2026
332.Hyland, K. & Jiang, F. (2026). AI for Applied Linguistics: Repositioning applied linguistics within an AI-mediated paradigm. The Modern Language Journal
331.Hyland, K. (2026). Writing in the AI era: Rethinking writing, research and teaching. Journal of Second Language Writing. https://www.sciencedirect.com/science/article/abs/pii/S1060374326000226
330.Hyland, K. & Jiang, F. (2026). The Rhetorical Legacy of John Swales: Metadiscourse, Style, and the Construction of an EAP Community. English for Specific Purposes.
329.Jiang, F. & Hyland, K. (2026). EAP in a changing world: Towards a New Research Agenda. Journal of English for Academic Purposes. 80. 101647
328.Jiang, F. & Hyland, K. (2026). Taking a stance: AI generated vs student written argumentative essays. Applied Linguistics Review
327.Yu, D., Yu, R., Bondi, M. & Hyland, K (2026). Enhancing LLM-assisted move annotation: A focus on inter-model inconsistencies, Research Methods in Applied Linguistics, 5.2, 100328
326.Drasler, A. & Hyland, K. (2026). A technicality measure for ESAP vocabulary: exploring geography. Journal of English for Academic Purposes. 80. 101655
325.Hyland, K. (2026). AI Feedback to L2 Writers. International Journal of TESOL Studies. 8 (1) 146-156 https://doi.org/10.58304/ijts.260420
324.Hyland, K. & Jiang, F. (2026). Stance in REF submissions: Authorial positioning in impact Narratives. Written Communication 43 (2)
323.Hyland, K. (2026). Rethinking AI in writing pedagogy: From fluency to rhetorical competence. Discourse on Culture. 25/1.
322.Hyland, K. (2026). English for Specific Purposes: An ELT success story. In Işık, E. & Hocking, D. (eds). English for Specific Purposes in the 21st Century: Innovative Perspectives and Practices. Pp 1-5. Springer
2025
321.Hyland, K. (2025). EFL Teachers and feedback fatigue: AI to the rescue? Language Teaching. pp 1-17. doi:10.1017/S0261444825101018
320.Hyland, K. & Jiang, F. (2025). Hype and the manufacture of impact in REF submissions. Applied Linguistics.
319.Zhang, O. & Hyland, K. (2025). Developing students’ reflexive knowledge through EAP instruction. Journal of Second Language Writing. 70
318.Jiang, F. & Hyland, K. (2025). Metadiscursive nouns in academic argument: ChatGPT vs student practices. Journal of English for Academic Purposes.
317.Hang Z & Hyland, K. (2025). “Long-term effects of Covid-19 are poorly understood”: Attitude in medical journal abstracts and highlights. English for Specific Purposes. 80: 60-73.
316.Jiang, F. & Hyland, K. (2025). Rhetorical distinctions: Comparing metadiscourse in essays by ChatGPT and students. English for Specific Purposes. 79: 17–29
315.Na, L. & Hyland, K. (2025). Text mediation and collaborative meaning-making: Language support for an EAL academic author. Journal of Second Language Writing 67. 101174
315.Zhang, O. & Hyland, K. (2025). Unpacking Advising: Boundaries as a Key Resource in Academic Supervision. International Journal of Applied Linguistics. pp 1-13.
314.Hyland, K. (2025). Tomorrowland? Technical Innovation and Feedback on Writing. RELC Journal. Pp 1-9.
313.Hyland, K. (2025), Foreword: Getting down to specifics in language teaching. In Rosmawati & Vespoor, M. (eds) English for academic and specific purposes in the classroom’. London: Routlege pp Xiv-xvii
312.Hyland, K. (2025). Corpus Linguistics and Academic Writing. In Nesi, H. & Milin, P (eds). International Encyclopedia of Language and Linguistics, 3rd Edition. London: Elsevier.
311.Jiang, F. & Hyland, K. (2025). Scholarly discourse: The growth of English for Research Publication Purposes. Applied Linguistics Review. doi.org/10.1515/applirev-2023-0250
310.Hyland, K. (2025) Corpora and Written Academic English. In Reppen, R., Goulart, L. & Biber, D. (Eds). Cambridge Handbook on English Corpus Linguistics. Cambridge University Press
309.Jiang, F. & Hyland, K. (2025). Does ChatGPT write like a student? Engagement markers in argumentative essays. Written Communication. 42.3
308.Hyland, K. (2025). Expertise as collaborative practice. In Hirvela, A. & Belcher, D. (eds). Exploring Expertise in L2 Writing Instruction: Perspectives and Research. London: Routledge.
2024
307.Yu, D., Bondi, M.. & Hyland, K. (2024). Can GPT-4 learn to analyse moves in research article abstracts? Applied Linguistics.
306.Jiang, F. & Hyland, K. (2024). Teaching English with Chinese characteristics: A corpus analysis of changes in university curricula. International Review of Applied Linguistics in Language Teaching (IRAL).
305.Jiang, F. & Hyland, K. (2024). Does ChatGPT argue like students? Bundles in argumentative essays. Applied Linguistics.
304.Lehman, I., Tienari, J. Hyland, K. & Alejandro, A. (2024). The case for reflexive writing practices in management communication and organization studies. Management Communication Quarterly. https://doi.org/10.1177/08933189241227943
303.Jiang, F. & Hyland, K. (2024). Writing book reviews: Perceptions and experiences of Chinese novice scholars. Journal of English for Academic Purposes 71. 101409
302.Hyland, K. (2024). Discipline, culture and community in Writing: Getting specific with EAP. Scripta Manent vol 18/2, 4–14
301.Zou, H. & Hyland, K. (2024). “Let's start with the basics of the virus”: Engaging the public in two forms of explainers. Journal of English for Academic Purposes, 68, 101353
300.Hyland, K. (2024). Corpora and genre-based instruction. TESOL Quarterly. 58 (3): 1227-1234 https://doi.org/10.1002/tesq.3273
299.Zou, H. & Hyland, K. (2024). Stance in article highlights: The promotion of Covid-19 research. International Journal of Applied Linguistics. DOI: 10.1111/ijal.12502
298.Hyland, K. (2024). Metadiscourse in applied linguistic research. In M Kessler & C. Polio (eds). Conducting genre-based research in applied linguistics: A methodological guide. London: Routledge pp 59-81
297.Zhang, Z. V. & Hyland, K. (2024). Student engagement with peer feedback: Insights from reflective journaling and revising practices. Assessing Writing. DOI:10.1016/j.asw.2023.100784
296.Zhang, Z. V. & Hyland, K. (2024). The role of digital literacy in student engagement with automated writing evaluation (AWE) feedback on L2 writing. Computer Assisted Language Learning, doi.org/10.1080/09588221.2023.2256815
295.Hyland, K. (2024). ESP and Writing. In Starfield, S. and Haffner, C. (Eds.) The Handbook of English for Specific Purposes 2nd ed. Oxford: Wiley-Blackwell
294.Zou, H. & Hyland, K. (2024) “People should get their booster”: stance towards Covid vaccination in news and academic blogs. International Journal of Corpus Linguistics. 29:4 pp.447–471
2023
293.Zhang, O & Hyland, K (2023). Mediated Performance in the Feedback Process: Reinforcing improvement. Studies in Higher Education. doi.org/10.1080/03075079.2023.2242395
292.Hyland, K. (2023). Academic publishing and the Attention Economy. Journal of English for Academic Purposes. 64. 101253
291.Hyland, K. (2023). Open Science: what’s not to like? In "Digital Genres and Open Science Practices" Special Issue of Iberica.26: pp 23-32
290.Hyland, K. (2023). Enter the dragon: China and global academic publishing. Learned Publishing. 36: 394–403
289.Hyland, K. (2023). Crucial! New! Essential! The rise of hype in research and impact assessment. LSE Blog. https://blogs.lse.ac.uk/impactofsocialsciences/2023/05/16/crucial-new-essential-the-rise-of-hype-in-research-and-impact-assessment/
288.Hyland, K. & Jiang, K. (2023) Hyping the REF: promotional elements in impact submissions. Higher Education https://doi.org/10.1007/s10734-023-01030-y
287.Hyland, K. (2023). EAP and Discourse analysis. In Gee J. P. & Handford, M. (eds.) Routledge Handbook of Discourse Analysis 2nd ed. London: Routledge
286.Jiang, FK. & Hyland, K. (2023). Changes in Research Abstracts: Past Tense, Third Person, Passive, and Negatives, Written Communication 40 (1): Pages 210-237
285.Hyland, K & Jiang, FK (2023) Talking to the literature: Stance taking in citing others’ work. In R. Wette (ed). Teaching and learning source-based writing: Current perspectives and future directions. London: Routledge. pp 223-240
284.Hyland, K. (2023). Changing times; changing texts. In Rogers, P., Russell, D., Marine, J. Carlino, P & Donahue, T. (eds). Writing as a Human Activity: Implications and Applications of the Work of Charles Bazerman. WAC Clearinghouse.
