Speaker
Abstract section 1: Relevance
Japanese L1 writing research shows many students feel anxious about report writing (Mitsui et al., 2022) and that AI is being incorporated into report-writing (Hirata, 2024; Fukuyama et al., 2025). Over-reliance on AI or plagiarism may reflect insufficient training and helplessness (Teeter, 2015). This matters beyond Japanese L1 contexts because many university classrooms are linguistically mixed: Japanese L1 students write alongside L2 writers and many write in both Japanese and English (EFL, EAP and EMI settings). However, classroom-oriented scholarship that integrates explicit instruction in process, genre, and feedback as is often foregrounded in EAP, remains underdeveloped.
Abstract section 2: Contribution/research questions
The purpose of this presentation is to provide teachers with EAP-adapted activities for teaching academic Japanese. Also, it offers EFL/EAP teachers insights into what students can transfer across Japanese and English academic tasks. Drawing on my experience teaching academic writing to multilingual writers and Japanese L1 undergraduates, I demonstrate how process writing, genre instruction, and feedback can be implemented in Japanese writing courses without importing English norms.
Abstract section 3: Content/method
In this practice-oriented session, I address difficulties L1 and L2 learners face in Japanese academic writing and demonstrate three EAP-informed classroom activities. Participants will see scaffolded drafting cycles and targeted prompts that reduce anxiety by normalizing revision. I then introduce genre moves analysis using model texts to make expectations explicit (Hyland, 2004; Teeter, 2016). Finally, I present feedback routines that prioritize higher-order concerns and student uptake.
Abstract section 4: Outcomes/results
Participants will leave with adaptable lesson activities, feedback guides, and assessment ideas for Academic Japanese. They will also develop a greater understanding of Japanese students academic writing in their L1, which can directly inform EFL/EAP writing instruction , supporting coherent program design across English and Japanese writing courses.
Abstract section 5: References
Fukuyama, Y., Nose, Y., Nishiguchi, K., & Tokito, J. (2025). Raitingu kamoku jukō ga seisei-kei AI no bunshō shippitsu nōryoku ni taisuru daigakusei no hyōka ni ataeru eikyō [The impact of academic writing course attendance on university students’ evaluation of text generation capabilities of generative AI]. Nihon Kyōiku Kōgakkai Ronbunshi [Japan Journal of Educational Technology], 49(1), 175–185. https://doi.org/10.15077/jjet.48053
Hirata, S. (2024). Shonenji kyōiku ni okeru repōto shippitsuhō no jugyō to seisei AI: 2023 nendo no torikumi o tōshite[Report-writing instruction and generative AI in first-year education: Through the 2023 initiatives]. The Basis: Musashino Daigaku Kyōyō Kyōiku Risāchi Sentā Kiyō e Basis [The Basis: Musashino University Liberal Arts Education Research Center Bulletin (e Basis)], 14, 15–29. https://mu.repo.nii.ac.jp/record/2000323/files/The_Basis_14_03.pdf
[Accessed: March 8, 2026]
Hyland, K. (2004). Genre and second language writing. Ann Arbor: University of Michigan Press.
Mitsui, N., Tokito, J., Fukuyama, Y., Nishiguchi, K., & Nose, Y. (2022). Onrain raitingu kamoku o jukō shita gakusei no bunshō sakusei ni taisuru fuan keigen ni kansuru chōsa [Investigation of reducing students’ anxiety about writing after taking an online writing course]. Nihon Kyōiku Kōgakkai Ronbunshi [Japan Journal of Educational Technology], 46(4), 695–704. https://doi.org/10.15077/jjet.46019
Teeter, J. (2015). Deconstructing attitudes towards plagiarism of Japanese undergraduates in EFL academic writing classes. English Language Teaching, 8(1), 95–109. https://doi.org/10.5539/elt.v8n1p95
Teeter, J. L. (2016). Potential directions for EFL scientific writing scholarship in Japan: Examining the scientific abstract. Asian ESP Journal, 12(1), 128–147.
| Title | Drawing on EAP for Academic Japanese Writing Pedagogy |
|---|---|
| Teaching Context | College and university education |