20 (December 2015): 56–57. http://dx.doi.org/10.1016/j.jeap.2015.05.010.

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4

Ramanathan, Vai, and Sarah Benesch. "Critical English for Academic Purposes." TESOL Quarterly 36, no. 1 (2002): 119. http://dx.doi.org/10.2307/3588370.

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5

Horst, Marlise. "Assessing English for Academic Purposes." System 30, no. 1 (2002): 127–29. http://dx.doi.org/10.1016/s0346-251x(01)00045-8.

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6

Eick, Tonya. "Introducing English for Academic Purposes." English for Specific Purposes 45 (January 2017): 112–14. http://dx.doi.org/10.1016/j.esp.2016.07.002.

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7

Jordan, R. R. "English for Academic Purposes (EAP)." Language Teaching 22, no. 3 (1989): 150–64. http://dx.doi.org/10.1017/s026144480001483x.

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8

Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.

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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in lea
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9

Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v6i0.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors wil
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10

Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6, no. 1 (2018): 6–12. http://dx.doi.org/10.17161/ili.v6i1.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors wil
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11

Brânzilă, Carina. "TEACHING BUSINESS ENGLISH FOR ACADEMIC PURPOSES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (2021): 293–300. http://dx.doi.org/10.47535/1991auoes30(1)032.

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Research and experience have long indicated that the acquisition of the mother tongue is different from the acquisition of a non-native language. Also, the efforts and the cognitive impact of language learning are different in childhood compared to adulthood, whereas young people and adults differ in the way they learn and should be taught a foreign language. Learning a new language at the level of a native speaker is a dream all students share, but it may well be impossible and also irrelevant in the context of the ever-changing landscape of a living language. Furthermore, it is common knowle
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12

Manning, Katherine. "Book Review: English for Academic Purposes." Business Communication Quarterly 70, no. 2 (2007): 261–64. http://dx.doi.org/10.1177/1080569907301693.

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13

Jones, Martha. "Review of English for Academic Purposes." Journal of English for Academic Purposes 20 (December 2015): 215–17. http://dx.doi.org/10.1016/j.jeap.2015.03.009.

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14

Piniel, Katalin. "Writing in English for academic purposes." Working Papers in Language Pedagogy 5 (December 1, 2011): 164–65. http://dx.doi.org/10.61425/wplp.2011.05.164.165.

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15

Shelenkova, Irina, and Laula Zherebayeva. "Academic mobility development in Turkey via English for specific purposes." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (2019): 75–81. http://dx.doi.org/10.18844/prosoc.v6i5.4376.

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Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research wil
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16

Pandey, Gopal Prasad. "English for Academic Purposes: Theory, Trends and Practices." Education and Development 29 (December 1, 2019): 1–14. http://dx.doi.org/10.3126/ed.v29i0.32562.

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English for academic purpose (EAP) emerged as a branch of English for specific purposes in the early 1980s. EAP grounds English language teaching in the linguistic demands of academic context, tailoring instruction to specific rather than general purposes. There is a growth of interest in EAP in the recent years. The interest in EAP developed in response to the growing need for intercultural awareness and of English as a lingua franca (ELF). EAP has become a major area of research in applied linguistics and focus of the courses studied worldwide by a large number of students preparing for stud
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17

Flowerdew, John. "English for Specific Academic Purposes (ESAP) Writing." Writing & Pedagogy 8, no. 1 (2016): 1–4. http://dx.doi.org/10.1558/wap.v8i1.30077.

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18

Duff, Patricia A. "Learning English for Academic and Occupational Purposes." TESOL Quarterly 35, no. 4 (2001): 606. http://dx.doi.org/10.2307/3588437.

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19

Moore, Nick. "Research Perspectives on English for Academic Purposes." English for Specific Purposes 23, no. 1 (2004): 96–100. http://dx.doi.org/10.1016/s0889-4906(02)00045-5.

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20

Tokmenko, O. P. "Teaching reading in English for academic purposes." Science and Education a New Dimension V(125), no. 25 (2017): 30–32. http://dx.doi.org/10.31174/send-hs2017-147v25-07.

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21

Kilfoil, Wendy R. "Reading Outcomes in English for Academic Purposes." Southern African Journal of Applied Language Studies 6, no. 2 (1998): 46–55. http://dx.doi.org/10.1080/10189203.1998.9724684.

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22

Hamp-Lyons, Liz. "English for academic purposes: 2011 and beyond." Journal of English for Academic Purposes 10, no. 1 (2011): 2–4. http://dx.doi.org/10.1016/j.jeap.2011.01.001.

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23

McDonough, Jo. "English for academic purposes: A research base?" English for Specific Purposes 5, no. 1 (1986): 17–25. http://dx.doi.org/10.1016/0889-4906(86)90004-9.

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24

Allison, Desmond. "Pragmatist discourse and english for academic purposes." English for Specific Purposes 15, no. 2 (1996): 85–103. http://dx.doi.org/10.1016/0889-4906(96)00002-6.

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25

Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION." Journal of English Language and Literature (JELL) 2, no. 01 (2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.

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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance
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26

Sayed, Samah Thabet. "English for Academic Purposes: English for general skills Writing Course." Bulletin of Advanced English Studies 1, no. 1 (2018): 87–110. http://dx.doi.org/10.31559/baes2018.1.1.8.

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27

Bielialieva, O. M., Y. V. Lysanets, I. V. Znamenska, L. B. Slipchenko, and I. V. Rozhenko. "Developing Professional Communication Skills in Medical English for Academic Purposes." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (325) (2019): 329–37. http://dx.doi.org/10.12958/2227-2844-2019-2(325)-329-337.

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28

Lysanets, Y. V., O. M. Bielialieva, I. V. Znamenska, L. B. Slipchenko, and N. M. Nikolaieva. "Mastering the Writing Skills in Medical English for Academic Purposes." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (325) (2019): 352–60. http://dx.doi.org/10.12958/2227-2844-2019-2(325)-352-360.

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29

Kohnke, Lucas, and Di Zou. "Reflecting on Existing English for Academic Purposes Practices: Lessons for the Post-COVID Classroom." Sustainability 13, no. 20 (2021): 11520. http://dx.doi.org/10.3390/su132011520.

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This study explored the remote teaching experiences of a group of English-for-academic-purposes teachers during the COVID-19 pandemic, focusing on what was learned from the transition to identify which practices are worth keeping and which should be abandoned as well as how English-for-academic-purposes practitioners can move from emergency to sustainability. In this qualitative, interpretive study, a total of 15 teachers participated in semi-structured interviews investigating their experiences, challenges, and opportunities teaching English-for-academic-purposes during emergency remote teach
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30

Umarova, Munira Baxodirovna. "OVERVIEW OF ENGLISH FOR SPECIFIC PURPOSES: FOCUS ON OCCUPATIONAL AND ACADEMIC PURPOSES." American Journal of Advanced Scientific Research (AJASR) 2, no. 9 (2025): 14–17. https://doi.org/10.5281/zenodo.15033513.

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English for Specific Purposes (ESP) is a branch of English language teachingthat addresses the specific linguistic needs of learners in various professional andacademic contexts. This article provides an overview of ESP, particularly focusingon its applications in occupational and academic settings. It examines the principlesunderpinning ESP, the methodologies employed, and the significance of tailoredlanguage instruction, supported by relevant literature. English for Specific Purposes(ESP) refers to instruction aimed at helping learners with their study or research inthe specific form of Engl
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31

Berardo, Marcellino, and Kellie Smith Herrod. "Teaching English for Academic Purposes in the KU Academic Accelerator Program." Issues in Language Instruction 4 (January 10, 2018): 20. http://dx.doi.org/10.17161/ili.v4i0.7008.

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The Kansas University Academic Accelerator Program (KUAAP) is new to the University and brings with it a reconceptualization of the first year experience for newly arrived international students who have not yet fulfilled the University’s English as a second language requirements. In their first two terms, international students in KUAAP take classes in English for academic purposes (EAP) alongside General Education (Gen Ed) courses. By their third term, students no longer take EAP classes.
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32

Berardo, Marcellino, and Kellie Smith Herrod. "Teaching English for Academic Purposes in the KU Academic Accelerator Program." Issues in Language Instruction 4, no. 1 (2018): 20–24. http://dx.doi.org/10.17161/ili.v4i1.7008.