283.Hyland, K. & Jiang, K. (2023) Bundles in advanced EAL authors’ articles: How do they compare with world English practices? World Englishes. 41 (4)
282.Hyland, K. & Jiang, K. (2023) . Interaction in written texts: A bibliometric study of published research. Studies in Second Language Learning and Teaching (Special issue on bibliometric research in applied linguistics).
281.Hyland, K. (2023). Materials for developing writing skills. In B. Tomlinson (ed.) Developing materials for language teaching 3rd edition. London: Bloomsbury
280.Jiang, FK. & Hyland, K. (2023). Titles in research articles: changes across time and discipline. Learned Publishing. 36 (2):239-248. doi: 10.1002/leap.1498
2022
279.Hyland, K. & Jiang, K. (2022) Metadiscourse: The evolution of an approach to texts. Text and Talk 44 (3): 411-433
278.Hyland, K & Jiang, FK (2022) Metadiscourse choices in EAP: an intra-journal study of JEAP. Journal of English for Academic Purposes 60. 101165
277.Zhang, O & Hyland, K. (2022). Responding to Supervisory Feedback: Mediated positioning in thesis writing. Written Communication 39 (2): 171-199. 276.. Hyland, K. & Zou, H. (2022). Pithy persuasion: engagement in 3-minute theses. Applied Linguistics, 43, 1, pp 21–44,
275.Zou, H. & Hyland, K. (2022) How the medium shapes the message: stance in two forms of book reviews. Journal of Pragmatics. Vol 193: 269-280
274.Hyland, K. & Zou, H (2022). Titles in research articles. Journal of English for Academic Purposes. Vol 56 101094
273.Hyland, K. (2022). An essential bookshelf: academic writing. Language Teaching
272.Jiang, FK. & Hyland, K. (2022). “Covid in the news: the first 12 months. International Journal of Corpus Linguistics.
271.Zou, H & Hyland, K. (2022). Stance in academic blogs and three-minute theses. International Journal of Applied Linguistics. 32, 225–240.
270.Hyland, K. (2022). Preface: Nouns, metadiscourse and academic writing in Jiang, F.K. Metadiscursive Nouns: Interaction and Persuasion in Disciplinary Writing. London: Routledge.
269.Jiang, FK. & Hyland, K. (2022). “The datasets do not agree”: negation in research abstracts. English for Specific Purposes. 68: 60-72.
268.Hyland, K. (2022). English for Specific Purposes: What is it and where is it taking us? ESP Today. 10 (2) 202-220.
267.Jiang, FK. & Hyland, K. (2022). “The goal of this analysis …”: Changing patterns of metadiscursive nouns in disciplinary writing. Lingua 252
266.Hyland, K. & Jiang, K. (2022) Metadiscourse across languages and genres: An overview. Lingua 252
265.Hyland, K. (2022). Second language writing instruction. In H. Mohebbi & C. Coombe (eds.) Research Questions in Language Education and Applied Linguistics: A Reference Guide. Bern: Springer pp 129-132.
264.Hyland, K. (2022). Preface: gatekeepers or facilitators? In P. Habibie & A. Hultgren (eds.) The Inner World of Gatekeeping in Scholarly Publication. London: Palgrave.
263.Zhang, Z. V. & Hyland, K. (2022). Fostering student engagement with feedback: an integrated approach. Assessing Writing. 51(2):DOI:10.1016/j.asw.2021.100586
262.Hyland, K. (2022) . The scholarly publishing landscape. In Hanganu-Bresch, C, Maci, S, Zerbe, M & Cutrufello, G. (eds.) The Routledge Handbook of Scientific Communication. New York: Routledge. pp 15-25.
2021
261.Hyland, K. & Jiang, KF (2021). ‘Our striking results demonstrate …’: Persuasion and the growth of academic hype. Journal of Pragmatics. 182: pp 189-202.
260.Hyland, K. & Jiang, KF (2021). Delivering relevance: the emergence of ESP as a discipline. English for Specific Purposes. 64: 13-25
259.Zhang, O & Hyland, K. (2021). Elements of doctoral apprenticeship: community feedback and the acquisition of writing expertise. Journal of Second Language Writing. 53 https://doi.org/10.1016/j.jslw.2021.100835
258.Zou, H. & Hyland, K. (2021). A tale of two genres: Engaging audiences in academic blogs and three-minute thesis presentations. Australian Journal of Linguistics
257.Hyland, K. & Jiang, FK (2021) Academic naming: Changing patterns of noun use in research writing. Journal of English Linguistics. 49 (3): 255-282.
256.Hyland, K. & Zou, H. (2021). “I believe the findings are fascinating”: stance in Three-Minute Theses. Journal of English for Academic Purposes. 50 (2) https://doi.org/10.1016/j.jeap.2021.100973
255.Hyland, K. & Jiang, FK. (2021). The Covid infodemic: Competition and the hyping of virus research. International Journal of Corpus linguistics.26 (4): 444-468
254.Zhang, O & Hyland, K. (2021). Advice-giving, Power and Roles in Theses Supervisions. Journal of Pragmatics. 172: 35-45.
253.Hyland, K. (2021) Academic discourse. In Hyland, K & Paltridge, B. & Wong, L. (eds.). Bloomsbury Companion to Discourse Analysis. London: Bloomsbury. pp 125-138.
252.Hyland, K. (2021). Understanding writing: texts, writers and readers. Scripta Manent XV1/2: 3-16.
251.Hyland, K. & Jiang, FK (2021). A bibliometric study of EAP research: Who is doing what, where and when? Journal of English for Academic Purposes. 49. https://doi.org/10.1016/j.jeap.2020.100929
250.Hyland, K (2021). A reflection on some of my recent research. Discourses on Culture. Vol 15. 35-44.
2020
249.Luo, N. & Hyland, K. (2020). International publishing as a networked activity: Collegial support for Chinese scientists. Applied Linguistics 42. (1): 164-182.
248.Hyland, K. & Zou, H. (2020). In the frame: signalling structure in academic articles and blogs. Journal of Pragmatics. 165. 31-44.
247.Hyland, K. & Jiang, K. (2020). “This work is antithetical to the spirit of research”: An anatomy of harsh peer reviews. Journal of English for Academic Purposes. 46 https://doi.org/10.1016/j.jeap.2020.100867
246.Zou, H. & Hyland, K. (2020). Academic blogging: writers’ views on interacting with readers. Iberica. (39) pp 267-293
246.Jiang, K. & Hyland, K. (2020). Prescription and reality in advanced academic writing. Iberica (39) pp 15-41.
245.Zou, H. & Hyland, K. (2020). Managing evaluation: Criticism in two academic review genres. English for Specific Purposes. 60. pp. 98-112
244.Zou, H. & Hyland, K. (2020). “Think about how fascinating this is”: Engagement in academic blogs across disciplines. Journal of English for Academic Purposes. 43. https://doi.org/10.1016/j.jeap.2019.100809
243.Hyland, K. (2020). Identity narratives: scholarly storytelling in academic genres. In Communicating English in Specialised Domains: A Festschrift for Maurizio Gotti. Edited by Maci, S., Michele S. & Spinzi, C. Newcastle, UK: Cambridge Scholars Publishing pp 160-176
242.Hyland, K. (2020). Peer review: Objective screening or wishful thinking? Journal of English for Research Publication Purposes. 1 (1): 51-65
241.Hyland, K. & Jiang, K. (2020). Text-organizing metadiscourse: tracking changes in rhetorical persuasion. Journal of Historical Pragmatics. 21 (1): 138-165
240.Jiang, K. & Hyland, K. (2020). “There are significant differences…”: the secret life of existential there in academic writing. Lingua. 233. 102758
239.Hyland, K. & Lehman, I. (2020). Preface to Special Issue. Discourses on Culture 13. University of Social Science, Lodz, Poland. pp 7-20.
238.Hyland, K. (2020). The communication of expertise: changes in academic writing. In Gotti, M., Maci, S & Sala, M. (eds). Scholarly pathways: knowledge transfer and knowledge exchange in academia. Bern: Peter Lang. pp 33-56.
2019
237.Zou, H. & Hyland, K. (2019). Reworking research: Interactions in academic articles and blogs. Discourse Studies. 21 (6): 713-733
236.Hyland, K. & Jiang, K. (2019). "Points of reference: changing patterns of academic citation". Applied Linguistics. 40 (1): 64-85
235.Luo, N. & Hyland, K. (2019). “I won’t publish in Chinese now”: Publishing, translation and the non-English speaking academic. Journal of English for Academic Purposes. Vol 39. 37-47.
234.Hyland, K. & Jiang, K. (2019). Academic lexical bundles: how are they changing? International Journal of Corpus Linguistics. 23 (4): 383-407
233.Hyland, K. (2019) Foreword: Corpora and specialised English in the university curriculum. In P. Crosthwaite & L. Cheung. (eds). Learning the Language of Dentistry: Disciplinary corpora in the teaching of English for Specific Academic Purposes. Amsterdam: Bemjamins.
232.Gass, S., Hyland, K., Juffs, A. & Starfield, S. (2019). Conducting Research at Language Centers: Perspectives from the Field. TESOL Quarterly 52 (4): 1108-1109
231.Hyland, K. (2019) Academic cultures and disciplinary writing: Specificity in EAP. Discourses on Culture 1 (1) : pp 7-24.
230.Hyland, K. (2019). Genre and Discourse Analysis in Language for Specific Purposes. In Chapelle, C. (ed.) The Concise Encyclopaedia of Applied Linguistics. Oxford: Wiley-Blackwell
229.Hyland, K. (2019). Foreword: Bringing in the reader. In Sancho Guinda, C. (Ed). Engagement in Professional genres: Deference and Disclosure. Amsterdam: John Benjamins pp xii-xiv
228.Hyland, K. (2019) What messages do students take from feedback? In Hyland, K. & Hyland, F. (eds.) (2019) Feedback in second language writing 2nd edition. Cambridge: Cambridge University Press. Pp 265-284
227.Hyland, K. & Hyland, F. (2019) Interpersonality and teacher-written feedback. In Hyland, K. & Hyland, F. (eds.) (2019) Feedback in second language writing 2nd edition. Cambridge: Cambridge University Press. Pp 165-183
226.Hyland, K. & Hyland, F. (2019) Contexts and issues in feedback on L2 writing. In Hyland, K. & Hyland, F. (eds.) (2019) Feedback in second language writing 2nd edition. Cambridge: Cambridge University Press. Pp 1-22
225.Hyland, K. (2019). Academic interaction: Where’s it all going? In Hyland, K. & Wong, L. (eds.) (eds) Specialized English: New Directions in ESP and EAP Research and Practice. Oxford: Routledge.
224.Habibe, P. & Hyland, K. (2019). The Risks and Rewards of Scholarly Publishing in Habibe, P. & Hyland, K. (Eds.) Novice writers an scholarly publication. London, Palgrave. Pp 1-10
223.Hyland, K. (2019). Participation in Publishing: The Demoralising Discourse of Disadvantage. In Habibe, P. & Hyland, K. (Eds.) Novice writers and scholarly publication. London, Palgrave. Pp 13-24
2018
222.Hyland, K. & Jiang, K. (2018). Changing patterns of self-citation: Cumulative inquiry or self-promotion? Text and Talk. 38, 3, p. 365–387
221.Hyland, K. & Jiang, K. (2018). “In this paper we suggest”: changing patterns of disciplinary metadiscourse. English for Specific Purposes. 51, p. 18-30
220.Hyland, K. (2018). Sympathy for the devil? A defence of EAP. Language Teaching. 51, 3. 383-399
219.Jiang, K. & Hyland, K. (2016). Nouns and academic interactions: a neglected feature of metadiscourse. Applied Linguistics. 39 (4) Pages 508–531 doi:10.1093/applin/amw023
218.Zhang, Z. . V. & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing. 36, p. 90-102
217.Luo, N. & Hyland, K. (2018). Intervention and revision: expertise and relationship in text mediation. Written Communication. 34, 4, p. 414-440
216.Hyland, K. & Jiang, K. (2018). " We believe that…”: changes in an academic stance marker 1965-2015. Australian Journal of Linguistics. 38 (2). 139-161
215.Hyland, K. (2018). Preface: Academic writing and non-anglophone scholars. In Mur-Duenas, P. & Šinkūnienė, J. (Eds). Intercultural Perspectives on Research Writing. Amsterdam: John Benjamins
214.Hyland, K. (2018). Genre and second language writing. The TESOL Encyclopaedia of English Language Teaching 2nd ed. In J. Liontas (ed.) Oxford: Willey.
