Professional and Academic English, Volume 31, Number 2

Journal of the IATEFL English for Specific Purposes Special Interest Group WHITE PANTONE 213 C Alternative option using “&” instead of “AND” ISSN 2520-2545 Vol. 31 No 2 December 2024 Copyright Notice Copyright for whole issue IATEFL 2024. IATEFL retains the right to reproduce part or all of this publication in other publications, including retail and online editions as well as on our websites. Contributions to this publication remain the intellectual property of the authors. Anyrequests to reproduce a particular article should be sent to the relevant contributor and not IATEFL. Articles which have first appeared in IATEFL publications must acknowledge the IATEFL publication as the original source of the article if reprinted elsewhere. 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Price £4.50, free for ESPSIG members http://espsig.iatefl.org www.iatefl.org Editor-in-Chief Dr Katalin Egri Ku-Mesu University of Leicester, United Kingdom Editor Dr Veronico Tarrayo University of Santo Tomas, Philippines Editorial Board Dr Mahdi Aben Ahmed Jubail English Language and Preparatory Year Institute, Saudi Arabia Dr Sharif Alghazo University of Jordan, Jordan Dr Hung Phu Bui University of Economics Ho Chi Minh City, Vietnam Patricia Lorena Bustos Gonzalez Universidad de los Andes, Colombia Dr Elis Kakoulli Constantinou Cyprus University of Technology, Cyprus Michelle Joubert University of the Free State, South Africa Andrew Northern Imperial College London, United Kingdom Martin Percy University of Westminster, United Kingdom Dr Jemma Prior Free University of Bozen-Bolzano, Italy Dr Mark B. Ulla Walailak University, Thailand Anna Whinnett Norwich Institute for Language Education (NILE), United Kingdom Layout design © Express Publishing, 2024 Journal of the IATEFL English for Specific Purposes Special Interest Group Vol. 31 No 2 December 2024 ISSN 2520-2545 5 Contents Articles Karla K. de Lima Guedes The power of collaboration: The role of online communities of practice in EAP teacher professional development .......................................................................................... 7 Stavroulla Hadjiconstantinou Collaborative projects in support of the development of transversal skills in higher education: Examples from ESP courses in the areas of media and rehabilitation ............................................................................................................................................. 27 Beverly Lewin The emergence of the author in scientific writing: Ethical considerations ................. 43 Roving Reporter Report Lone Bendixen Goulani Navigating trends and challenges in the field of English for specific purposes ....... 55 Book review Jennifer Manning Review of English for Academic Purposes: Perspectives on the Past, Present and Future by Douglas E. Bell ...................................................................................................................... 61 7 ARTICLES The power of collaboration: The role of online communities of practice in EAP teacher professional development 1 Introduction The global COVID-19 pandemic triggered an abrupt transition to online education worldwide. This shift, now widely referred to as Emergency Remote Teaching (ERT) (Hodges et al., 2020), required educators to adapt swiftly to a new learning environment, often with limited preparation or experience in online pedagogy. Educators had to rapidly upskill in educational technology skills, digital pedagogy, online student engagement, classroom management, and assessment design. This transition significantly impacted the delivery of English for Academic Purposes (EAP) in higher education institutions (HEIs), a field traditionally reliant on on-campus interaction to develop students’ language and academic skills, presenting unique challenges to educators. During this period of uncertainty, educators sought support from a variety of sources, including self-directed and peer-led learning, social media, EdTech companies, professional associations, government and institutional training, online courses and webinars, professional learning networks (PLNs), and Online Communities of Practice (OCoPs) (Aguilar et al., 2021; Alwafi, 2021; Defianty et al., 2021; Kaqinari et al., 2021; Meirovitz et al., 2022). During Emergency Remote Teaching (ERT) prompted by the COVID-19 pandemic, Online Communities of Practice (OCoPs) played a vital role in supporting educators. OCoPs facilitated collaboration, the development of online language pedagogical strategies, and broader professional development. This study investigates the support sought by and offered to practitioners (teachers and team leaders) in an English for Academic Purposes (EAP) pre-sessional programme, focusing on how their needs led to engagement with various communities during the pandemic. It explores how practitioners defined OCoPs, their participation in different communities, their motivations for community involvement and the challenges they encountered. The findings show that practitioners engaged in formal and informal OCoPs, essential for sharing pedagogical strategies, fostering professional development and improving team communication. These communities facilitated collaboration and problem-solving, and provided technological, pedagogical, and emotional support. However, increased workloads, difficulties for new teachers in integrating into established groups, and emotional fatigue affected participation. The study highlights the importance of sustaining these communities for the ongoing professional development of remote EAP practitioners. Karla K. de Lima Guedes University of Southampton United Kingdom K.De-Lima-[email protected] ABSTRACT 8 The power of collaboration: The role of online communities of practice in EAP teacher professional development ARTICLES Nonetheless, the most significant sources of support cited came in the form of OCoPs (Aguilar et al., 2021; Alwafi, 2021; Bolisani et al., 2021; Sadiq, 2021; Ulla & Perales, 2021a). These online communities became vital spaces for professional development, knowledge exchange, emotional and peer support, and collaboration among educators. Although previous studies, such as those by Aguilar et al. (2021) and Defianty et al. (2021), underscored the importance of OCoPs throughout ERT, further research is required to explore the specific experiences of EAP practitioners. To date, no studies have directly examined this issue within the EAP context. Furthermore, existing research often focuses on a single OCoP, usually linked to a social media platform or organised by an institution, without exploring the variety of communities educators engaged with during this time. Additionally, it remains unclear whether educators share a common understanding of what constitutes a CoP when discussing participation. This study, therefore, seeks to address the following research questions (RQs) within the context of an online pre-sessional at a UK university during ERT: • RQ1: What types of OCoPs did practitioners engage with and why? • RQ2: How did EAP practitioners perceive OCoPs? • RQ3: What challenges did practitioners encounter in participating in OCoPs? 1.1 Context: Pre-sessional programmes The educational context used in this study was an online pre-sessional programme at a UK university. Pre-sessional programmes (PSPs) prepare international students who speak English as a foreign language (EFL) for academic study in HEIs that use English as their medium of instruction (EMI). PSPs typically cater to students who have been accepted into a university programme but have not met the necessary language proficiency for the programme they have applied for. Most UK universities offer intensive PSPs to enhance these students’ linguistic and academic skills and provide them with an insight into academic life and principles before beginning their studies. These programmes can vary in length, ranging from as short as four weeks to a full academic year; however, the one used in this study offered 6, 11, and 16-week long courses. Before the pandemic, PSPs were delivered exclusively in person, using traditional classroombased teaching methods and requiring both students and practitioners to be physically present in the UK. In 2020, these courses were rapidly redesigned for online delivery to accommodate students globally in lockdown. EAP practitioners, many of whom were dispersed across the UK, had to rapidly adapt to online teaching. For most, this was their first experience of teaching in an online environment, which required rapid upskilling and a reevaluation of their pedagogical practices. Furthermore, most practitioners typically join the university just a week before teaching, with many working at other institutions throughout the year, including those outside the UK, giving them only a few days to familiarise themselves with the programme and university systems. 9 ARTICLES The power of collaboration: The role of online communities of practice in EAP teacher professional development 1.2 Online communities of practice Throughout ERT, teachers faced the challenge of transitioning to online instruction, a format unfamiliar to many. In response, they sought support through various OCoPs, where they could exchange ideas, share resources, and seek guidance from peers facing similar challenges (Aguilar et al., 2021; Alwafi, 2021; Bolisani et al., 2021; Sadiq, 2021; Ulla & Perales, 2021a). Communities of Practice (CoPs), as defined by Wenger (1998, 2011), consist of • groups of individuals who share a common concern, interest, goal, or profession and come together to develop their knowledge and skills in a specific domain; • communities that typically emerge when individuals with similar roles or expertise collaborate to learn and solve common problems; • spaces that provide a platform for educators to develop shared understanding through mutual engagement. Wenger (1998) asserts that these communities provide teachers with a platform for support, sharing pedagogical strategies, addressing challenges, and engaging in reflective practice - key elements for their continuous professional development (CPD). Research further indicates that participation in CoPs leads to improved instructional practices and a stronger professional identity, which contribute to better student outcomes (Avalos, 2011; Dille & Røkenes, 2021; Fuller, 2022; McDonald & Cater-Steel, 2017; Opfer & Pedder, 2011). Thus, CoPs support individual teacher growth and cultivate a culture of collective learning within educational institutions. CoPs are crucial for language teachers’ professional development. Fraga-Cañadas (2011) reflects on her experience within a CoP for language teachers, noting that participants developed a strong sense of community and recognised that their teaching practices and professional growth extended beyond the classroom. She emphasises that these practices were intrinsically linked to and shaped by the CoP. Fraga-Cañadas argues that CoPs provide essential spaces for teachers to exchange resources and strategies and offer mutual support, which can be particularly valuable for marginalised teachers. She further asserts that CoPs foster a sense of belonging that enhances teaching practices and teacher identities. To ensure the success of these communities, she stresses the need for institutions to provide adequate time, space, and support for teachers. The significance of OCoPs during ERT profoundly aided educators through the abrupt transition to online teaching. This was mainly because these communities offered several benefits, including professional development (Ghamrawi, 2022; Sadiq, 2021; SepulvedaEscobar, 2024; Ulla & Perales, 2021a), reduced isolation and emotional support (Bissessar, 2022; Ito, 2023; Sepulveda-Escobar, 2024), collaborative problem-solving (Shauly & Avargil, 2023; Ulla & Perales, 2021a), resource-sharing opportunities (Sepulveda-Escobar, 2024), technological guidance (Sadiq, 2021), and enhanced digital pedagogy for language learning (Sepulveda-Escobar, 2024). In doing so, they provided technical and pedagogical support and fostered relationships, a sense of community, and shared purpose (Bolisani et al., 2021; Sepulveda-Escobar, 2024; Shauly & Avargil, 2023), helping educators overcome the challenges of remote teaching while encouraging innovation in the face of adversity. 