[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594256-105":59,"doc-detail-594256-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","eap-teacher-feedback-in-the-age-ofai-supporting-first-year-students-in-efl-disciplinary-writing","EAP teacher feedback in the age ofAI - Supporting first-year students in EFL disciplinary writing","","Academic writing is central to tertiary education but challenging for second/foreign language learners, especially first-year undergraduates with limited exposure to English-medium instruction (EMI). English for academic purposes (EAP) teachers are pivotal, yet research on the specific nature of their feedback remains limited. This study examines EAP teacher feedback in EFL disciplinary writing and compares it with students’ perceptions of both EAP teacher feedback and AI-generated feedback using a three-layer coding scheme.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/eap-teacher-feedback-in-the-age-ofai-supporting-first-year-students-in-efl-disciplinary-writing/594256/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/eap-teacher-feedback-in-the-age-ofai-supporting-first-year-students-in-efl-disciplinary-writing/594256.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges do first-year EFL undergraduates face in EMI academic writing?","Question",{"text":112,"@type":113},"They struggle to adapt to academic English writing conventions, organize disciplinary essays, and construct arguments using discipline-specific academic English, especially when prior EAP training is limited.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is EAP teacher feedback important in this context?",{"text":117,"@type":113},"Subject teachers often focus on content delivery without teaching academic English, so EAP teacher feedback becomes crucial for helping students develop disciplinary writing skills.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study investigate EAP teacher feedback?",{"text":121,"@type":113},"It analyzes EAP teacher feedback on EFL disciplinary writing using a three-layer coding scheme covering corrective, genre-specific, and intentional feedback, and compares these perceptions with AI-generated feedback.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594256,1792166760,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 7 (3), 1943 (2024)  \n[https://doi.org/10.29140/ajal.v7n3.1943](https://doi.org/10.29140/ajal.v7n3.1943)  \nEAP teacher feedback in the age ofAI: Supporting first-year students in EFL disciplinary writing  \nYIYUN FANa  SHENG TANb   \nGRACE YUK WAN LIM*c   \na,b,c English Language Centre, The Hong Kong Polytechnic University, Hong Kong SAR  \n*Corresponding author: Grace Yuk Wan Lim  \nAbstract  \nAcademic writing is a substantial component of tertiary education, yet it poses challenges for second/foreign language students, particularly first-year undergraduates with limited pre-university exposure to English-medium instruction (EMI) settings. In this context, English for academic purposes (EAP) teachers play a crucial role in supporting these students, but little is known regarding the nature of their feedback in scholarly literature. Complicating matters further is the emergence of generative artificial intelligence (GenAI) as a feedback tool, sparking ongoing debate about its efficacy in comparison with that of traditional human feedback. To address these gaps, this study investigated the nature of EAP teacher feedback on English as a foreign language (EFL) disciplinary writing, juxtaposing it against students’ perceptions of both EAP teacher feedback and AI-generated feedback. This study employed a three-layer coding scheme focusing on corrective, genre-specific, and intentional feedback to analyse the nature of EAP teacher feedback in detail. Through a comprehensive analysis of the interview themes, this study highlights the significance of EAP teacher feedback in the context of increasing integration of GenAI tools. The findings offer valuable insights into effective practices for supporting first-year EFL undergraduate students in their discipline-specific academic writing within EMI settings and demonstrate the critical role of EAP teacher feedback in assisting these students’ writing in an AI-prevalent world.  \nKeywords: teacher feedback; EAP teachers; EFL students; disciplinary writing; GenAI feedback; students’ perceptions  \nIntroduction  \nAcademic writing constitutes a significant component of university life for tertiary students (Evans & Green, 2007) . At English-medium instruction (EMI) universities, the primary objective of academic English writing is to effectively convey subject knowledge and formulate disciplinary arguments in English (Hyland, 2013) . However, previous research has indicated that many tertiary English as a foreign language (EFL) students at EMI universities, particularly first-year EFL undergraduates, encounter challenges in adapting to academic English writing conventions, organising disciplinary essays, and constructing academic arguments using discipline-specific academic English (Evans & Green, 2007; Yung & Fong, 2019) .  \nThe difficulty that many first-year EFL undergraduates at EMI universities face in completing their discipline-specific written assignments satisfactorily can be attributed to two main factors. Firstly, their limited pre-university exposure to English for academic purposes (EAP) training hinders their ability to quickly adapt to academic English writing conventions. English language education in secondary schools in EFL contexts (e.g., China) typically emphasises everyday English rather than academic English (Lo & Lin, 2019) . As a result, first-year EFL undergraduates who meet the English language entry requirements of EMI universities often lack proficiency in discipline-specific academic English writing (Yung & Cai, 2020) . Secondly, the compulsory EAP courses provided for first-year undergraduates are usually domain-general, teaching common EAP writing conventions to students from various academic disciplines (Hill et al., 2020). This makes it challenging for first-year EFL undergradua","cbCaibEvAUtLZxbV","https://ap.wps.com/l/cbCaibEvAUtLZxbV","pdf",1693578,31,"English","# Introduction\n## Background and challenges for first-year EFL writers\n## Role of EAP teacher feedback\n## Gap in existing research\n## Purpose and study approach","[{\"question\":\"What challenges do first-year EFL undergraduates face in EMI academic writing?\",\"answer\":\"They struggle to adapt to academic English writing conventions, organize disciplinary essays, and construct arguments using discipline-specific academic English, especially when prior EAP training is limited.\"},{\"question\":\"Why is EAP teacher feedback important in this context?\",\"answer\":\"Subject teachers often focus on content delivery without teaching academic English, so EAP teacher feedback becomes crucial for helping students develop disciplinary writing skills.\"},{\"question\":\"How does the study investigate EAP teacher feedback?\",\"answer\":\"It analyzes EAP teacher feedback on EFL disciplinary writing using a three-layer coding scheme covering corrective, genre-specific, and intentional feedback, and compares these perceptions with AI-generated feedback.\"}]","EAP teacher feedback in the age ofAI - Supporting first-year students in EFL disciplinary writing | PDF",1792078816,78]