213.Hyland, K. (2018). Narrative, identity and academic storytelling. ILCEA Revue de l’Institut des langues et cultures d'Europe, Amérique, Afrique, Asie et Australie. 31, 1
212.Hyland, K. (2018). English for Specific Purposes: Some Influences and Impacts. In Gao, A. Davison, C. & Lung, C. (eds). The International Handbook of English Language Teaching 2nd ed. Norwell, Mass: Springer.
211.Hyland, K. (2018). When to be Egotistical? Identity, Writing and First Person Pronouns. In K. G. Tomaselli (ed.) Making Sense of Research: theory, practice and relevance. Johannesburg: Van Shelk. pp 187-194
210.Hyland, K. (2018). Disciplinas e discursos: interacoes sociais na construcao do conhecimento. In Dieb, M. (ed). A APRENDIZAGEM E O ENSINO DA E SCRITA: desafios e resultados em experiências estrangeiras. Campinas, Spain: Pontes Editores pp 83-114.
2017
209.Jiang, K. & Hyland, K. (2017). Metadiscursive nouns: interaction and cohesion in abstract moves. English for Specific Purposes Journal. 46: 1-14.
208.Hyland, K. (2017). Metadiscourse: what is it and where is it going? Journal of Pragmatics. Vol 113: 16-29
207.Hyland, K. & Jiang, K. (2017). Is academic writing becoming more informal? English for Specific Purposes Journal 45: 40-51.
206.Ha, A.Y.H. & Hyland, K. (2017). What is technicality? A Technicality Analysis Model for EAP vocabulary. Journal of English for Academic Purposes. 28: 35-49.
205.Hyland, K. (2017). Learning to write for academic purposes: Specificity and second language writing. In Bitchener, J., Storch, N. & Witte, R. (Eds.). Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches. London: Routledge. pp.24-41.
204.Hyland, K. (2017). English in the discipline: arguments for specificity. ESP Today. Vol. 5(1): 5-23. 2. https://doi.org/10.18485/esptoday.2017.5.1.1
203.Hirvela, A., Hyland, K. & Manchón, R.M. (2017) Dimensions in L2 Writing Theory and Research: Learning to Write, Writing to Learn Content, and Writing to Learn Language. In P. Matsuda & R. Manchon (eds.) Handbook of Second and Foreign Language Writing. Mouton pp 45-64.
202.Hyland, K. (2017). English in the discipline: Language provision in Hong Kong’s new university curriculum. In Eun Sung Park (ed.) English education at the tertiary level in Asia. New York: Routledge. pp 27-45
201.Hyland, K. (2017). Innovating instruction: specificity and English in the disciplines. In Kemp, J. (ed.). EAP in a rapidly changing landscape: issues, challenges and solutions. London: Garnet Publishing. pp 171-181.
2016
200.Hyland, K. & Jiang, K. (2016). “We must conclude that…”: A diachronic study of academic engagement. Journal of English for Academic Purposes. 24: 29-42.
199.Hyland, K. (2016). Language myths and publishing mysteries: A response to Politzer-Ahles et al. Journal of Second Language Writing. 34: 9-11.
198.Hyland, K. (2016). Academic publishing and the myth of linguistic disadvantage. Journal of Second Language Writing. 31: 58–69
197.Lua, N. & Hyland, K. (2016). Chinese academics writing for publication: English teachers as text mediators. Journal of Second Language Writing 33: 43-55
196.Hyland, K. & Jiang, K. (2016). Change of attitude? A diachronic study of stance. Written Communication. 33(3) p. 251-274
195.Hyland, K. (2016). Methods and methodologies in second language writing. System. Vol 59: 116-125.
194.Hyland, K. (2016). A very peculiar practice. In R. Ellis (ed.). Becoming and being an Applied Linguist: Personal Histories of Leading Applied Linguists. Amsterdam: John Benjamins. pp 155-174.
193.Hyland, K. (2016). General and Specific EAP. In Preece, S. (ed.) Routledge Applied Linguistics: A Compilation of Cutting Edge Research. London: Routledge.
192.Hyland, K. (2016). Writing with attitude: Conveying a stance in academic texts. In Eli Hinkel (ed.) Teaching grammar to speakers of other languages. New York: Routledge. pp 246-265.
191.Hyland, K. (2016). General and specific EAP. In Hyland, K. & Shaw, P. (eds.) Routledge Handbook of EAP. London: Routledge. pp 17-29.
2015
190.Hyland, K. (2015). Genre, Discipline and identity. Journal of English for Academic Purposes. Vol 19. pp 32-43. DOI: 10.1016/j.jeap.2015.02.005
189.Jiang, K. & Hyland, K. (2015). “The fact that”: Stance nouns in disciplinary writing. Discourse Studies. 17 (5): 529-550 doi: 10.1177/1461445615590719
188.Hyland, K. (2015). Genre and second language writing. In Liontas, J. (Ed). TESOL Encyclopedia of English Language Teaching (8 vols) Wiley/ TESOL International.
187.Hyland, K. (2015). Writing: Options and Opportunities for College English Teachers. Journal of College English Teachers. Tokyo: JACET.
186.Hyland, K. (2015). Re-imagining literacy: English in Hong Kong’s new university curriculum. In D. Conium (ed.). English Language Education and Assessment: Recent Developments in Hong Kong and the Chinese Mainland. London: Springer. pp 139-154.
185.Hyland, K. (2015) Researching writing. In B. Paltridge and A. Phakiti (eds). Continuum Companion to Second Language Research Methods 2nd ed. London: Continuum pp 335-348.
184.Hyland, K. (2015). Corpora and written academic English. In The Cambridge Handbook of English Corpus Linguistics, In D. Biber & R. Reppen. Cambridge University Press. pp 292-308.
183.Hyland, K. (2015). Metadiscourse. In Tracy, K. (ed.) International Encyclopedia of Language and Social Interaction. Oxford: Wiley-Blackwell DOI: 10.1002/9781118611463/wbielsi003
2014
182.Fu, X & Hyland, K. (2014). Interaction in two journalistic genres: a study of interactional metadiscourse. English Text Construction. 7 (1): 122-144.
181.Hyland, K. (2014). Dialogue, persuasion and community in research writing. In M. Luz Gil-Salom & C. Soler-Monreal (eds.). Dialogicity in Written Specialised Genres. Amsterdam: John Benjamins. pp 1-22
180.Hyland, K. (2014) Second language writing, genre, and identity: An interview with Ken Hyland by Greg Rouault JALT Journal. Issue 38.2: 13-18.
179.Hyland, K. (2014). Materials for developing writing skills. B. Tomlinson (ed.) Developing Materials for Language Teaching. London: Bloomsbury. pp 391-406.
178.Hyland, K. (2014). An interview with Ken Hyland. The Way of Language. The Language Training and Testing Centre, Taiwan. Issue 2 pp 8-13.
177.Hyland, K. (2014). English for Academic Purposes. In Leung, C. & Street, B. (eds.) The Routledge Companion to English Studies. London: Routledge.
2013
176.Hyland, K. (2013). Second Language Writing: the manufacture of a social fact. Journal of Second Language Writing. 22: 426-7.
175.Hyland, K. (2013). Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation. 39 (3): Pages 180–187 http://dx.doi.org/10.1016/j.stueduc.2013.06.003,
174.Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing. 22: 240-253.
173.Hyland, K. (2013). Individuality or conformity? Identity in personal and university academic homepages. Computers and Composition. 29 309–322
172.Hyland, K. (2013). Writing in the university: education, knowledge and reputation. Language Teaching. 46 (1) 53-70.
171.Hyland, K. (2013). Corpora and innovation in English language education. In Hyland, K & Wong, L. (eds.) Innovation and change in language education. London: Routledge.pp 248-262
170.Hyland, K. & Wong, L. (2013). Innovation and the implementation of change. In Hyland, K & Wong, L. (eds.) Innovation and change in language education. London: Routledge. pp1-13
169.Hyland, K. (2013). Innovating Instruction: English in the Discipline at the University of Hong Kong. Hong Kong Journal of Applied Linguistics. 14 (2): 3 – 19
168.Hyland, K. (2013). ESP and Writing. In Brian Paltridge, B. & Starfield, S. (Eds.) The Handbook of English for Specific Purposes. Oxford: Wiley-Blackwell 95-114.
167.Hyland, K. (2013). Teaching language for academic purposes. In C. Chappele (ed.) The Encyclopaedia of Applied Linguistics. Oxford: Wiley-Blackwell.
166.Hyland, K. (2013). Genre and Discourse Analysis in Language for Specific Purposes. In C. Chappele (ed.) The Encyclopaedia of Applied Linguistics. Oxford: Wiley-Blackwell.
2012
165.Hyland, K. & Tse, P. (2012). ‘She has received many honours’: Identity Construction in Article Bio Statements. Journal of English for Academic Purposes.11: 155–165
164.Hyland, K. (2012). Bundles in academic discourse. Annual Review of Applied Linguistics.32, 150–169.
163.Hyland, K. (2012). Undergraduate understandings: stance and voice in Final Year Reports. In Hyland, K.& Sancho Guinda, C. (eds.) Stance and voice in academic writing. London: Palgrave-MacMillan
162.Hyland, & Tse, P. (2012) Hooking the Reader: A Corpus Study of Evaluative That in Abstracts. In Biber, D. & Reppen, R. (eds.) Sage Benchmarks in Language and Linguistics: Corpus Linguistics vol 2: Grammar. pp 47- 66
161.Hyland, K. (2012) “The past is the future with the lights on”: Reflections on AELFE’s 20th birthday. Iberica. 42: 9-22.
160.Hyland, K. (2012). Corpora and academic discourse. In Hyland, K., Chau M H & Handford, M. (eds.) Corpus Applications in Applied Linguistics. London: Continuum. pp 30-46.
159.Hyland, K. & Hyland, F. (2012). “You could make this clearer’: Advice in teachers’ feedback on writing. In H. Limberg & M.A. Locher (Eds.) Advice in discourse. Amsterdam: John Benjamins pp 53-71.
158.Hyland, K. (2012). EAP and Discourse analysis. In Gee J. P. & Handford, M. (eds.) Routledge Handbook of Discourse Analysis. London: Routledge. pp 412-423.
2011
157.Hyland, K. (2011). The presentation of self in scholarly life: identity and marginalization in academic homepages. English for Specific Purposes 30 (4): 286-297.
156.Hyland, K. (2011). Academic discourse. In Hyland, K. & Paltridge, B. (eds.) Continuum Companion to Discourse Analysis. London: Continuum. pp 171-184.
155.Hyland, K. (2011). Looking through corpora into writing practices. In Barnbrook, G., Zyngier, S. & Viana, V. (eds.) Current perspectives on corpus linguistics. Amsterdam: John Benjamins. pp 99-113.
154.Hyland, K. (2011). Projecting an academic identity in some reflective genres.Iberica. 21: 9-30.
153.Hyland, K. (2011). Welcome to the machine: Thoughts on writing for scholarly publication. Journal of Second Language Teaching and Research. 1 (1):58-68.
152.Hyland, K. (2011). Learning to write: Issues in theory, research, and pedagogy. In Manchón, R.M. (ed.) Learning to Write and Writing to Learn in an Additional Language. Amsterdam: John Benjamins: 17-35.
151.Hyland, K. (2011). Disciplines and discourses: Social construction of knowledge. In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, and L. Yousoubova (Eds.), Writing in the knowledge society. West Lafayette, IN: Parlor Press and The WAC Clearinghouse. pp 193-214.
150.Hyland, K. (2011). Corpora and EAP: Specificity in Disciplinary Discourses. Goźdź-Roszkowski, S. (Ed). Explorations across Languages and Corpora. Łódź Studies in Language. Frankfurt am Main. Peter Lang.pp 317-334.
149.Hyland, K. (2011). Disciplinary specificity: discourse, context and ESP. In Johns, A., Paltridge, B. & Belcher, D. (eds.) New Directions in ESP. Ann Arbor: University of Michigan Press. pp 6-24.
148.Hyland, K. (2011). Genre in teaching and research: an approach to EAP writing instruction. In Li, L-T, Chuang, W-C, Tsai, W-L & Chiang, T-T (eds.) English Education and English for Specific Purposes. Taipei: Shih Chien University Press. pp 1-18.
2010
147.Hyland, K. (2010). Community and individuality: performing identity in Applied Linguistics. Written Communication. 27 (2): 159-188.
146.Tse, P. & Hyland, K. (2010). Claiming a territory: relative clauses in journal descriptions. Journal of Pragmatics.42: 1880–1889.
145.Hyland, K. (2010). Constructing proximity: relating to readers in popular and professional science. Journal of English for Academic Purposes. 9 (2): 116-127.
144.Hyland, K. (2010) Researching writing. In B. Paltridge and A. Phakiti (eds). Continuum Companion to Second Language Research Methods. London: Continuum pp 191-204.
143.Hyland, K. (2010). Discourse analysis and EAP: Understanding disciplinary writing. Taiwan International ESP Journal. 1 (1) pp 5-22.
142.Hyland, K. (2010). Metadiscourse: mapping interactions in academic writing. Nordic journal of English Studies. Special Issue on Metadiscourse. 9 (2): 125-143.
141.Hyland, K. (2010). English in the academy. English Career vol 34 pp 28-39 (translated into Chinese).
2009
140.Hyland, K. &Tse, P. (2009) “The leading journal in its field”: Evaluation in journal descriptions. Discourse Studies.11 (6): 703-720.
139.Hyland, K. (2009). Corpus informed discourse analysis: the case of academic engagement. In M. Charles, S. Hunston & D. Pecorari (Eds.) Academic Writing: at the Interface of Corpus and Discourse. London: Continuum. pp 110-128.
138.Hyland, K. & Tse, P. (2009). Academic Lexis and Disciplinary practice: corpus evidence for specificity. International Journal of English Studies. 9 (2): 111-130.
137.Tse, P. & Hyland, K. (2009) Discipline and Gender: Constructing Rhetorical Identity in Book Reviews. In Hyland, K. & Diani, G. (Eds). Academic evaluation: review genres in university settings. London: Palgrave-MacMillan. pp 105-121.
136.Hyland, K. (2009). Constraint vs Creativity: identity in academic writing. In Gotti, M. (ed.) Commonality and Individuality in Academic Discourse. Frankfort: Peter Lang. pp 25-52.