16 The power of collaboration: The role of online communities of practice in EAP teacher professional development ARTICLES 3.2.2 OCoPs for developing Approximately one-fifth of the practitioners (N = 6) described OCoPs as spaces for professional development. Practitioners who perceived OCoPs as communities for development saw them as spaces for sharing good practices but added that the main goal was for CPD. T070, for instance, emphasised these communities’ role in fostering a sense of belonging to a professional forum where practitioners engage in collective learning, share expertise, and support each other’s professional growth. [CoP means being] part of a professional forum and developing [our] careers. (T070) Quotes under this definition listed that teachers’ development could be achieved through interactions, collaborations, training sessions, and guided or expert-led discussions. Best-practice ‘connectedness’ has short CPD sessions for the team, for example for a collaborative and focused look at [student] work, led by an experienced provider. […] Sometimes it can be as simple as ‘Oh, I do this too’ or ‘I’m already doing similar’, thus confirming that strategies you have developed independently are actually regarded as good practice. (T006) T006 emphasises a key benefit of CoPs: the affirmation and enhancement of individual practices through collective validation and support. Regular discussions in professional development foster dialogue, idea exchange, and collaborative problem-solving, allowing practitioners to confirm effective strategies and share best practices. This process reinforces individual confidence and cultivates a shared understanding of effective teaching, enhancing CPD within the pre-sessional community. 3.2.3 OCoPs for communicating Over half of the practitioners (N = 15) described OCoPs as spaces, tools, and opportunities for effective communication online, enabling them to ask questions and receive clear responses in a timely fashion. They emphasised the importance of prompt and effective communication and parallel interactions in a warm but professional tone within a community. Immediate email answers to queries and concerns, with a friendly and professional colleague-to-colleague tone. (T006) For me, being part of a community of practice means being able to easily communicate with colleagues and coordinators. (T001) These quotes highlight practitioners’ perception of an OCoP as an accessible, professional, and communicative network. Easy and immediate communication with colleagues and coordinators is seen as fundamental. Such an environment not only supports individual practitioners in their immediate tasks but also strengthens the collective capability of the group to navigate the challenges posed by remote teaching. 17 ARTICLES The power of collaboration: The role of online communities of practice in EAP teacher professional development T018 emphasises the value of friendly, non-hierarchical communications within OCoPs. Nevertheless, he acknowledged the difficulty of sustaining such interactions in larger teams, a challenge in this pre-sessional as it is a large programme. The most challenging part of working online [is not just having] hierarchical communication. […] It can work online up to a point, if you are only part of a small group of tutors, but that is usually not the case. (T018) Practitioners who adopted this definition tended to take a more transactional approach to work, emphasising the importance of having a space to ask questions and receive timely responses. For these individuals, easy access to people and resources was crucial for feeling supported, fostering a sense of belonging, and enabling participation in an OCoP. 3.2.4 OCoPs for unifying Two teachers referred to OCoPs as communities for unifying the practitioners. They saw them as having spaces, designs, or approaches that unify the team. They highlighted the potential of the programme’s structure, syllabus, scheme of work, staff meetings, social activities and spaces to foster unity and help practitioners feel part of a cohesive group. [A CoP means] feeling in touch with colleagues, having a staffroom fraternity or collegiality. (T018) T006 and T001 highlight that to feel a sense of unity, teachers need to teach from the same scheme of work and have shared objectives. This feeling that OCoPs serve to unify the team requires shared teaching aims and opportunities to facilitate group cohesion and community building. Best practice connectedness [include] Scheme of Works provided from a central source, providing a sense of unity and community. (T006) To feel part of a community, we need to have shared objectives and opportunities to discuss these and make sure we’re all on the same page. (T001) In the online PSP, teachers were instructed to plan lessons and weekly goals in response to students’ needs, a strategy deemed appropriate. However, this approach hindered the development of unity among teachers, as they had to manage different learning objectives at various stages of the course, which limited opportunities for timely exchanges that fostered building connections and a sense of group cohesion. 18 The power of collaboration: The role of online communities of practice in EAP teacher professional development ARTICLES 3.3 RQ3: What challenges did practitioners encounter in participating in OCoPs? Despite the benefits of OCoPs, practitioners faced challenges in participating in these communities due to heavy workloads caused by ERT, being new tutors, difficulties in building relationships online, and extended screen exposure. These challenges are discussed next. 3.3.1 Heavy workloads A primary challenge reported in participating in OCoPs was time constraints due to workloads. Participants found it challenging to allocate time for community activities, such as social engagement, ideas exchange, offering support, and resource sharing amidst their busy workload, particularly during assessment weeks. T061 discusses this below. Once the assessments start, you’re so busy, your focus is just on the students and it all gets a bit too much anyway, so you don’t actually have that much to socialise, to be honest. […] I was around a really lovely, devoted group of tutors but I didn’t get chance to know them because they just had zero time. (T061) The time constraint issue existed pre-ERT, yet practitioners perceived online workloads as more demanding than when on campus. This online teaching makes us or made us busier than the offline one. […] For example, […] the students upload the presentations, and then you can start working. And sometimes it was long, like two days, three days long. […] When they were talking, like three or four people together [in the discussions], I needed to listen to their discussions again and again, […] it was really time consuming. (T053) T053 highlights that TEAP online can demand more time and effort than traditional teaching. She particularly emphasises the time-consuming nature of facilitating and assessing online interactions. Participating in an OCoP was particularly challenging for those working in the shorter 6-week PSP due to their intense workload. In 2020, that was the 11-week course [and] it is easier to find time to talk to colleagues. […] I would have contact with my listening and speaking pair and discuss issues with individual students, some aspects of the syllabus where there was overlap of like the presentations and essay titles. [But in the] PS6 2021, it just kind of came and went to be honest without much connection between the two different teams. (L016) Cultivating a sense of community, encouraging active involvement, and providing meaningful engagement opportunities is challenging, particularly when staff are burdened with heavy workloads – ‘I felt very distanced [...] simply by workload’ (L004). 19 ARTICLES The power of collaboration: The role of online communities of practice in EAP teacher professional development 3.3.2 New teacher integration Engaging in OCoPs can be challenging for new pre-sessional teachers. They may face difficulties navigating the online space, understanding the community’s norms and expectations, and building relationships with other members. Some feel intimidated by more experienced members or hesitant to contribute due to a lack of confidence. This was my first time teaching online and at this university overall. I felt that returning tutors already had their little groups online. It took me a while to feel part of a community and I definitely had to put more work into it. (T001) This year, it was slightly better in induction week than last year, in that people were introduced, and it was made clear for newbies, especially, who was who. (T006) I noticed that people who had never worked for us before, it was definitely more stressful for them joining online for the first time. […] I knew a lot of people, I knew the university, I knew the systems, whereas people who are joining us from outside and had never worked with us before, I think that was more of a big ask. (L007) These quotes highlight newcomers’ challenges in joining the university remotely for the first time. T001 describes her experience as a novice tutor, feeling like an outsider and uncertain about the other practitioners in the programme. In contrast, L007 notes that individuals without prior experience with the organisation experienced higher stress levels when starting online. L007’s prior knowledge of the organisation, its systems, and its culture afforded him a smoother transition compared to T006 and T001. This shows the importance of supporting and guiding new teachers to facilitate their participation in OCoPs. 3.3.3 Building rapport Establishing rapport within an OCoP poses challenges. Building relationships on campus may be easier, as members can interact spontaneously, read signs of acceptance, and gauge positive or negative responses, potentially leading to professional and personal connections. Informal discussions and brainstorming sessions occur naturally, fostering rapport. In contrast, asynchronous work and scheduled meetings limit spontaneous interactions in online environments. Coordinators noted that they mainly interact with their tutor group, with unprompted interactions being rare online. In terms of what has hindered communication online, perhaps the obvious answer is the absence of spontaneous meetings. […] previously a coordinator could randomly meet a tutor in the corridor, and they would have an informal chat about work-related matters, from which something of great import would emerge that would inspire new radical thinking about EAP […] - yet this just does not happen. (L003) Building rapport remotely requires intentional efforts, such as organising virtual social events, encouraging informal interactions, and fostering a friendly, supportive, and inclusive community culture, as discussed by the following coordinator. 20 The power of collaboration: The role of online communities of practice in EAP teacher professional development ARTICLES You have to work a bit harder to build rapport with tutors online as it’s easy to just become a call centre. I find just checking in from time to time, asking how their weekend was, etc. is really important in making them feel supported and able to approach you for help. (L014) L014’s metaphor of ‘becoming a call centre’ suggests a concern about losing the personal relational aspect of teaching and support in an online setting, where interactions may become transactional and impersonal. She highlights the importance of proactive efforts to overcome this challenge by engaging in informal interactions. These small gestures aim to create a sense of connection and support, fostering an environment where tutors feel comfortable seeking assistance and contributing to the community. While several tutors expressed a preference for remote work over the bustling environment of a shared staffroom, they also acknowledged that this may restrict spontaneous interactions, which can be socially and pedagogically beneficial. There are definite advantages to off-the-record chats between staff when on the premises – true for all staff rooms, of course. Some of the best teaching ideas and the most useful bits of information arise during coffee breaks! (T006) This quote encapsulates a common sentiment among practitioners on the value of informal interactions for professional development. T006 underscores the value of ‘off-the-record chats’ and spontaneous discussions in physical staff rooms, noting that such exchanges frequently yield valuable teaching insights. However, it can be more challenging to replicate these informal interactions online. 3.3.4 Health and safety concerns Two practitioners suggested that people may abstain from online communities due to concerns about potential health and safety issues arising from prolonged screen exposure. These included ergonomic issues that could result in back pain, neck and eye strain, visual fatigue, and reduced physical activity, but also potentially increased levels of stress and isolation and risks to privacy and security. These participants emphasised that teachers, already spending considerable time on screens for teaching and administrative duties, may be hesitant to engage in OCoPs due to increased screen time. Communication has deteriorated. In our group, we do still have our 60-min ‘tutor coffee chat’ group every Fri, scheduled by one of the tutors, but few people attend now, probably due to already spending too much time in front of a screen. (T006) Nonetheless, this sentiment was often associated with socialisation rather than communicating for mutual teaching support. 21 ARTICLES The power of collaboration: The role of online communities of practice in EAP teacher professional development 4 Discussion and conclusion The transition to online teaching during the COVID-19 pandemic posed significant challenges for EAP practitioners. However, the rise of online communities of practice provided essential support, enabling practitioners to collaborate, share resources, and assist each other during unprecedented change. Findings indicate that some practitioners viewed OCoPs as platforms for sharing pedagogical knowledge, teaching practices, innovative strategies, and forums for continuous professional development, promoting effective communication and team cohesion. They participated in both formal OCoPs led by coordinators and informal ones initiated by peers. These online communities facilitated information dissemination, communication, collaboration, knowledge exchange, and problem-solving and provided technological, pedagogical, and emotional support. However, despite the benefits of OCoPs, practitioners faced several challenges in participating, including increased workloads, difficulties for new teachers integrating into established OCoPs, challenges forming personal connections and fostering a sense of community online, physical discomfort, and emotional fatigue. Results highlight the critical role OCoPs played in supporting EAP practitioners during the pandemic and paving the way for their digital professional development. There is growing recognition of the value of OCoPs in teacher professional development, particularly in fostering collaborative environments for reflective practice (Kirschner & Lai, 2007) and supporting teachers amid the pandemic (Bissessar, 2022; Defianty et al., 2021; Ghamrawi, 2022; Ulla & Perales, 2021). Findings here indicate that sustained participation in OCoPs can significantly enhance teachers’ development through collaboration, reduce isolation, foster belonging, and improve technological fluency for TEAP online. These findings also concur with previous studies that reiterate OCoPs’ contribution to professional development among L2 educators (Bissessar, 2022; Defianty et al., 2021; Shauly & Avargil, 2023; Ulla & Perales, 2021b). This study reaffirms the fundamental role of these communities in providing professional and emotional support, particularly during critical periods. The findings underscore the importance of providing sustained support and professional development to teachers, particularly novices, through CoPs and PLNs, alongside training and mentoring opportunities (Brannan & Bleistein, 2012; Farrell, 2012; Karataş & Karaman, 2013; Staudt et al., 2013; Yildirim, 2019). Although none of the participants were pre-service or new in-service teachers, they were novices to TEAP remotely. Ulla and Perales (2021) found that experienced teachers felt like novices and required support to learn new approaches to inform their L2 pedagogy during ERT. These communities provided a platform for addressing challenges, sharing struggles, offering mentorship, collaborating, and reflecting on experiences and best practices in TEAP online. To enhance CPD, foster innovation, and promote reflection, such communities should be integrated into course design, encouraged from the programme’s outset, and sustained throughout future online programmes. This study also highlights the significant communicative, pedagogical, innovative, and wellbeing benefits OCoPs offer to online educators, researchers, and course designers. OCoPs can provide emotional, practical, and language-specific teaching support. The interactions within these communities emphasise the importance of fostering strong professional and 22 The power of collaboration: The role of online communities of practice in EAP teacher professional development ARTICLES supportive networks in remote settings, such as online pre-sessional programmes. By facilitating collaboration and the exchange of challenges, ideas, and best practices in a safe environment, practitioners can continually improve their online teaching methods. This, in turn, advances EAP digital pedagogy, enhances practitioners’ digital language teaching skills, and creates more effective learning experiences for students. Allocating time for community building, employing compassionate communication strategies, sharing digital pedagogical practices, and allowing ample time to experiment with technology are key to building tutors’ expertise in online teaching, thereby improving both tutor confidence and well-being and student outcomes. OCoPs should be fostered as an integral part of online EAP programmes, not only to support professional development but also to create a sense of community and reduce the isolation experienced by remote educators; however, intentional efforts to foster community building are needed. It is important to acknowledge that the findings of this case study are context-specific, and therefore, their generalisability to other EAP programmes or educational settings may be limited. Nonetheless, as demand for online learning continues to grow post-pandemic, the lessons learned from this period will be invaluable in shaping the future of EAP teaching and professional development. 23 ARTICLES The power of collaboration: The role of online communities of practice in EAP teacher professional development References Aguilar, S. J., Rosenberg, J.M., Greenhalgh, S.P., Fütterer, T., Lishinski, A., & Fischer, C. (2021). A different experience in a different moment? 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Cogent Education, 11(1), 1-15. https://doi.org/10.1080/2331186X.2023.2264578 Shauly, A., & Avargil, S. (2023). Teachers’ practices during emergency remote teaching: An investigation of the needs for support and the role of professional learning communities. Chemistry Teacher International, Special Issue Paper, 1-12. https://doi.org/10.1515/cti-2022-0048 Stake, R.E. (1995). The art of case study research. Sage Publications. Staudt, D., St. Clair, N., & Martinez, E.E. (2013). Using Facebook to support novice teachers. The New Educator, 9(2), 152-163. https://doi.org/10.1080/1547688X.2013.778764 Ulla, M.B., & Perales, W.F. (2021). Emergency remote teaching during COVID19: The role of teachers’ online community of practice (CoP) in times of crisis. Journal of Interactive Media in Education, 9(1), 1-11. https://doi.org/10.5334/jime.617 25 ARTICLES The power of collaboration: The role of online communities of practice in EAP teacher professional development Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. Wenger, E. (2011). Communities of practice: A brief introduction. National Science Foundation, 1-7. Yildirim, I. (2019). Using Facebook groups to support teachers’ professional development. Technology, Pedagogy and Education, 28(5), 589-609. https://doi.org/10.1080/1475939X.2019.1686714 Yin, R.K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications. https://iwansuharyanto.files.wordpress.com/2013/04/robert_k-_yin_case_study_ research_design_and_mebookfi-org.pdf Yin, R.K. (2010). Qualitative research from start to finish. Guilford Press. Karla K. De Lima Guedes has been a Senior Teaching Fellow at the Academic Centre for International Students (ACIS) since 2011 and is a PhD researcher at both the Web Science Institute and the School of Education at the University of Southampton. Her research focuses on English for Academic Purposes (EAP) practitioners’ teaching experiences and attitudes towards online EAP education. She holds a CELTA, a BA in Linguistics and Phonetics, an MA in Applied Linguistics for Language Teaching, and an MSc in Web Science. Author biography Get involved in IATEFL Special Interest Groups and connect with other professionals from within your ELT specialism Visit www.iatefl.org to join and for more information Share your ideas and volunteer with global peers Network with like-minded professionals Apply for exclusive scholarships and attend events Submit articles and contribute to webinars 32 Collaborative projects in support of the development of transversal skills in higher education: Examples from ESP courses in the areas of media and rehabilitation ARTICLES TBLT fosters active learning by requiring students to interact and communicate in authentic contexts, enhancing learner engagement and retention of both language and content (Skehan, 1996). Activities involving group collaboration and decision-making also develop communication and negotiation skills, which are crucial for teamwork (Long, 2015). For instance, when students propose solutions to engineering challenges or draft technical reports, they practice expressing ideas, listening to others, and refining reasoning through discussion, improving overall communicative competence (East, 2017). TBLT also promotes learner autonomy and responsibility. By organizing work and making independent decisions, students gain experience in managing tasks, a skill key to professional development (Little, 2007). In fields like engineering, where collaboration and problemsolving are frequent, the ability to work independently and in teams is invaluable (Doughty & Long, 2003). Furthermore, TBLT strengthens students’ subject-matter expertise by integrating content knowledge with language practice, preparing them for real-world challenges (Van den Branden, 2006). TBLT’s dynamic framework supports the integration of specialized knowledge and language skills, making it ideal for ESP contexts (Van den Branden, 2012). Reflective practice also plays a crucial role in developing transversal skills in ESP courses, as it encourages learners to evaluate their experiences and learning processes critically. Reflection strengthens metacognitive skills—the ability to think about and regulate one’s learning (Schön, 1983). Through reflection, students assess how effectively they apply their language skills and professional knowledge in new contexts, fostering lifelong learning and adaptability (Farrell, 2015). As Dewey (1933) emphasizes, reflection is fundamental to experiential learning, bridging theory and practice. In ESP contexts, students apply both language and field-specific knowledge, and reflective processes enable them to connect academic content with professional applications (Kolb, 1984). Group reflection, in particular, enhances collaboration and communication as students share perspectives and learn from one another, developing transversal skills like negotiation, critical thinking, and problem-solving (Moon, 1999). For example, when students reflect on group projects, they evaluate individual contributions, teamwork dynamics, communication, and decision-making processes. This exercise promotes self-awareness and interpersonal skills essential for professional success (Boud et al., 1985). In ESP contexts, learner autonomy, cultivated by reflective practice (Ryan & Ryan, 2013), is vital, as students must adapt their skills to diverse challenges. Reflection allows students to identify strengths, address weaknesses, and plan for further development, enhancing their ability to apply knowledge in practical contexts (Smith & Kolb, 2011). By making reflection integral to learning, educators help students connect theory to practice and cultivate skills such as self-regulation, critical thinking, and collaboration (Farrell, 2015; Dewey, 1933). In conclusion, integrating transversal skills into ESP courses through pedagogical approaches such as PBL, TBLT, and reflective practice is essential for preparing students for the demands of their future professional environments. These methods enhance language proficiency and cultivate crucial skills like collaboration, leadership, critical thinking, and learner 33 ARTICLES Collaborative projects in support of the development of transversal skills in higher education: Examples from ESP courses in the areas of media and rehabilitation autonomy. By engaging students in real-world tasks, promoting active reflection, and fostering teamwork, educators equip learners with the tools to navigate complex academic and professional challenges. Ultimately, these approaches contribute to developing adaptable, self-directed individuals better prepared for lifelong learning and career success. 3 ESP courses in my context At my university, the integration of transversal skills into ESP courses is a core focus and aims at equipping students with the necessary tools to succeed in their academic and professional careers. By employing pedagogical approaches such as PBL, TBLT, and reflective practice, the university’s language center ensures that students develop language proficiency and essential transversal skills like collaboration, leadership, critical thinking, and learner autonomy. These methods engage students in real-world tasks, encourage active reflection, and foster teamwork, ultimately preparing them to navigate the complex challenges of their future careers. In my ESP courses, for example, I use tasks in which students are asked to assume roles and perform specific activities simulating work-related scenarios individually or as part of a group. Upon entering the university in my teaching context, all first-year students undergo a formal assessment of their English proficiency. On average, more than a quarter of the cohort falls below the B2 level on the Common European Framework of Reference for Languages (CEFR) (Burston et al., 2016). The goal of first-year English for Specific Academic Purposes (ESAP) courses, which span two semesters, is to bring weaker students up to at least a B2 level while advancing those already at B2 toward C1. Given the professional orientation of these courses, they are prime candidates for fostering transversal skills alongside language competence. However, working collaboratively is not always preferred or enjoyed by most first-year students at my university, a challenge likely shared with other universities worldwide. Based on students’ own comments and reflections, this can be partly attributed to their earlier education, which typically focuses on achieving high test scores through memorizing vocabulary and grammar rules and written translations. As a result, many students are accustomed to working individually, with little prior experience in collaborative learning methods. Teamwork, though essential in the professional environment, is not adequately facilitated in the secondary school curriculum, leading to difficulties in cooperative learning activities that involve students in assuming responsibility for themselves and their peers and conducting joint research. Similarly, other transversal skills, such as critical thinking, are often underdeveloped. As documented by myself and other educators in my context, many students expect instructors to provide sources for research topics and feel insecure when tasked with independently preparing projects. Their assignments tend to lack creativity, innovation, and co-creation with group work often involving students in allocating and completing tasks individually and then compiling the work rather than truly collaborating to support and reinforce each other’s contributions. In response, the ESP courses offered to the different departments of the university aim to equip students with the transdisciplinary knowledge and transversal skills necessary for academic and professional success. These courses are designed to encourage lifelong learning by helping students develop both English competence and the skills needed for continuous professional growth, both inside and outside the classroom. Such skills may 34 Collaborative projects in support of the development of transversal skills in higher education: Examples from ESP courses in the areas of media and rehabilitation ARTICLES differ for various departments but generally include the ability to work both independently and in collaboration with others, to research and critically assess information, to reflect and improve decision-making, and so on. In collaboration with respective departments, the design of all the compulsory two-semester courses is based on the needs analysis of students and faculty members. These include linguistic and other skills (e.g., transversal skills relevant to each faculty), enabling them to function professionally in English across all four language domains (reading, writing, speaking, and listening) at a minimum B2 level. Building on these needs, the learning outcomes and activities, as well as assessment tasks pertaining to these objectives, are developed. Again, based on the respective departments, these skills may involve collecting information to create a medical record (nursing and rehabilitation), critically analyzing media content for bias (media), visiting a construction site and preparing an accident report (civil engineering), and writing an informative email (various departments). Both courses, used as examples in this article, are focused on preparing students for the linguistic demands of their future professional roles. Since the B1-B2 level forms the foundation of English competence for professional purposes, the course content is aligned with CEFR descriptors. In the first semester, students work on listening to and reading academic materials related to their specific areas of study. They are familiarized with different note-taking techniques and approaches, and they are provided with specialized activities foregrounding note-taking practice through various texts. They then use their notes to produce various types of texts for different purposes. In the second semester, the focus shifts to research and critical analysis, where students identify, evaluate, and synthesize information from multiple sources relevant to specific academic or professional contexts. The course activities are designed to develop students’ lifelong learning and transversal skills. For example, students are required to attend academic lectures, take notes, and later critically engage with core concepts from these lectures. Another key activity involves collaborating and preparing an interview with an expert on discipline-related topics. This task requires students to conduct research, select relevant information, and formulate questions and answers for an interview simulating a broadcast. It involves critical thinking and audience-tailored communication. Students work in groups, taking on roles such as researcher, interviewer, or expert, reflecting the principles of socio-collaborative learning, where both instructors and students engage in dynamic, interactive learning processes. For example, discussion of the different roles they need to assume in the simulations often requires students to explore different approaches and perspectives on the various topics depending on the context. In rehabilitation, for instance, students need to explore the perspective of a layperson (in preparing the questions) and the perspective of the expert health professional (in preparing to answer these questions). Students’ evaluations of their ESP courses have shown that by fostering collaboration, critical analysis, and independent learning, these courses exemplify how ESP can effectively cultivate transdisciplinary knowledge and transversal skills, preparing students for the complexities of their professional future (Papadima-Sophocleous & Hadjiconstantinou 2013; Hadjiconstantinou & Nikiforou 2012). 35 ARTICLES Collaborative projects in support of the development of transversal skills in higher education: Examples from ESP courses in the areas of media and rehabilitation 3.1 ESP courses for students in the departments of media and rehabilitation 3.1.1 ESP for media studies In the context of media studies, ESP courses often focus on equipping students with the linguistic and analytical skills necessary for understanding and producing media content. These courses typically include modules on media ethics, digital journalism, and crosscultural communication, all of which require students to integrate language learning with critical analysis and creative problem-solving. One example is a project-based ESP course at a European university, where students were tasked with creating a multimedia news portal. The project required them to conduct research, write articles, design layouts, and present their findings to peers. Throughout the course, students developed not only language proficiency but also digital literacy, teamwork, and project-management skills, illustrating how ESP courses can facilitate the development of transversal skills through transdisciplinary learning (Stoller, 2006). As the instructor of the course English for Communication and the Media, I design activities in which students are guided through explicit critical thinking steps. The concepts of personal opinion and bias are used to frame the design of these activities, which engage students in critical questioning of information in media texts. More specifically, drawing on critical pedagogy and particularly dialogic thinking, a form of dialogical discourse in which the taken-for-granted assumptions and presuppositions underlying augments are examined and debated (Benesch, 1999), I create and repeatedly use a critical questioning scaffold in the analysis of different texts to support students in identifying, critically discussing, and negotiating the expression of personal opinion and bias. Scaffolding includes identifying a text’s main arguments and conclusions and directing students’ attention to the source (author/creator) and the evidence provided to support these conclusions. Students are instructed to use specific linguistic and other criteria in their evaluation and critical analysis of the information regarding the expression of personal opinion and bias. The criteria include the use of specific linguistic forms (e.g., nominalization, passive voice, modality) or other criteria used to guide the combination of images together with text to serve specific purposes (Kress & Van Leeuwen, 2001). An example of a linguistic form critically discussed in the analysis is the passive voice, which may be used to invert the order of constituents in a sentence to change the focus of a text and offer different ways of representing an action/agent (Bloor & Bloor, 2013; Halliday & Matthiessen, 2013). Students are provided with the text and prepare individually or in groups to participate in a critical discussion, which usually occurs in class or online. Evaluations of these activities through student’s reflections and answers to questionnaires indicate that students appreciate the effectiveness of such activities in developing both language and other skills, such as critical thinking, critical media literacy, and collaboration. In the project designed for the English for Communication and the Media course, students engage in a professionally focused assignment that requires them to assume the roles of journalists. The project engages them in identifying topics they believe are misrepresented or underrepresented in the media and that they feel could be approached in alternative ways to include the perspective of more people. The topics can relate to students’ personal interests in various areas (e.g., issues pertaining to social justice, racial/sexual/age discrimination, stereotyping, etc.). The objective is to present a well-rounded, balanced account of an issue supported by evidence that will not impose a specific view but allow the audience to make an informed decision on how they feel about the topic. Framed by the social constructivism theory, the project emphasizes social interaction, negotiation of meaning, and sharing experiences in the development of understanding and knowledge 36 Collaborative projects in support of the development of transversal skills in higher education: Examples from ESP courses in the areas of media and rehabilitation ARTICLES (Palincsar, 1998). Emphasizing collaboration and active class discussions, the project involves students researching various perspectives on their chosen topics, collecting and critically analyzing data from various sources, and finally using the findings to create their own media representations. Through this process, students are expected to apply the critical thinking and media literacy scaffolding they were trained in by identifying relevant material, evaluating it (using the criteria related to the expression of personal opinion discussed earlier), and reconstructing or synthesizing information to produce a new media text (an article, webpage, blog, video, poster, etc.). In this process, students are introduced to the concepts of misinformation, disinformation, and fake news through examples of misleading information in different forms (e.g., text, images, videos, graphs). This aims to further demonstrate the importance of critical dialogue by making students aware of the impact of misleading information on society and democracy as it feeds on peoples’ fears and biases. The project also fosters creativity and collaboration, as students work in groups, simulating an editorial board, to brainstorm ideas and resources. Once a topic is chosen, they collaboratively conduct research, critically assess the information, and design methods for further data collection. The group also formulates questions for surveys or focus groups and decides on the format for presenting their final opinion pieces—whether through posters, oral presentations, newsletters, videos, or other media. At the end of the project, students individually produce a written reflection, following the conventions of opinion pieces, and deliver a group presentation in a seminar setting that simulates an editorial board’s pitch session. Students’ final artifacts are assessed for content and language. As mentioned earlier, the aim is for students to collaboratively decide on the best way to represent an informative and well-balanced argument and a clear position on their topic that will include multiple points of view and allow for further reflection on the issue conveyed. The criteria relating to choices in language and other multimodal components, included in the critical questioning process used in the design of the course activities, are among the more specific assessment criteria. This collaborative effort strengthens critical thinking and promotes the negotiation of meaning within the group. Both my own analysis of students’ work based on Halliday’s theory of language as social semiotic (Halliday, 1994) and students’ reflections indicate a development in students’ language and critical thinking skills. Learners themselves attribute this development to collaborative critical engagement with the text repeated through the activities comprising the project (Hadjiconstantinou, 2021) 3.1.2 ESP for rehabilitation studies ESP courses for rehabilitation studies, such as those designed for students in speech and language therapy or occupational therapy programs, focus on the language used in clinical settings and the communication skills needed for patient care. These courses often incorporate role-playing and case study analysis, enabling students to practice patient interviews, develop treatment plans, and engage in interdisciplinary consultations. A study by Chan (2014) highlights how an ESP course for rehabilitation students used simulated patient interactions to help learners develop empathy, active listening, and intercultural communication skills—key components of both transversal skills and professional competence. In my English for Rehabilitation Studies course, like in the English for Communication and the Media course, most activities are also framed by critical pedagogy and dialogic thinking (Benesch, 1999). However, the focus is on developing language and skills that are particularly important for the specific domain. Thus, critical discussions of texts target linguistic forms that are deemed necessary for engaging in specific activities in the area of rehabilitation. These include activities foregrounded by a needs analysis and may relate to both academic and professional settings (e.g., researching information for an 37 ARTICLES Collaborative projects in support of the development of transversal skills in higher education: Examples from ESP courses in the areas of media and rehabilitation assignment, evaluating information from various sources, asking questions to complete a patient’s record, giving instructions, etc.). Texts are also selected to cater to students’ needs in the specific department. Activities include critical discussions of research articles, patients’ progress reports, patient observations or interviews, etc. In these activities, which are primarily based on authentic scenarios, students in groups use specific questions to critically evaluate information and analyze language and other social semiotics to complete a specific task. Critical questioning, as in the case of the ESP for the Media course, is scaffolded by the instructor, and questions are modified and repeated in different activities to gradually develop into a critical mindtool used independently by the students. In one project-based activity, students in the ESP for speech-language therapy studies are tasked with visiting the university’s rehabilitation clinic, consulting with the staff, and participating in simulated patient sessions. Throughout this process, students engage in patient observations, research on disorders, interviews with professionals and oral presentations of their findings. More specifically, they are introduced to real-life rehabilitation cases, such as patients with language, communication, or swallowing disorders. Students are encouraged to select one case based on their interests for further observation. Before attending observation sessions, students conduct background research on the chosen disorder. Similar to the example project from the media, students are familiarized with the different ways information may be misleading through examples of unreliable sources and inaccurate or biased-driven data in various types of resources such as articles in mainstream media, scientific reports, infographics, etc. After selecting their case, students are grouped based on their interests and collaborate on different aspects of the project, such as identifying relevant literature, critically assessing the sources, and evaluating the information they gather. They also collectively formulate interview questions for the professionals and student trainees (typically graduate students) involved in each case. This preparation fosters critical thinking and encourages students to negotiate meaning within their group. Drafting these interview questions is more than an academic exercise; it is a vital component of their professional development, as they will eventually need to ask patients about their medical history and personal background. At the conclusion of the project, students individually produce a written report, similar to a patient record, and deliver a presentation to their peers and instructor in a conference or seminar-like setting focused on topics related to rehabilitation. Student reflections on these activities indicate an acknowledgment of the benefits both for their academic and future professional development. More specifically, many students comment on how their engagement in this type of learning helps them develop skills such as criticality and selfdirection, which they consider particularly important for their future professional engagement. In both of these examples, the ESP courses are designed to extend practices beyond traditional language instruction to incorporate elements of critical thinking, digital literacy, and interpersonal communication, demonstrating the potential of ESP to foster transdisciplinary learning and the development of transversal skills. 38 Collaborative projects in support of the development of transversal skills in higher education: Examples from ESP courses in the areas of media and rehabilitation ARTICLES 4 Conclusion The role of collaborative projects in higher education is increasingly becoming important, particularly in developing transversal skills that enable students to thrive in a complex and rapidly changing global environment. ESP courses, as demonstrated through examples from the fields of media and rehabilitation, offer ideal contexts for fostering these essential skills. As shown in this article, collaborative projects are not simply a pedagogical tool for practicing language; they serve as a multifaceted approach that integrates critical thinking, teamwork, problem-solving, digital literacy, and intercultural communication—all of which are fundamental to professional success and personal development. The transversal skills gained from these ESP courses are deeply connected to the 21st-century competencies emphasized by global educational frameworks like UNESCO (2015). As future media professionals and healthcare practitioners, students equipped with these skills will not only succeed in their respective fields but also become effective problem-solvers, collaborators, and innovators. These courses nurture the T-shaped professional—an individual with depth in a specialized area and the ability to collaborate across disciplines. In both media and rehabilitation, students develop a sense of global citizenship as they learn to operate within culturally diverse environments, demonstrating empathy and ethical reasoning in contexts that require cross-cultural communication and collaboration. By engaging students in authentic, collaborative projects, ESP courses significantly contribute to learner autonomy and lifelong learning. These projects empower students to take ownership of their learning processes, fostering initiative, resilience, and adaptability— qualities that are increasingly essential in the modern workplace. Furthermore, collaborative projects often involve iterative cycles of feedback, reflection, and refinement, encouraging a growth mindset that enhances students’ ability to learn from mistakes, embrace challenges, and continuously improve. To maximize the impact of ESP courses, educators must embrace pedagogical approaches that promote active learning, collaboration, and reflective practice. As higher education continues to evolve in response to global challenges, the value of ESP courses in promoting both linguistic and transversal skills development is quite evident. By preparing students to adapt to changing circumstances, collaborate effectively, and think critically, these courses play a vital role in shaping future professionals ready to meet the challenges of an interconnected world. 39 ARTICLES Collaborative projects in support of the development of transversal skills in higher education: Examples from ESP courses in the areas of media and rehabilitation References Aubrey, J. (2022). Fostering learner engagement through innovation and technology: A study of the impact of project-based learning in higher education. Educational Innovations Journal, 15(2), 45-67. Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan. Beckett, G.H., & Slater, T. (2020). 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Transversal competencies in education policy and practice (Phase I): Regional synthesis report. UNESCO. UNESCO. (2016). Schools in action: Global citizens for sustainable development. UNESCO. UNESCO. (2020). European Union’s contribution to education, training, and transversal skills development. UNESCO. Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge University Press. Van den Branden, K. (2012). Task-based language learning in higher education: New insights and trends. Cambridge Scholars Publishing. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press. Stavroulla Hadjiconstantinou holds a PhD in Linguistics from Lancaster University, UK. She also holds an MA in Applied linguistics and a BA in Language Studies from Essex University, UK. Her research interests include curriculum and material design and development, Critical pedagogy, Technology Enhanced Language Learning (TELL), Multimodality and Digital literacy. Author biography 48 The emergence of the author in scientific writing: Ethical considerations ARTICLES The claim was usually (87%) expressed in the present simple (timeless) tense, implying ‘a law of nature’. In addition, all but one of the declarative sentences in this corpus lacked a hedge, therefore, allowing the writers to make the strongest possible claims about their results. Salager-Meyer et al. (2017) argue that these practices tend to overgeneralize the results and insinuate that the problem has been solved, thus deterring the reader from continuing to search for possible contraindicative evidence. Therefore, most conventional (CONV) medicine style manuals discourage the use of declarative sentence titles – which, some claim, reflect a commercial marketing tendency (Maisonneuve, 2010; Goodman & Edwards, 2014). Besides nominal and declarative sentences titles, the third and least common form of title consists of a question, either in nominal form (a) or as an interrogative sentence (b). Question titles can be provocative, as in the following: a. Dietary supplement polypharmacy: An unrecognized public health problem? (Nisly et al., 2010). b. What do clinicians want? Interest in integrative health services at a North Carolina academic medical center (Kemper et al., 2007). There was a small but significant increase (from 2% to 7%) in question titles in general between 1995 and 2016. The authors note that a corresponding tendency has been found in titles in other sciences. Specifically, Ball (2009) reports an increase from 50% to over 200% between 1966-2005 in the number of interrogative titles among 200,000 articles in medicine as well as physics and life sciences. While question titles may encourage the audience to read further, they have been criticized as ‘sensationalist’ and reflecting practices in journalism or even commercial ‘marketing’ (Maisonneuve et al., 2010; Goodman, 2011). Further research (Lewin et al., 2019) concludes that, although CAM and CONV are divergent approaches to health care, their use of questions and declarative sentence titles reveal more similarities than differences. 3 Conclusion In this paper, I have attempted to critically examine the conventional view of scientific writing as devoid of subjective elements. The exclusion of the personal level was questioned as early as 1665. In modern times, Halliday has postulated that every text, spoken or written, contains an interpersonal undercurrent. The literature of the last 40 years includes many articles cautioning academic writers to hedge their claims and observe politeness features. (On the other hand, with famous scientists, such as Watson and Crick, deviation seems tolerated, even applauded.) However, in the 21st century, linguists cite trends to make research texts more informal, popular, and even sensationalist. These practices range from an increasing but relatively benign use of first-person pronouns to the more misleading practice of self-promotion by outright exaggeration of the authors’ results. When this latter practice, labeled hyping by Millar et al. (2019), is not limited to basic sciences but is found also in journals of clinical medicine, it represents a danger to the public at large. It could be assumed that clinicians will read sufficient sections of the text to temper the effect of hyping. However, because of the proliferation of information, medical practitioners sometimes have time to read only the 49 ARTICLES The emergence of the author in scientific writing: Ethical considerations title (Kerans et al., 2016) and, therefore, ignore the remainder of the article. Declarative sentence titles especially, like hyping, are cause for alarm because of their possible impact on public health, since doctors sometimes choose treatments for patients based only on the titles of journal articles (Haynes et al., 1990; Goodman, 2000). Therefore, of particular concern are indications that titles themselves are becoming more sensationalist, reflecting journalistic style, including titles in CAM (Salager-Meyer et al., 2017) and in conventional medicine (e.g. Ball, 2009). These similarities may reflect a growing tendency towards practices associated with popular media to attract readership. In this paper, I have discussed some basic linguistic changes in experimental research articles in a variety of sciences. However, as yet, we cannot estimate the extent of the tendency towards subjectivity in contemporary research texts in medicine and basic sciences. This question would have to be tested on a large corpus of representative texts, including various types of journals, audiences and sub-disciplines, covering the most recent decades. Furthermore, and perhaps more importantly, although hype and sensationalism have been shown to exist in contemporary writing, further research should be undertaken to indicate whether these trends influence decisions of the audience, and if so, to what extent. Another direction for further research is the input of external sources which impinge upon journal submissions, namely: (1) Do peer reviewers comment on instances of hyping while reviewing manuscripts? (2) Do style guides for scientific journals advise against exaggeration of claims? For instance, the International Committee of Medical Journal Editors (n.d., pp. 17-18) might encourage self-promotion, if not hyping, as shown by their official recommendations: In the Discussion section, potential authors are advised to ‘[e]mphasize the new and important aspects of your study and put your findings in the context of the totality of the relevant evidence.’ Of course, one must follow the guidelines in manuals recommended by the journal to which the article will be submitted, such as that of the American Psychological Association. Future recommendations include the production of a new and revised style manual. Here, I can only make the following suggestions. One can take responsibility for the successful work presented but should refrain from praising oneself directly. In the following example, the authors show the importance of their findings indirectly by comparing them to other successful findings: 50 The emergence of the author in scientific writing: Ethical considerations ARTICLES Prigozhin et al. (2014) also demonstrated that the two penicillin-binding proteins […] play a significant role […]. Their findings provided insight into the crucial interactions […] (Ntombela et al., 2021; added emphasis). Claims, unlike facts, should be hedged, as in Our findings might indicate a potential cure for cancer. Creating honest titles presents special problems and require some understanding of English grammar. As I have also shown above, a title in the form of a sentence, using the verb in the present simple tense, is misleading. When the authors write Orange Juice Cures Cancer, they are actually saying that their experiment succeeded in curing cancer in 100% of the cases. It is similarly misleading to use the definite article, as in We present the cure for cancer when you mean We present a cure for cancer. In any case, the tendencies discussed in this paper pose an ethical dilemma for authors and instructors of scientific writing: should we follow models that attract attention and possibly promote the academic career of the author or strive for more objectivity so that the audience can make its own judgements? In addition, tertiary educational institutions, especially medical schools, should include lectures and discussions on critical reading of scientific material. 51 ARTICLES The emergence of the author in scientific writing: Ethical considerations References Linguistic Ard, J. (1983, December). The role of the author in scientific discourse [Paper presentation]. Annual American Applied Linguistics Meeting 1983, Minneapolis, MN, USA. Ball, R. (2009). Scholarly communication in transition: The use of question marks in the titles of scientific articles in medicine, life sciences and physics 1966–2005. Scientometrics, 79(3), 667-679. Barass, R. (1993). Scientists must write: A guide to better writing for scientists, engineers and students. Chapman & Hall. Butler, C. S. (1985). Systemic linguistics: Theory and applications. Batsford. Carlisle, E. F. (1985). Metaphoric reference in science and literature: The examples of Watson and Crick and Roethke. Centennial Review, 29(3), 281-301. Dodds, P. S., Clark, E. M., Desu, S., Frank, M. R., Reagan, A. J., Williams, J. R., & Danforth, C. M. (2015). Human language reveals a universal positivity bias. Proceedings of the National Academy of Sciences, 112(8), 2389-2394. Ecklund, E. H., Johnson, D. R., & Matthews K. R. W. (2015). Commentary: Study highlights ethical ambiguity in physics. Physics Today, 68(6), 8-10. Gilbert, G. N., Gilbert, N., & Mulkay, M. (1984). Opening Pandora’s box: A sociological analysis of scientists’ discourse. Cambridge University Press Archive. Goffman, E. (1967). Interaction ritual: Essays on face-to-face behavior. Doubleday. Goodman, N. W. (2000). Survey of active verbs in the titles of clinical trials reports. British Medical Journal, 320, 914-915. Goodman, N. W. (2011). Fashion in medicine and language: Inferences from titles and abstracts of articles listed in PubMed. The Write Stuff, 20(1), 39–42. Goodman, N. W., & Edwards, M. B. (2014). Medical writing: A prescription for clarity (4th ed.). Cambridge University Press. Halliday, M. A. K. (1970). Language structure and language function. In J. Lyons, (Ed.), New horizons in linguistics (pp. 140-165). Penguin). Halliday, M. A. K. (1985). An introduction to functional grammar. Edward Arnold. Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar (4th ed.). Routledge. Harwood, N. (2005). ‘Nowhere has anyone attempted … In this article I aim to do just that’: A corpus-based study of selfpromotional I and we in academic writing across four disciplines. Journal of Pragmatics, 37, 1207-1231. Haynes, R. B., McKibbon, K. A., Walker, C. J., Ryan, N., Fitzgerald, D., & Ramsden, M. F. (1990). Online access to MEDLINE in clinical settings: A study of use and usefulness. Annals of Internal Medicine, 112(1), 78–84. Hyland, K. (1996). Writing without conviction? Hedging in science research articles. Applied Linguistics, 17(4), 433-454. Hyland, K. (2005). Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173-192. Hyland, K. & Jiang, F. K. (2017). Is academic writing becoming more informal? English for Specific Purposes, 45, 40-51. International Committee of Medical Journal Editors. (n.d.). Recommendations. Retrieved November 12, 2024, from http://www.icmje.org/recommendations.pdf 52 The emergence of the author in scientific writing: Ethical considerations ARTICLES Judson, H. F. (1979). The eighth day of creation: Makers of the revolution in biology. Simon and Schuster. Kerans, M. E., Murray, A., & Sabatè, S. (2016). Content and phrasing in titles of original research and review articles in 2015: Range of practice in four clinical journals. Publications. 4(2), 11. https://doi.org/10.3390/publications4020011 Lewin, B.A., & Perpignan, H. (2012). Recruiting the reader in literary criticism. Text & Talk 32(6), 751 – 772. Lewin, B. A, Salager-Meyer, F., & Luzardo Briceño, M. (2019). The colon title in complementary and alternative medicine articles (1995–2016): Content, context, authorship and rhetorical functions. Journal of Applied Linguistics and Professional Practice, 12(3), 313-335. Maisonneuve, H., Lorette, G., Maruani, A., & Huguier, M. (2010). La Rédaction Médicale (5th ed.). Doin. Markkanen, R., & Schroder, H. (Eds.). (1997). Hedging and discourse: Approaches to the analysis of a pragmatic phenomenon. De Gruyter. Millar, N., Salager-Meyer, F., & Budgell, B. (2019). ‘It is important to reinforce the importance…’: ‘Hype’ in medical research articles. English for Specific Purposes, 54, 39151. https://doi.org/10.1016/j.esp.2019.02.004 Moore, R. (2000). Writing about biology: How rhetorical choices can influence the impact of a scientific paper. Bioscene, 26(1), 23-25. Mulkay, M. (1979). Science and the sociology of knowledge. George Allen & Unwin. Myers, G. (1989). The pragmatics of politeness in scientific articles. Applied Linguistics, 10(1), 135. Nikula, T. (1997). Interlanguage view on hedging. In R. Markkanen & H. Schröder (Eds.), Hedging and discourse: Approaches to the analysis of a pragmatic phenomenon in academic texts (pp. 188-207). De Gruyter. https://doi.org/10.1515/9783110807332 Salager-Meyer, F., Lewin, B.A., & Luzardo Briceño, M. (2017). Neutral, risky or provocative? Trends in titling practices in complementary and alternative medicine articles (19952016), Revista de Lenguas para Fines Específicos, 23(2), 263-289. http://dx.doi.org/10.20420/rlfe.2017.182 Scientific language is becoming more informal. (2016). Nature, 539, 140. https://doi.org/10.1038/539140a Shapin, S. (1984). Pump and circumstance: Robert Boyle’s literary technology. Social Studies of Science, 14, 481-520. Shinohara, K., Suganuma, A. M., Imai, H., Takeshima, N., Hayasaka, Y., & Furukawa, T. A. (2017). Overstatements in abstract conclusions claiming effectiveness of interventions in psychiatry: A meta-epidemiological investigation. PloS One, 12(9), e0184786. https://doi.org/10.1371/journal.pone.0184786 Strunk, W., & White, E. B. (1959). The elements of style. Macmillan. Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge University Press. Vinkers, C., Tijdink, J. K., & Otte, W. M. (2015). Use of positive and negative words in scientific PubMed abstracts between 1974 and 2014: Retrospective analysis. British Medical Journal, 351. https://doi.org/10.1136/bmj.h6467 Watson, J. D. (1968). The double helix: A personal account of the discovery of the structure of DNA. Touchstone. 