Keep the Change Alive: Challenges and Chances for EAP Teacher Development Through the CHAT Lens

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

An interesting article with an important focus. 

There are a couple of areas for the authors to consider.

 

Introduction

There should be a description of what constitutes EAP teachers. Otherwise, there is an assumption that all readers will be familiar with the concept.

 

Review of the Literature

The review of the literature on CHAT was comprehensive. In fact, I question the need for the four generations of CHAT being discussed in the depth that it was. I think a shorter history and a concentration on TADS would be more appropriate.

Just as importantly, there should be a comprehensive section on EAP teachers. There is more emphasis on CHAT than the problem of the EAP educators.

 

Methods

This seems more like a case study than ethnography. I would like to see a rationale in the Methods section to rationalize how this was ethnography and why this method was chosen.

 

Findings and Discussion

These were well explained.

 

Conclusions and Implications

Well done.

 

Author Response

Comment: Introduction. There should be a description of what constitutes EAP teachers. Otherwise, there is an assumption that all readers will be familiar with the concept.

 Reply: We appreciate your suggestion regarding the need for a clearer description of what constitutes EAP teachers. In response, we have revised the passage to clarify the professional identity of EAP practitioners, emphasizing their dual role in both teaching and research. We have also incorporated relevant references to further support this distinction. The revised part is added to the manuscript and  highlighted in read. 

We copy and past the revised part here too: "While often designated as language instructors, EAP practitioners are expected to engage in a broader professional trajectory that extends beyond teaching to include scholarship, reflective practice, and the accrual of ‘cultural capital’ through research (Ding & Bruce, 2017). However, despite the critical role they play in bridging disciplinary discourse and language development, EAP practitioners are frequently relegated to a service-oriented role and marginalized position. "

Comment: Review of the Literature. The review of the literature on CHAT was comprehensive. In fact, I question the need for the four generations of CHAT being discussed in the depth that it was. I think a shorter history and a concentration on TADS would be more appropriate.

Just as importantly, there should be a comprehensive section on EAP teachers. There is more emphasis on CHAT than the problem of the EAP educators.

 

Reply: we are grateful for your scholarly advice.

In response to your suggestion, we have added a passage at the end of the literature review section to explicitly address how CHAT sheds light on EAP teacher development. This addition highlights the relevance of CHAT in understanding the professional growth of EAP educators, particularly in relation to their evolving roles, identity formation, and engagement with institutional structures.

Regarding the emphasis on CHAT over the specific challenges faced by EAP teachers, we acknowledge the importance of this issue. However, our primary focus is on framing EAP teacher development through the CHAT perspective rather than providing an extensive discussion of the problems they encounter. Additionally, we have provided a detailed introduction to CHAT because, while it is a robust theoretical framework, it remains relatively underexplored in the field of EAP and language teaching research. We believe that a thorough explanation of its key concepts is essential to making our argument accessible to a wider audience.

Here we copy and paste too the added passage at the end of the literature review section:

"CHAT provides a valuable framework for understanding the professional development of EAP teachers by emphasizing the dynamic and socially mediated nature of teaching practices. As Ding and Bruce (2017) highlight, EAP teaching is situated within a complex system of institutional policies, disciplinary expectations, and pedagogical practices, all of which shape and are shaped by teachers’ agency. Through the lens of CHAT, EAP educators’ professional growth can be examined as an evolving process influenced by their interactions with students, colleagues, and institutional structures. This perspective allows for a deeper exploration of how teachers navigate tensions and contradictions in their practice, leading to transformative learning and adaptive expertise. Thus, CHAT not only informs research on EAP teacher identity and agency but also provides practical insights into professional development programs aimed at enhancing their pedagogical effectiveness."

 

Comment: Methods. This seems more like a case study than ethnography. I would like to see a rationale in the Methods section to rationalize how this was ethnography and why this method was chosen.