135.Hyland, K. (2009) English for Professional Academic Purposes: writing for scholarly publication. In D. Belcher (ed.) English for Specific Purposes in Theory and Practice. Ann Arbor: University of Michigan Press. pp 83-105.
134.Hyland, K. & Diani, G. Introduction: Academic Evaluation and Review Genres In Hyland, K. &Diani, G. (Eds). (2009). Academic evaluation: review genres in university settings. London: Palgrave-MacMillan. Pp 5-15
133.Hyland, K. (2009). Specific purposes programmes. In Long, M.H. & Doughty, C. (Eds.) Handbook of Language Teaching. Oxford: Blackwell. pp 201-217.
132.Hyland, K. (2009) ‘Genre Analysis’. In Malmkjær, K. (ed) Routledge Encyclopedia of Linguistics 3rd edition. London: Routledge. pp 210-213.
131.Hyland, K. (2009) ‘Genre and academic writing in the disciplines’. In Chiung-Wen Chang (Ed). Proceedings of the Fourth International Symposium on ESP and Its Teaching. Wuhan University Press, China.
2008
129.Hyland, K. (2008). ‘Small bits of textual material’: voice and engagement in Swales’ writing. English for Specific Purposes. 27 (2): 143-160
128.Tse, P. & Hyland, K. (2008). 'Robot Kung fu': gender and the performance of a professional identity. Journal of Pragmatics. Vol 40 (7): 1232-1248.
127.Hyland, K. (2008). Academic clusters: text patterning in published and postgraduate writing. International Journal of Applied Linguistics.18 (1): 41-62.
126.Hyland, K. &Salager-Meyer, F. (2008). Science writing. In Cronin, B. (ed) Annual Review of Information Science and Technology. Vol 42: 297-338
125.Hyland, K. (2008).As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes. 27 (1): 4-21.[Winner of Horowitz Prize for Best Article in 2008]
124.Hyland, K. (2008) Disciplinary voices: interactions in research writing. English Text Construction. 1 (1): 5-22.
123.Hyland, K. (2008) Writing theories and writing pedagogies. Indonesian Journal of English Language Teaching.4 (2): 91-110.
122.Hyland, K. (2008). Understanding writing through research and teaching. In Wu, S.M., T.R. Tupas, M. Chew, M. Sadorra and C. Varaprasad (eds.) The English language teaching and learning landscape. Singapore: National Uniersity of Singapore. pp 9-20.
121.Hyland, K. (2008). The Author Replies to Eldridge. TESOL Quarterly, 42 (1): 113-114
120.Hyland, K. (2008). Myth: make your academic writing assertive and certain. In J. Reid (ed.). Writing Myths.Ann Arbor, MI: University of Michigan Press. pp 70-89.
119.Hyland, K. (2008) Persuasion, interaction and the construction of knowledge: representing self and others in research writing. International Journal of English Studies. Murcia: University of Murcia. 8 (2): 8-18.
2007
118.Hyland, K. (2007). Applying a gloss: exemplifying and reformulating in academic discourse. Applied Linguistics. 28: 266-285 117.Hyland, K. &Tse, P. (2007). Is there an ‘academic Vocabulary’? TESOL Quarterly. 41 (2): 235-254
116.Hyland, K. (2007). Genre pedagogy: language, literacy and L2 writing instruction. Journal of Second Language Writing. 16 (3): 148-164. 115.Hyland, K. (2007). Different strokes for different folks: Disciplinary variation in academic writing. In Flottem, K. (ed.) Language and discipline perspectives on academic discourse. Newcastle: Cambridge Scholars Press. pp 89-108. 114.Hyland, K. (2007). Writing in the academy: reputation, education and knowledge. London: Institute of Education Press.
113.Hyland, K. (2007). Stance and Engagement: a Model of Interaction in Academic Discourse. In T.A. van Dijk (ed.) Benchmarks in Discourse Studies. Vol 3. Thousand Oaks, CA: Sage. pp 102 – 121
112.Hyland, K. (2007). Working with writing: understanding texts, writers and readers. In Y. Leung (ed.) Selected papers from the 16th International symposium on English Teaching.Crane Publishing and English Teachers' Association, Republic of China. pp 77-87.
111.Hyland, K. (2007). Understanding writing: exploring texts, writers and readers. Journal of the British Assn of Teachers of Japanese. Vol 8: 63-74.
2006
110.Tse, P. & Hyland, K. (2006). ‘So what is the problem this book addresses?’ Interactions in book reviews. Text and Talk. Vol 27. 767-790.
109.Hyland, K. (2006). Representing readers in writing: student and expert practices. Linguistics and Education. 16: 363-377
108.Hyland, K.& Hyland, F. (2006) Feedback on Second Language students’ writing. Language Teaching. State of the art review article. 39 (2): 83-101.
107.Hyland, K. & Anan, E. (2006). Teachers' perceptions of error: The effects of first language and experience. System. 34 (4): 509-519.
106.Hyland, K. (2006). Disciplinary differences: Language variation in academic discourses. In Hyland, K. & Bondi, M. (Eds.) Academic discourse across disciplines. Frankfort: Peter Lang. pp 17-45
105.Tse, P. & Hyland, K. (2006). Gender and Discipline: exploring metadiscourse variation in academic book reviews. In Hyland, K. & Bondi, M. (Eds.). Academic discourse across disciplines. Frankfort: Peter Lang. pp 177-202.
104.Johns, A., Bawashi, A., Coe, R., Hyland, K., Paltridge, B., Reiff, M. Tardy, C. (2006). Crossing the boundaries of genres studies: commentaries by experts. Journal of Second Language Writing. 15.3: 234-249.
103.Hyland, K. & Hyland, F. (2006). Interpersonal aspects of response: constructing and interpreting teacher written feedback. In Hyland, K. & Hyland, F. (Eds.) Feedback in second language writing: contexts and issues. New York: Cambridge University Press pp 206-224
102.Hyland, K. & Hyland, F. (2006). Contexts and issues in feedback on L2 writing. Hyland, K. & Hyland, F. (Eds.) Feedback in second language writing: contexts and issues. New York: Cambridge University Press. Pp 1-19
101.Hyland, K. (2006). Medical discourse: Hedges. In Brown, K. (Ed.) Encyclopedia of Language and Linguistics 2nd edition. Oxford: Elsevier. pp 694-697.
100.Hyland, K. (2006). English for Specific Purposes: Some influences and impacts. In Cummins, A. & Davison, C. (eds). The International Handbook of English language education Vol 1. Norwell, Mass: Springer. pp 379-390
99.Hyland, K. (2006). The “Other” English: Thoughts on EAP and Academic Writing, The European English Messenger. Vol 15 (2) 34-39
2005
98.Hyland, K. &Tse, P. (2005). Evaluative that constructions: signalling stance in research abstracts. Functions of Language. 12 (1): 39-64
97.Hyland, K. (2005) A convincing argument: corpus analysis and academic persuasion. In Connor, U. & Upton, T. (Eds.) Discourse in the Professions: Perspectives from Corpus Linguistics. Amsterdam: Benjamins. pp 87-114. 96.Hyland, K. (2005). Teaching ESP: How specific should we be? In Kazamia, V. (Ed.) Foreign languages for specific purposes in tertiary education. Thessaloniki, Greece: Centre for foreign language teaching. pp 15-33.
