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The research also addresses the underexplored gap between written discourse and panel speaking, linking findings to English for Academic Purposes and offering pedagogical recommendations to help learners shift from student to scholar.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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shed light on the ways in whichexperts in foreign affairs project their scholarly identities onpanel presentations.While previous research has focused on theways in which researchers in various disciplines assert theirscholarly identities in written discourse and in conferencepresentations,no study has focused on how experts in foreignaffairs build credibility when speaking on panel presentations.From a qualitative analysis of 30 panel presentations held at theBrookings Institution,the findings reveal the extensive array ofrhetorical strategies panelists in foreign affairs use whichappear to build credibility.The study also draws attention tothe syntactic,lexical,and register choices the panelists make.Based on these findings,the study offers pedagogicalrecommendations to help learners make the identity shift froma student to a scholar and become competent members of theirdiscourse communities.  \nWithin English for Academic Purposes scholarship,academic speakinghas received less attention than academic writing has(Barrett &Liu,2016;Lee,2016),despite the importance of presentation skills for learners'academic and professional success(Evans,2013;Kim,2006).However,inrecent years,the academic oral communication needs of non-native speakers  \nThe CATESOL Journal 32.1*2020-2021*1  \nof English has garnered more substantial research interest.Prior studies haveinvestigated non-native speakers'academic oral presentation self-efficacy(Amirian &Tavakoli,2016;Zhang et al.,2020);communicationapprehension and anxiety(Radzuan &Kaur,2011;Sahri&Qin,2014);perception of the qualities of an effective presentation(Otoshi&Heffernen,2008);use oflinking adverbials in academic presentations(Zareva,2011);anddiscourse socialization(Zappa-Hollman,2007).Moreover,a growing bodyof research has focused on oral genres(Morell,2015),such as Three MinuteThesis competitions(Hu&Liu,2018),university lectures(Lee,2016;Yaakoh,2013),peer seminars(Aguilar,2004),introductions of conferencepresentations(Rowley-Jolivet &Carter Thomas,2005),TED talks(Chang &Huang,2015),and PhD defenses(Mezek &Swales,2016).  \nWith English as the lingua franca of academia(Barrett &Liu,2016;Hyland,2018),the ability to deliver strong oral presentations in English iscritical for non-native English speaking aspiring scholars(Zareva,2009),yetnon-native speakers find it linguistically,culturally,and cognitivelychallenging to deliver oral presentations(Barrett &Liu,2016;Kaur &Ali,2018;Morell,2015;Morita,2000).In particular,studies reporting on thechallenges undergraduate and graduate students face with academic oralpresentations have found that students'difficulties stem from a variety offactors,including a lack of specialized or technical knowledge(Chou,2011;Radzuan &Kaur,2011);difficulty selecting appropriate language(Chou,2011),formal register,and academic English(Morita,2000;Zappa-Hollman,2007);insufficient academic or research training(Radzuan &Kaur,2011),and inadequate presentation skills training(Stapa et al.,2014;Zareva,2011).Moreover,non-native English speakers find it particularly challenging torespond spontaneously to the audience's questions(Prima et al.,2010;Yang,2010),especially if they are asked questions they might not know the answerto(Alwi&Sidhu,2013).To address these challenges,more research is neededon oral presentation skills instruction(Evans,2013)and the linguisticfeatures of academic oral presentations(Barrett &Liu,2016;Zareva,2009),particularly in fields outside science and engineering(Swales,2004).  \nOral presentations are powerful tools for language socialization(Weissberg,1993;Yang,2010).As emerging scholars within their discourse  \ncommunities,students must strike a delicate balance between showcasingcredibility and seeking solidarity in academic oral presentations(Morita,2000).Previous studies have investigated native English speaking TESOLgraduate students'projection of sch","cbCaikHqaebuOmK7","https://ap.wps.com/l/cbCaikHqaebuOmK7","pdf",1084688,44,"English","# Background\n## Academic speaking in English for Academic Purposes\n## Challenges for non-native speakers\n## Oral genres and prior research\n# Study focus and method\n## Credibility in foreign affairs panels\n## Data source and qualitative analysis\n# Findings and implications\n## Rhetorical strategies for credibility\n## Language choices: syntax, lexis, and register\n## Pedagogical recommendations","[{\"question\":\"What practical outcomes does the study provide for learners?\",\"answer\":\"It offers pedagogical recommendations to help learners make the identity shift from student to scholar and become competent members of their discourse communities.\"}]","Foreign Affairs Panelists' Construction of a Scholarly Identity | PDF",1792086617,111]