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The Kansas University Academic Accelerator Program (KUAAP) is new to the University and brings with it a reconceptualization of the first year experience for newly arrived international students who have not yet fulfilled the University’s English as a second language requirements. In their first two terms, international students in KUAAP take classes in English for academic purposes (EAP) alongside General Education (Gen Ed) courses. By their third term, students no longer take EAP classes.
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33

Dvoretskaya, E. V. "ENGLISH FOR ACADEMIC PURPOSES IN HIGHER EDUCATION CURRICULUM." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 1(59) (2016): 147–52. http://dx.doi.org/10.17277/voprosy.2016.01.pp.147-152.

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34

Abramova, I. E., and A. V. Ananyina. "TEACHING ENGLISH FOR ACADEMIC PURPOSES TO ADULT LEARNERS." Science of the Person: Humanitarian Researches 3, no. 37 (2019): 140–46. http://dx.doi.org/10.17238/issn1998-5320.2019.37.140.

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35

Allison, D. "Review: Research Perspectives on English for Academic Purposes." Applied Linguistics 23, no. 2 (2002): 270–72. http://dx.doi.org/10.1093/applin/23.2.270.

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36

Leung, Constant, Jo Lewkowicz, and Jennifer Jenkins. "English for Academic Purposes: A need for remodelling." Englishes in Practice 3, no. 3 (2016): 55–73. http://dx.doi.org/10.1515/eip-2016-0003.

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AbstractEnglish for Academic Purposes (EAP) is an established domain of research, teaching, and assessment within additional/second language education. In this article we examine the conceptualisation of English that underpins much of its current thinking and pedagogic practice, and raise questions of validity and claims of ‘fit-for-purpose’. In particular we explore issues underpinning EAP assessment and argue that there is a need to reconceptualise the basis of the language model. We propose that given the complex and changing practices in academic communication, there is a good case for bro
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37

Maierová, Eva. "INSTAGRAM IN TEACHING ENGLISH FOR SPECIFIC ACADEMIC PURPOSES." Advanced Education 12, no. 24 (2024): 75–91. http://dx.doi.org/10.20535/2410-8286.285461.

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The purpose of the study is to explore the potential of integrating Instagram in university-level English for Specific Academic Purposes (ESAP) courses, focusing on Business English for Advanced Students. Using a mixed-methods approach, it combines qualitative data from observing the completion of Instagram-based assignments and subsequent semi-structured group interviews with quantitative data from a five-point Likert scale questionnaire distributed to the students who participated in the study. The research sample consisted of twenty-six undergraduate students from the Faculty of Commerce at
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38

Lewis, Marilyn. "Book Review: English for Professional and Academic Purposes." Discourse Studies 13, no. 5 (2011): 665–66. http://dx.doi.org/10.1177/1461445611411687e.

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39

JARVIS, HUW. "Internet usage of English for Academic Purposes courses." ReCALL 13, no. 2 (2001): 206–12. http://dx.doi.org/10.1017/s0958344001000623a.

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This paper begins by documenting general usage of the Internet as a tool for delivery of English for Academic Purposes (EAP) courses. It then goes on to illustrate how a number of specific internet-based classroom activities might be integrated onto EAP courses in order to equip non-native speakers with the main skills that they are likely to need when following an academic course at a British university.
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40

Benesch, Sarah. "Theorizing and practicing critical english for academic purposes." Journal of English for Academic Purposes 8, no. 2 (2009): 81–85. http://dx.doi.org/10.1016/j.jeap.2008.09.002.

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41

Yakhontova, Tatyana. "Theory and Concepts of English for Academic Purposes." Journal of English for Academic Purposes 21 (March 2016): 135–37. http://dx.doi.org/10.1016/j.jeap.2015.08.009.

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42

Listyani, Listyani, Indriretno Setyaningrahayu, and Andrew T. Thren. "Learning Strategies in English for Academic Purposes Programs:." Journal of English Studies in Arabia Felix 2, no. 2 (2023): 18–35. http://dx.doi.org/10.56540/jesaf.v2i2.54.

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Learning strategies cannot be separated from language learning programs. This study aimed to reveal language learning strategies (LLSs) used by Indonesian students enrolled in an international management and accounting program (ICMAP) class. It is a case study of ICMAP 23 learners and five EAP lecturers with extensive EAP backgrounds. Data were gathered through questionnaires and interviews. The findings showed that the participants had various LLSs, and several strategies varied according to individual learning styles and learning needs. All the ICMAP students in this study, except for studen
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43

Cazden, Courtney B. "English for Academic Purposes: The Student-talk Register." English Education 19, no. 1 (1987): 31–43. http://dx.doi.org/10.58680/ee198714380.