95.McDonough, J. (2005). Perspectives on EAP: An interview with Ken Hyland. ELT Journal 59 (1)
94.Hyland, K. (2005). Stance and engagement: a model of interaction in academic discourse. Discourse Studies. 7 (2): 173-191.
93.Hyland, K. &Tse, P. (2005). Hooking the reader: a corpus study of evaluative that in abstracts. English for Specific Purposes. 24 (2) 123-139.
92.Hyland, K. (2005) Digging up texts and transcripts: confessions of a discourse analyst. In T. Silva and P. Matsuda (Eds.) Second Language Writing: Perspectives on the Process of Knowledge Construction. Lawrence Erlbaum. pp 177-189
91.Hyland, K. (2005) Prudence, precision and politeness: hedges in academic writing. In A.O. Pardo & F.S. Jiménez (eds.). Les llengües d'especialitat: noves perspectives d'investigació. Valecia, Spain: Universitat de València Pp 99-112.
2004
90.Hyland, K. & Tse, P. (2004). Metadiscourse in academic writing: A reappraisal. Applied Linguistics. 25 (2): 156-177.
89.Hyland, K. (2004) Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing. 13: 133-151.
88.Hyland, K. (2004). Graduates’ gratitude: the generic structure of dissertation acknowledgements. English for Specific Purposes. 23 (3): 303-324 [Winner of Horowitz Prize for Best Article in 2004]
87.Hyland, K. (2004) Engagement and Disciplinarity: the other side of evaluation In Del Lungo, G. (ed). Academic Discourse: new insights into Evaluation. Amsterdam: Peter Lang. pp 13-30.
86.Hyland, K. (2004). Patterns of engagement: dialogic features and L2 student writing. In Ravelli, L. & Ellis, R. (Eds.) ‘Analyzing academic writing: contextualized frameworks’. London: Continuum. pp 5-23.
85.Hyland, K. &Tse, P. (2004). ‘I would like to thank my supervisor’. Acknowledgements in graduate dissertations. International Journal of Applied Linguistics. 14.2: 259-275.
84.Hamp-Lyons, L. & Hyland, K. (2004) Some further thoughts on EAP. Journal of English for Academic Purposes. 4 (1) 1-4. Hyland, K. & Milton, J. (2004). Qualification and certainty in L1 and L2 students’ writing. In Sampson, G. & McCarthy, D. (Eds) Corpus Linguistics: Readings in a widening discipline. London: Continuum. pp 371 to 386.
82.Matsuda, P. K., Canagarajah, A. S., Harklau, L., Hyland, K., &Warschauer, M. (2004). Changing currents in second language writing research: A colloquium. In K. Kaur (Ed.), Second language writing (pp. 22-67). Petaling Jaya, Malaysia: Sasbadi.
81.Hyland, K. & Hamp-Lyons, L. (2004). English for Academic Purposes: Current challenges and new issues. In Davidson, P. et al Proceedings of the 9th TESOL Arabia Conference. Dubai: TESOL Arabia. pp 3-14
2003
80.Hyland, K. (2003) Dissertation acknowledgments: The anatomy of a Cinderella genre. Written Communication. 20 (3): 242-268.
79.Matsuda, P., Canagarajah, S., Harklau, L., Hyland, K. & Warschauer, M. (2003). Changing currents in second language writing research: a colloquium. Journal of Second Language Writing. 12 (2): 151-172.
78.Hyland, K. (2003). Self-citation and self-reference: credibility and promotion in academic publication. Journal of American Society for Information Science and Technology. 54 (3): 251-259.
77.Hyland, K. (2003). Genre-based pedagogies: a social response to process. Journal of Second Language Writing. 12 (1): 17-29. Hyland, K. (2003). Review of Genres in the classroom: multiple perspectives edited by Ann Johns (2003) English for Specific Purposes. 22: 213-5
2002
75.Hyland, K. (2002). Directives: argument and engagement in academic writing. Applied Linguistics. 23 (2): 215-239
74.Hyland, K. (2002). What do they mean? Questions in academic writing. TEXT. 22 (4): 529-557.
73.Hyland, K. (2002). Specificity revisited: how far should we go now? English for Specific Purposes. 21 (4): 385-395
72.Hyland, K. (2002). Authority and invisibility: authorial identity in academic writing. Journal of Pragmatics. 34 (8): 1091-1112
71.Hyland, K. (2002). Genre: language, context and literacy. In M. McGroaty, (ed.) Annual Review of Applied Linguistics. Vol. 22: 113-135.
70.Hyland, K. (2002). Options of identity in academic writing. ELT Journal 56 (4): 351-358.
69.Hyland, K. &Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes. 1 (1) 1-12.
68.Hyland, K. (2002). Activity and evaluation: reporting practices in academic writing. In J. Flowerdew (ed) Academic discourse. London, Longman. pp 115-30. Hyland, K. (2002). Academic argument: induction or interaction? in Revista Canaria de Estudios Ingleses. 44: 29-45.
66.Hyland, K. (2002). Theories and perspectives on intercultural communication. Perspectives. 14 (2): 139-142
2001
65.Hyland, K. (2001). Bringing in the reader: addressee features in academic articles. Written Communication. 18 (4): 549-574. Hyland, F & Hyland, K. (2001). Sugaring the pill: praise and criticism in written feedback. Journal of Second Language Writing. 10 (3). 185-212. [Winner of Prize for Best Article in 2001] Hyland, K. (2001). Humble servants of the discipline? Self-mention in research articles. English for Specific Purposes. 20 (3). 207-226. [Winner of Horowitz Prize for Best Article in 2001]
62.Hyland, K. (2001). Putting the S back into LSP: How far should we go? ESP Malaysia 7 (2): 112-128.
61.Hyland, K. (2001). Review of English across genres: language variation in the discourse of economics by Marina Bondi. English for Specific Purposes. 20 (3). 305-308.
60.Hyland, K. (2001). Definitely a possible explanation: Epistemic modality in academic argument. In M. Gotti& M. Dossena (eds.) Modality in specialized texts. Bern: Peter Lang. pp 291-310.
59.Hyland, K. (2001). Putting specificity into specific purposes: how far should we go? Perspectives. 13 (1): 1-21.
2000
58.Hyland, K. (2000). Hedges, Boosters and lexical invisibility: noticing modifiers in academic texts. Language Awareness 9 (4): 179-197.
57.Hyland, K. (2000). ‘It might be suggested that…’: academic hedging and student writing. Australian Review of Applied Linguistics. 16. Special Issue on discourse analysis and language teaching. pp 83-97.
56.Hyland, K. (2000). Review of Developments in English for Specific Purposes by T.Dudley-Evans & M.J. St John. English for Specific Purposes. 19 (3): 297-300
1999
55.Hyland, K. (1999). Academic attribution: citation and the construction of disciplinary knowledge. Applied Linguistics. 20 (3): 341-267.
54.Candlin, C. & Hyland, K. (1999). Introduction: Integrating approaches to the study of writing. In Candlin, C. & Hyland, K. (eds.). Writing: Texts, processes and practices. Longman. pp 1-18.