Reply: Thank you for your thoughtful feedback on the methodological approach of our study. We appreciate your concerns regarding the distinction between ethnography and case study. While we acknowledge that the number of interviewees may seem limited, we maintain that our research aligns with an ethnographic approach rather than a case study.

In the opening section of the Methods section, we have already explained why an ethnographic approach was adopted. Our study is rooted in prolonged engagement with the research context, emphasizing the lived experiences, professional identity, and developmental trajectories of EAP teachers. Ethnography, as a qualitative research paradigm, allows us to capture the intricate social dynamics and contextual factors that shape EAP practitioners’ professional development. Unlike a case study, which typically focuses on a bounded system or specific instance, our research takes a broader interpretive approach to understanding the evolving nature of EAP teacher practice within its institutional and sociocultural context.

To further clarify this rationale, we have refined our discussion in the Methods section, explicitly addressing the ethnographic nature of our study and why this approach was the most suitable for our research objectives.

Reviewer 2 Report

Comments and Suggestions for Authors

The authors are discussin a crucial point: if the EAP teachers could be treated in a way they are being treated or accepted, or if the EAP is the same as ESP.
Step by step they are proving that ignoring the EAP teachers is not a correct ideology at some universities not only because of the university policy but because of some misunderstang of the EAP teachers by ESP ones.
The topic is not largely discuused in academia, thus the authors bring a new stream to be considered.
Considering methodology, we  do not see any problems to highlight. The tables are quite informative showing a more developed way to settle the noticed issues. Conclusions are logical.
We have no remarks on references

Author Response

Reviewer's comment: The authors are discussin a crucial point: if the EAP teachers could be treated in a way they are being treated or accepted, or if the EAP is the same as ESP.
Step by step they are proving that ignoring the EAP teachers is not a correct ideology at some universities not only because of the university policy but because of some misunderstang of the EAP teachers by ESP ones.
The topic is not largely discuused in academia, thus the authors bring a new stream to be considered.
Considering methodology, we  do not see any problems to highlight. The tables are quite informative showing a more developed way to settle the noticed issues. Conclusions are logical.
We have no remarks on references

Author's responses: As the author of the manuscript, I would like to express my most sincere gratitude to the reviewer's comments on and appreciation toward my study. Since no revisions are suggested by the reviewer, I did not make any change regarding this reviewer's comments. 

Reviewer 3 Report

Comments and Suggestions for Authors

This review highlights the strengths and weaknesses of this manuscript. While this study presents a valuable contribution to the field of EAP teacher professional development, several improvements are needed to enhance its clarity, rigor, and overall impact.

Major Areas Requiring Revision

1. Strengthening Contextualization of Empirical Research: Your manuscript effectively presents the CHAT theoretical framework. However, the integration and discussion of previous empirical research on EAP teachers’ professional development requires significant strengthening. Go beyond general mentions of the "ESP tradition" and delve into specific empirical studies addressing challenges faced by EAP teachers (e.g., marginalization, professional identity, workload, lack of institutional recognition). Consider adding a dedicated subsection on relevant empirical research within the "Review of the Literature" section.

2. Explicitly State Research Questions: The research questions are currently implied rather than explicitly stated. Please provide a clearly numbered list of specific, focused research questions in the Introduction and Methods section. Refer to the examples provided in the review for guidance in formulating clear and focused research questions.

3. Reorganizing and enhancing the presentation of results: The current "Findings and Discussion" section needs to be restructured. Create a separate "Results" section to present the empirical findings before their interpretation and discussion. This section includes detailed summaries of the data for each method (interviews, observations, and questionnaires) using tables, graphs, or other appropriate visual representations. Ensure that clear connections are established between the presented data and claims made in the subsequent discussion.

4. Improve the Coherence, Balance, and Compellingness of the Findings Discussion: While the discussion is largely coherent, it needs improvement in balance and compellingness.

Balance: The discussion emphasizes these challenges. A more balanced perspective should be included by addressing potential strengths, agency, and positive initiatives within the context of EAP teaching in China.

Compellingness: Deepen the exploration of the theoretical and practical implications of our findings. The connection between the interview data and specific CHAT concepts is strengthened throughout the discussion section. Explore concrete examples of agency and resistance demonstrated by EAP teachers. Include more detailed and actionable implications in the conclusion section, suggesting specific strategies for institutions, departmental leaders, and EAP teachers themselves to address the identified challenges. Explicitly acknowledge any limitations of your study (e.g., specific context, limitations of the qualitative approach). Use more vivid examples from your data to strengthen your arguments and to increase the impact of your discussion.

5. Enhance the Adequacy of References: While provide a reference list, improve the quality and consistency of your references. Conduct thorough verification to ensure accuracy and consistency between in-text citations and the reference list. 

6. Enhance Originality: To improve this, we explicitly highlight the novelty of your application of CHAT in the specific context of EAP teacher professional development in China. Compare your findings with the existing literature in more detail, highlighting the unique contributions of your work. Consider developing a specific model or framework for EAP teachers’ professional development based on the analysis and findings. Explore the implications of your findings for policies and practices in the Chinese context. Investigate and propose innovative solutions to the identified challenges.

7. Address Ethical Considerations More Thoroughly: While mention obtaining informed consent, provide more detailed information about the informed consent process itself. It clearly describes how anonymity and confidentiality were maintained throughout data collection and analysis. Address any potential ethical concerns related to the use of ethnographic methods (observations and informal communication).

8. Strengthen Contribution to Scholarship: To strengthen the contribution of your study, delve deeper into specific CHAT concepts and how they apply to your findings. Strengthen the connections between your findings and broader CHAT literature in various fields. Offers a more detailed analysis of potential solutions to the identified challenges based on CHAT principles. Provides more specific and actionable practical implications for institutional policies and professional development practices in China. Consider comparative studies to examine the similarities and differences in the challenges faced by EAP teachers in other contexts. Develop a specific theoretical framework based on the analysis to guide future research.

By addressing these suggestions, the clarity, rigor, and impact of your manuscript can be significantly improved. The reviewers believe that, with these revisions, the manuscript will make a substantial contribution to the field.

 

Comments on the Quality of English Language

Improved sentence structure and conciseness:  Clarifying the presentation of results, strengthening argumentation, and providing more specific examples. Addressing these points inherently leads to more concise and better structured sentences.

More precise word choice and terminology:  Improving the accuracy and consistency of references and ensuring that connections between data and claims are explicitly made requires more precise word choice and the consistent application of relevant academic terminology.

Enhanced clarity in the discussion section: Suggestions to improve the coherence, balance, and compelling nature of the findings discussion, including clearer connections between data and CHAT concepts, will directly contribute to a clearer and more fluent prose.

Improved organization and flow: The recommendation to separate the results and discussion sections and to improve the structure of the literature review would significantly improve the overall flow and readability of the manuscript.

 

Author Response

Comment 1. Strengthening Contextualization of Empirical Research: Your manuscript effectively presents the CHAT theoretical framework. However, the integration and discussion of previous empirical research on EAP teachers’ professional development requires significant strengthening. Go beyond general mentions of the "ESP tradition" and delve into specific empirical studies addressing challenges faced by EAP teachers (e.g., marginalization, professional identity, workload, lack of institutional recognition). Consider adding a dedicated subsection on relevant empirical research within the "Review of the Literature" section.

Response: We sincerely appreciate the reviewer’s insightful suggestion regarding the need to strengthen the discussion of empirical research on EAP teachers’ professional development. In response, we have added a dedicated subsection within the Review of the Literature section that synthesizes relevant empirical studies on EAP teacher challenges, including marginalization, professional identity struggles, workload, and institutional recognition. This addition ensures that our discussion is more grounded in existing research while maintaining the focus of our study.