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44

Thein, Ohnmar, Thandar Thein, and Jasmine Kong-Yan Tang. "Teaching English for Medical Purposes: Myanmar Context." Journal of English Language and Linguistics 2, no. 1 (2023): 81–103. http://dx.doi.org/10.62819/jel.2021.89.

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English has been taught in different higher education institutions over thelast decades to meet professionals and students' academic needs. The aimsof this research were to investigate and assess the English language needsof Myanmar medical students in order to account for their academicdissatisfaction, and to provide a basis for the development of medicalEnglish courses and teaching approaches in the Myanmar context. Thefaculty of medicine in Myanmar has a long tradition of learning and teachingEnglish for medical academic purposes. English was considered extremelyimportant for medical studen
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45

Ilchenko, Olga, and Natalia Kramar. "ENGLISH FOR ACADEMIC PURPOSES: KEEPING UP WITH THE TIMES." Studia Linguistica, no. 16 (2020): 40–57. http://dx.doi.org/10.17721/studling2020.16.40-57.

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English language education, especially in light of the status of English as present-day lingua franca, has become a prolific field of research, and no less prolific area of practical application internationally. Through a critical literature review, the current study addresses one of its most prominent subfields – English for Academic Purposes – with special emphasis on academic writing. We briefly touch upon its evolution and identify the terminological ambiguities involved in EAP conceptualization within the broader framework of ESP (English for Specific Purposes). By examining the changes t
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46

Alimjanova, Laylo Khamadullaevna. "ENGLISH FOR SPECIFIC PURPOSES CONTENTS." MODELS AND METHODS IN MODERN SCIENCE 1, no. 17 (2022): 68–70. https://doi.org/10.5281/zenodo.7439998.

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My current research is an attempt to understand English for Specific Purposes (ESP). A very important area of ELT by embracing the efforts of various linguists to define it. We trace its historical growth, discuss its characteristics, and try to understand its scope. It is intended to address the specific needs of EFL/ESL learners. Many conflicting opinions have been reported on the definition of ESP, but there seems to be some consensus. Finally, it is limited to teaching English to learners with specific goals and purpose: These goals may be professional, academic, or scientific in nature.
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47

Yundayani, Audi. "PRESENT SITUATION ANALYSIS: STUDENTS� EARLY CHARACTERISTICS IN WRITING FOR ACADEMIC PURPOSES." English Review: Journal of English Education 6, no. 2 (2018): 119. http://dx.doi.org/10.25134/erjee.v6i2.1262.

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Present situation analysis is considered to be the umbrella that embraces students� lacks in language proficiencies. The aims of this study were to (1) find out current students� writing competence level; (2) identify students� entry behaviors and characteristics; (3) identify students� perception concerning with writing skill for academic purposes at non-English education study programs of STKIP Kusuma Negara Jakarta. The descriptive inquiry was used in identifying students� present situation. The respondents were non-English education study programs students of STKIP Kusuma Negara Jakarta in
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48

McKinley, Jim, and Heath Rose. "English language teaching and English-medium instruction." Journal of English-Medium Instruction 1, no. 1 (2022): 85–104. http://dx.doi.org/10.1075/jemi.21026.mck.

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Abstract The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this revi
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49

Chemir, Sileshi, and Tamene Kitila. "NEEDS ANALYSIS FOR ENGLISH FOR ACADEMIC PURPOSES: IMPORTANCE OF ACADEMIC LANGUAGE SKILLS FOR UNIVERSITY STUDENTS IN ETHIOPIA." LET: Linguistics, Literature and English Teaching Journal 12, no. 1 (2022): 77. http://dx.doi.org/10.18592/let.v12i1.6377.

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This study aims to investigate undergraduate students’ needs analysis in English for Academic Purposes. In this study, three hundred-eight first-year students and forty-one EAP and subject area instructors at Wachemo University participated. The research employed a mixed-methods approach that utilized a questionnaire and a semi-structured interview to ascertain the important academic English language skills and sub-skills prioritized by participants. The findings revealed that the participants indicated all the academic language skills as important for students' academic study in the universit
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50

Zhao, Lina, and Yongyan Li. "English Language Teachers Transitioning from English for General Purposes to English for Specific/Academic Purposes: Challenges and Professional Development." ESP Today 13, no. 2 (2025): 268–95. https://doi.org/10.18485/esptoday.2025.13.2.2.

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