53.Hyland, K. (1999). Disciplinary discourses: writer stance in research articles. In Candlin, C. & Hyland, K. (eds.). Writing: Texts, processes and practices. Longman. pp 99-121.
52.Hyland, K. (1999). Talking to students: metadiscourse in introductory textbooks. English for Specific Purposes. 18 (1): 3-26.
51.Hyland, K. (1999). Persuasion in academic articles. Perspectives. 11 (2): 73-103.
50.Milton, J. & Hyland, K. (1999). Assertions in students’ academic essays: a comparison of L1 and L2 writers. In Berry, R., Asker. B., Hyland, K. & Lam, M. Language analysis, description and pedagogy. UST Press.
1998
49.Hyland, K. (1998). Boosting, hedging and the negotiation of academic knowledge. TEXT 18 (3) pp. 349-382.
48.Hyland, K. (1998). Coherence and Clarity. In N. Shameen & M. Tickoo (Eds.) New ways in using communication games in language teaching. Alexandria, VA: TESOL.
47.Hyland, K. (1998). Persuasion and context: the pragmatics of academic metadiscourse. Journal of Pragmatics. 30: 437-455.
46.Hyland, K. (1998). Exploring corporate rhetoric: metadiscourse in the CEO’s letter. Journal of Business Communication. 35 (2): 224-245.
1997
45.Hyland, K. (1997). Disciplinary identity in research writing: Metadiscourse and academic communities. In Lundquist, L. Picht, H. &Qvistgaard, J. LSP identity and interface: Research, knowledge and society, vol 2. (pp 648-654). CopenhagenBusinessSchool Press: Denmark.
44.Hyland, K. (1997). Language attitudes at the handover: communication and identity in 1997 Hong Kong. English World Wide. 18 (2): 191-210.
43.Hyland, K. (1997). Is EAP necessary? A survey of Hong Kong undergraduates. Asian Journal of English Language Teaching. 7: 77-99.
42.Hyland, K. & Milton, J. (1997). Qualification and certainty in L1 and L2 students’ writing. Journal of Second Language Writing. 16 (2): 183-205. [Runner up: Best article in JSLW in 1997].
41.Hyland, K. (1997). Do our students really need EAP?. Perspectives. 9 (1): 35-62.
40.Hyland, K. (1997). Scientific claims and community values: Articulating an academic culture. Language and Communication 17 (1):19-32.
1996
39.Hyland, K. (1996). Writing without conviction? Hedging in scientific research articles. Applied Linguistics 17 (4): 433-454.
38.Hyland, K. (1996). Nurturing hedges in the ESP curriculum. System, 24 (4): 477-490.
37.Hyland, K. (1996). ‘I don’t quite follow’: Making sense of a modifier. Language Awareness 5 (2): 91-100.
36.Hyland, K. (1996). Hedging your bets in academic discourse. In J. Field, A. Graham & M. Peacock (Eds.) Insights 1 (pp. 39-45). IATEFL, London.
35.Hyland, K. (1996). Scientific English: hedging in a foreign culture. In J. James (ed) The language-culture connection. SEAMEO, Singapore. (pp 219-228).
34.Hyland, K. (1996). Talking to the academy: Forms of hedging in science research articles Written Communication 13 (2): 251-281.
33.Hyland, K. (1996). How good are our textbooks? A look at hedging. In M.K.David (Ed). Innovations in approaches to the teaching and learning of English. (pp 65-75). MELTA, Malaysia.
1995
32.Hyland, K. (1995). Getting serious about being tentative: How scientists hedge New Zealand Studies in Applied linguistics 1: 35-50.
31.Hyland, K. (1995). The author in the text: hedging scientific writing. Hong Kong Papers in Linguistics and Language Teaching 18: 33-42.
30.Hyland, K. (1995). Desert island books: An essential TESOL library. Prospect 10 (1): 69-78.
1994
28.Hyland, K. (1994). The learning styles of Japanese students. JALT Journal 16 (1): 55-74.
27.Hyland, K. (1994). Learning styles and Japanese students. Annual Proceedings, Cairns 1993 (pp. 151-162). Sydney: ELICOS Assn.
1993
26.Hyland, K. (1993). Culture and learning: A study of the learning style preferences of Japanese students. RELC Journal 24 (2): 69-91. Hyland, K. (1993). Language learning simulations: A practical guide. English Teaching Forum, 31 (4): 16-22.
24.Hyland, K. (1993). ESL computer writers: What can we do to help? System 21 (1): 21-30.
23.Hyland, K. (1993). Integrating process and product in an ESL syllabus. Annual Proceedings,Adelaide 1992, pp 108-117. Sydney: ELICOS Assn.
1992
22.Hyland, K. & Hyland, F. (1992). Go for Gold: Integrating process & product in ESP. English for Specific Purposes 11 (3): 225-242.
21.Hyland, K. (1992). Cooperative group work. Focus on English , 7 (2 & 3): 24-32.
20.Hyland, K. (1992). Communication theory in language teaching. Guidelines, 14 (1): 55-62.
19.Hyland, K. (1992). Genre Analysis: Just another fad? English Teaching Forum, 30 (2): 14-18.
18.Hyland, K. (1992). EIL: A course in International Communication. The New Zealand Language Teacher 18 (1): 72-75.
1991
17.Hyland, K. (1991). Collaboration in the English Classroom Prospect 7 (1): 85-92.
16.Hyland, K. (1991). CALL and the EAP Classroom. Annual Proceedings, Melbourne: 135-150. Sydney: ELICOS Assn.
15.Hyland, K. (1991). Managing group work. Guidelines, 13 (1): 28-35.
14.Hyland, K. (1991). Developing oral presentation skills. English Teaching Forum, 29 (2): 35-37.
13.Hyland, K. (1991). Towards a communicative methodology. TESLA Journal, 8 (1): 10-15.
1990
12.Hyland, K. (1990). The word processor in language learning. Computer Assisted Language Learning, 3: 9-78.
11.Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21 (1): 66-78.
10.Hyland, K. (1990). Providing productive feedback. ELT Journal, 44 (4): 279-285.
9.Hyland, K. (1990). Literacy for a new medium: Word processing skills in EST. System, 18 (3): 335-342.
8.Hyland, K. (1990). A systematic approach to passing exams. Guidelines, 12 (2): 61-67.
7.Hyland, K. (1990). Cargo and Christianity in Kaliai. Catalyst, 20 (2): 167-180. Goroka: The Melanesian Institute.
6.Hyland, K. (1990). The New Tribes in Kaliai: A response. Catalyst, 20 (3): 261-266. Goroka: The Melanesian Institute.
5.Hyland, K. (1990). Communicative competence in PNG: Whose rules?. TESLA Journal, 7 (3): 9-14.
4.Hyland, K. (1990). CALL: Tips for intending players. Guidelines, 12 (1): 65-71.
3.Hyland, K. (1990). Purpose & Strategy: Teaching extensive reading skills. English Teaching Forum, 28 (2): 14-18.
1989
2.Hyland, K. (1989). Buzz Groups in the conversation class. Modern English Teacher, 17 (1/2): 19-22. Hyland, K. (1989). Intervention in High School Writing. TESLA Journal, 7 (1): 7-18.