53 ARTICLES The emergence of the author in scientific writing: Ethical considerations Example texts Chan, J. S. M., Ho, R. T. H., Chung, K-F., Wang, C-W., Yao, T-J., Ng, S-M., & Chan, C L. W. (2014). Qigong exercise alleviates fatigue, anxiety, and depressive symptoms, improves sleep quality, and shortens sleep latency in persons with chronic fatigue syndrome-like illness. Evidence-Based Complementary and Alternative Medicine. http://dx.doi.org/10.1155/2014/106048 Kemper, K. J., Dirkse, D., Eadie, D., & Pennigton, M. (2007). What do clinicians want? Interest in integrative health services at a North Carolina academic medical center. BMC Complementary and Alternative Medicine, 7(5). https://doi.org/10.1186/1472-6882-7-5 Liang, W., Binns, C. W., Jian, L., & Lee, A. H. (2007). Does the consumption of green tea reduce the risk of lung cancer among smokers? Evidence-Based Complementary and Alternative Medicine, 4(1), 17-22. https://doi.org/10.1093/ecam/nel066 Nisly, N. L., Gryzlak, B. M., Zimmerman, M.B., & Wallace, R. B. (2010). Dietary supplement polypharmacy: an unrecognized public health problem? Evidence-Based Complementary and Alternative Medicine, 7(1), 107-13. https://doi.org/10.1093/ecam/nem150 Ntombela, T., Seupersad, A., Maseko, S., Ibeji, C. U., Tolufashe, G., Maphumulo, S. I., Naicker, T., Baijnath, S., Maguire, G. E. M., Govender, T., Lamichhane, G., Honarparvar, B., & Kruger, H. G. (2022). Mechanistic insight on the inhibition of D, D-carboxypeptidase from Mycobacterium tuberculosis by β-lactam antibiotics: An ONIOM acylation study. Journal of Biomolecular Structure and Dynamics, 40(17), 7645-7655. https://doi.org/10.1080/07391102.2021.1899052 Watson, J. D., & Crick, F. H. (1953). Molecular structure of nucleic acids: A structure for deoxyribose nucleic acid. Nature, 171(4356), 737-738. Wilkinson, D. S., Knox, P. L., Chatman, J. E., Johnson, T. L., Barbour, N., Myles, Y., & Reel, A. (2002). The clinical effectiveness of healing touch. The Journal of Alternative and Complementary Medicine, 8(1), 33-47. Dr Beverly A. Lewin Lewin is a retired lecturer in scientific writing. Among her publications are the following books: Lewin, B. A., Fine, J. & Young, L. (2001). Expository discourse: A genre-based approach to social science texts. Continuum. Lewin, B. A. (2010). Writing readable research: A guide for students of social science. Equinox. Salager-Meyer, F., & Lewin, B. A. (Eds.). (2011). Crossed words: Criticism in scholarly writing. Peter Lang. A previous article entitled ‘Social constraints in scientific writing’ appeared in Professional and Academic English, Summer 2013. Author biography www.expresspublishing.co.uk www.expressdigibooks.com 210 21 20 800[email protected] FOLLOW US: 55 ROVING REPORTER REPORT Navigating trends and challenges in the field of English for specific purposes Lone Bendixen Goulani University of Kurdistan Hewlêr Iraq l.bendix[email protected]rd 1 Challenges for ESP lecturers around the world It can be difficult for teachers to reach international conferences due to various obstacles such as obtaining a visa or financial constraints. I, personally, struggled to reach the annual IATEFL conference in Brighton, UK. I am based in the Kurdistan Region of Iraq, and due to Iran bombing Israel on the night I was about to leave for the conference, the airport closed, as it did in many other countries across the Middle East. Since the war started in Gaza, there had been many Iranian missile attacks on Kurdistan, so I was prepared for the airport to close, and I had already sent my pre-recorded presentation to the coordinators. When the pre-conference event (PCE) started on Monday morning, my flight had been rescheduled four times over the previous few days, and I was, therefore, not in Brighton but instead attending the conference online from my living room. I felt devastated about not being present for my talk and slightly worried about power cuts and a weak internet connection that could ruin my PCE experience. It is not only reaching the IATEFL conference that can be difficult. Teaching English for specific purposes (ESP) can also be challenging in all parts of the world and in many different contexts. This was evident at the PCE and the Showcase Day held by the English for Specific Purposes Special Interest Group (ESPSIG) in April 2024. In this article, I will share my conference experiences of especially the PCE, the Scholarships Winners’ Gathering and the ESP Showcase Day, focusing on how teachers from around the world navigate trends and challenges in their ESP classrooms. Each year, the International Association of Teachers of English as a Foreign Language (IATEFL) distributes scholarships to its members around the world. In 2024, there were 843 applications for 25 IATEFL scholarships, and I was awarded the English for Specific Purposes Special Interest Group (ESPSIG) Roving Reporter Scholarship. In this piece, I share my conference reflections, focusing on the ESPSIG Pre-Conference Event on 15th April, the IATEFL Scholarship Winners’ Gathering on 16th April and the ESPSIG Showcase on 18th April. My reflections illustrate the various challenges that ESP teachers face while navigating the ESP landscape, including my personal experiences as a university lecturer in Iraq. ABSTRACT 56 Navigating trends and challenges in the field of English for specific purposes ROVING REPORTER REPORT 2 Difficult contexts and ESP pedagogy The PCE started Monday morning with a closer look at ESP teacher pedagogy. A joint presentation by Komila Tanigrova, Aybolgan Borasheva and Davron Abdullaev explored continuous professional development (CPD) needs of more than 300 ESP teachers in higher education in Uzbekistan. Their national research project explored teachers’ current knowledge in more than 20 different areas such as genre analysis and course design. Their interesting findings illustrated the teachers’ needs as well as the areas the teachers themselves wished to improve. Based on the research projects, ESP teachers have been offered various CPD activities addressing areas like corpus linguistics, materials development and student motivation. The next talk took us to India with Shweta Paropkari from Hyderabad Engineering School, who presented the analysis-design-development-implementation-evaluation (ADDIE) instructional model she had used to design a train-the-trainer programme. In her talk, she explained how she had used the ADDIE model with a small group of Indian teachers, some of whom had no teaching experience. They were being trained to teach American students online, and she used the ADDIE model to clarify the teachers’ needs in terms of language and cultural communication skills in order to develop the curriculum. This included, for example, teaching the lecturers relevant pedagogies, classroom language and intonation. The morning was affected by technical problems related to sound and screensharing, which every ESP teacher has probably experienced in the classroom, and, unfortunately, I struggled to see and hear the speakers. Our ESP world tour continued with Neil Bullock from Spain, who talked about English for aviation. His presentation illustrated the importance of real-life communication for aviators and the importance of needs analysis. He highlighted the need for learning both formal and informal language and gave examples of restricted, semiformal and informal language. His presentation was illustrated with several photos from the airport, including several planes and control towers, allowing me to imagine what it is like to be teaching English to aviators in an authentic environment. After a short break, it was my time to present. Fortunately, I could present live, so I did not have to use my pre-recorded presentation. My talk reported on a classroom research project at the University of Kurdistan Hewlêr on how to use corpus tools for academic vocabulary instruction using the EAP Foundation (https://www.eapfoundation.com) site. The presentation demonstrated how to teach vocabulary in a challenging context with a large number of engineering students who study various academic disciplines and have very different English language proficiency. From Kurdistan, we went to Germany. Mandy Welfare, from Arden University in Berlin, was celebrating her birthday at the PCE and spoke about how to use English Medium Instruction to prepare students for the workplace. Her description of an extracurricular project in the form of a marketing competition involving judges from local companies generated a lot of discussion in the chat for the online participants. 57 ROVING REPORTER REPORT Navigating trends and challenges in the field of English for specific purposes In the afternoon, Desiree Verdonk from the University of Applied Sciences – Austria spoke on radiography English. She described a collaborative project involving radiography university students from the Czech Republic and Austria. The project focused on patient communication, and students from both countries participated in role play in x-ray rooms using authentic equipment. Although challenges were mentioned, the talk highlighted mainly the various benefits of the collaborative project in terms of student motivation, cross cultural learning and the importance of teaching ESP in an authentic environment. The next talk was by Jemma Prior from the Free University of Bozen/Bolzano in Italy, who is also the scholarships coordinator on the ESPSIG committee. She presented on how to use technology in the ESP classroom and explained how to use tools like Padlet (https://padlet.com/), Quizlet (https://quizlet.com/gb), Microsoft Teams, Edpuzzle (https://edpuzzle.com/) and Socrative (https://www.socrative.com/). With Socrative, for example, teachers can use a so-called Exit Ticket quiz to gather feedback from the students at the end of the class. With so many online tools available, I thought it was nice to get some inspiration. The last speaker was Fannie Daou from Express Publishing, who shared information about the many ESP publications available especially at B1 level, and I made a mental note on remembering to visit her in the exhibition. During her presentation, I was wondering how many ESP teachers are dreaming about finding the perfect coursebook that suits their learners’ needs. The day finished with information about the ESPSIG journal Professional and Academic English presented by the Editor-in-Chief, Katalin Egri-Ku Mesu, from the University of Leicester, followed by some fun games led by ESPSIG committee members Jemma Prior and Blair Matthews (University of St Andrews), handing out to the winners excellent book prizes donated by Express Publishing. When the PCE was over, my access to the internet disappeared, and I was thankful that I had been able to attend the entire day despite the technical problems. Now it was time for me to go to bed before I had to wake up and drive to the airport. 3 Scholarship Winners’ Gathering and relaxation After a few hours of sleep, I headed to the airport, which was now packed with people who had been unable to fly out of the country over the past few days. After waiting in long queues, I was finally sitting on a plane to London. When I reached London, I quickly bought some Japanese food in the station and jumped on the first southbound train and enjoyed watching the countryside running past while eating my lunch. Tuesday afternoon, I finally reached Brighton. After dropping off my luggage at the hotel and a change of clothes, I went straight to the Conference Centre just in time for Paula Rebolledo’s presentation on action research data analysis. When I entered the room, I was overjoyed to meet my research mentor Ana Garcia Stone from the IATEFL Research Special Interest Group for the first time in person.