Comment 2. Explicitly State Research Questions: The research questions are currently implied rather than explicitly stated. Please provide a clearly numbered list of specific, focused research questions in the Introduction and Methods section. Refer to the examples provided in the review for guidance in formulating clear and focused research questions.

Response: We are grateful for the reviewer’s recommendation to explicitly state the research questions. To enhance clarity and coherence, we have now included a clearly numbered list of research questions in the Methods section. These questions explicitly align with the study’s objectives, findings, and discussion, ensuring a structured and focused presentation of our research.

Comment 3. Reorganizing and enhancing the presentation of results: The current "Findings and Discussion" section needs to be restructured. Create a separate "Results" section to present the empirical findings before their interpretation and discussion. This section includes detailed summaries of the data for each method (interviews, observations, and questionnaires) using tables, graphs, or other appropriate visual representations. Ensure that clear connections are established between the presented data and claims made in the subsequent discussion.

Response: We sincerely appreciate the reviewer’s thoughtful suggestion regarding the restructuring of the Findings and Discussion section. While we acknowledge the common practice of separating results from discussion, it is also widely accepted to present them together, particularly in qualitative and interpretive research. In our study, integrating the findings with their respective discussions allows for a more coherent and nuanced analysis, as it enables us to immediately interpret the empirical data within the theoretical framework of CHAT. This structure ensures that the complexities of EAP teacher development are explored in depth, without fragmenting the discussion. Therefore, we have chosen to retain the current format, as it best serves the analytical approach of this study.

Comment 4. Improve the Coherence, Balance, and Compellingness of the Findings  and Discussion: While the discussion is largely coherent, it needs improvement in balance and compellingness.

Balance: The discussion emphasizes these challenges. A more balanced perspective should be included by addressing potential strengths, agency, and positive initiatives within the context of EAP teaching in China.

Compellingness: Deepen the exploration of the theoretical and practical implications of our findings. The connection between the interview data and specific CHAT concepts is strengthened throughout the discussion section. Explore concrete examples of agency and resistance demonstrated by EAP teachers. Include more detailed and actionable implications in the conclusion section, suggesting specific strategies for institutions, departmental leaders, and EAP teachers themselves to address the identified challenges. Explicitly acknowledge any limitations of your study (e.g., specific context, limitations of the qualitative approach). Use more vivid examples from your data to strengthen your arguments and to increase the impact of your discussion.

Response:

We sincerely appreciate the reviewer’s thoughtful and constructive feedback on improving the coherence, balance, and compellingness of our Findings and Discussion section. The suggestions provided have been invaluable in ensuring our discussion effectively conveys both the challenges and the agency of EAP teachers in China.

Upon careful review, we found that our manuscript already addresses the key concerns raised by the reviewer in the following ways:

1. Balance: While our study highlights the challenges faced by EAP teachers, we have also ensured that their agency, resilience, and positive initiatives are clearly reflected in the discussion. Throughout this section, we provide specific examples illustrating how EAP teachers navigate institutional constraints and actively shape their professional practices, thus offering a more balanced perspective.
2. Compellingness: The connection between our findings and Cultural-Historical Activity Theory (CHAT) has been carefully established. We have strengthened the discussion by linking specific interview data to key CHAT concepts, ensuring that theoretical insights are deeply integrated into our interpretation of the findings. Moreover, our discussion includes vivid examples of agency and resistance demonstrated by EAP teachers, making our argumentation more engaging and impactful.
3. Actionable Implications: In our Conclusion section, we have already outlined detailed and practical recommendations for institutions, departmental leaders, and EAP teachers. These recommendations suggest concrete strategies to address the challenges identified in our study, ensuring that our findings have meaningful real-world applications.
4. Study Limitations: Our manuscript explicitly acknowledges the contextual and methodological limitations of our study, including the specificity of the research context and the inherent constraints of a qualitative approach. This acknowledgment provides a transparent and balanced presentation of our research.

Given that these elements are already well-integrated into our manuscript, we did not find it necessary to make additional revisions to this section. However, we truly appreciate the reviewer’s insightful comments, as they have reaffirmed the importance of these aspects in our discussion. We are grateful for the time and effort the reviewer has invested in providing such valuable feedback, which has contributed significantly to refining our manuscript.

Comment 5. Enhance the Adequacy of References: While provide a reference list, improve the quality and consistency of your references. Conduct thorough verification to ensure accuracy and consistency between in-text citations and the reference list. 

 

Response: We would like to express our deep and sincere thanks to the reviewer and the comment. We have checked our reference, making sure of the accuracy and consistency between in-text citations and the reference list.

Comment 6. Enhance Originality: To improve this, we explicitly highlight the novelty of your application of CHAT in the specific context of EAP teacher professional development in China. Compare your findings with the existing literature in more detail, highlighting the unique contributions of your work. Consider developing a specific model or framework for EAP teachers’ professional development based on the analysis and findings. Explore the implications of your findings for policies and practices in the Chinese context. Investigate and propose innovative solutions to the identified challenges.

Response: We have taken into consideration the comment, and are very grateful for the reviewer’s insightful suggestion. Developing a specific model is definitely what we would do in the follow-up research. Given the limited space and the scope of the current research, we will keep the reviewer’s comment in mind and try to conduct quality work in our future exploration.

Comment 7. Address Ethical Considerations More Thoroughly: While mention obtaining informed consent, provide more detailed information about the informed consent process itself. It clearly describes how anonymity and confidentiality were maintained throughout data collection and analysis. Address any potential ethical concerns related to the use of ethnographic methods (observations and informal communication).

Response: A consent form has been submitted to address the ethical issues and other potential conflict of interest. We truly appreciate the reviewer’s concern.

Comment 8. Strengthen Contribution to Scholarship: To strengthen the contribution of your study, delve deeper into specific CHAT concepts and how they apply to your findings. Strengthen the connections between your findings and broader CHAT literature in various fields. Offers a more detailed analysis of potential solutions to the identified challenges based on CHAT principles. Provides more specific and actionable practical implications for institutional policies and professional development practices in China. Consider comparative studies to examine the similarities and differences in the challenges faced by EAP teachers in other contexts. Develop a specific theoretical framework based on the analysis to guide future research.

Response: We are very grateful for the reviewer’s comment regarding the scholarship. CHAT has been influential in many fields including management, education, and economics, but remains under-researched in the field of English for Academic Purposes. We are very careful when comparing our study with EAP teacher research in other contexts. So far, the research remains regretfully scarce to establish a substantial comparative study. But the reviewer has  definitely provided an insightful view.

By addressing these suggestions, the clarity, rigor, and impact of your manuscript can be significantly improved. The reviewers believe that, with these revisions, the manuscript will make a substantial contribution to the field.

 

 

Comments on the Quality of English Language

Comment 9. Improved sentence structure and conciseness:  Clarifying the presentation of results, strengthening argumentation, and providing more specific examples. Addressing these points inherently leads to more concise and better structured sentences.

More precise word choice and terminology:  Improving the accuracy and consistency of references and ensuring that connections between data and claims are explicitly made requires more precise word choice and the consistent application of relevant academic terminology.

Enhanced clarity in the discussion section: Suggestions to improve the coherence, balance, and compelling nature of the findings discussion, including clearer connections between data and CHAT concepts, will directly contribute to a clearer and more fluent prose.

Improved organization and flow: The recommendation to separate the results and discussion sections and to improve the structure of the literature review would significantly improve the overall flow and readability of the manuscript.

Responses: We are very thankful for the reviewer’s suggestions on language improvement, as well as the advice on the structure. All the linguistic issues have been considered and checked manually and with the grammar-checking software. The separation or combination of results and discussions has been addressed as a response to the same issue raised in comment 3 of this review report.