Moving toward the era of New Statistics: Implications for quantitative studies in English for academic purposes

Quantitative reporting practices shape what English for Academic Purposes (EAP) researchers, practitioners, and research synthesists can infer from empirical studies. This article argues that quantitative EAP research should move more decisively towards the era of New Statistics. Using selected recent EAP studies as illustrative cases, it discusses eight best practices organized around three general recommendations: reporting and interpreting effect sizes more fully, reducing reliance on dichotomous p-value reasoning, and prioritizing hierarchical regression analyses. The aim is not to demand more statistics for their own sake, but to support reporting that is interpretable, comparable across studies, and pedagogically meaningful for the EAP community. This article calls for the integration of these recommendations into EAP research training and pedagogy. Because EAP practitioners help prepare future researchers across science, technology, engineering, and mathematics (STEM) and non-STEM fields, methodological literacy should be treated as part of academic literacy development. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .