Journal articles: 'EAP writing'

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Romano, Francesco. "Grammatical accuracy in EAP writing." Journal of English for Academic Purposes 41 (September 2019): 100773. http://dx.doi.org/10.1016/j.jeap.2019.100773.

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Wai Cook, Misty So-Sum. "The Success of an EAP Programme in Tertiary Education: Using a Student-Centric Approach to Scaffold Materials in an EAP." Studies in English Language Teaching 7, no. 2 (2019): p213. http://dx.doi.org/10.22158/selt.v7n2p213.

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Researchers and practitioners who focus on academic writing in English for Academic Purposes (EAP) courses have reported on the need to equip students with the necessary knowledge and skills to deal with academic writing across different disciplines in tertiary education (Rinnert & Kobayashi, 2005; Shi, 2011; Thompson, 2013). Previous research (e.g., Crosthwaite, 2016) has predominantly measured students’ progress in an EAP by comparing students’ pre- and post-course scores of individual language/writing skills. Much less has been reported on the effectiveness of a detailed EAP curriculum design that scaffolds skills in stages. This study contributes to the current EAP research by examining holistically the impact of a 12-week EAP course that adopts a reading-to-write, student-centric approach to scaffold progressively difficult writing skills/knowledge to help students acquire academic writing skills by focusing on three core skills: language, text organisation, and content development. The data of this study show students’ perceptions of their writing abilities and the significant improvement in academic writing skills before and after completing the course.

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Crosthwaite, Peter. "A longitudinal multidimensional analysis of EAP writing: Determining EAP course effectiveness." Journal of English for Academic Purposes 22 (June 2016): 166–78. http://dx.doi.org/10.1016/j.jeap.2016.04.005.

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Hirvela, Alan. "“Disciplinary portfolios” and EAP writing instruction." English for Specific Purposes 16, no. 2 (1997): 83–100. http://dx.doi.org/10.1016/s0889-4906(96)00037-3.

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McDonough, Kim, Pakize Uludag, and Heike Neumann. "Morphological Development in EAP Student Writing." TESOL Quarterly 54, no. 4 (2020): 1065–76. http://dx.doi.org/10.1002/tesq.608.

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Sheypak, S. A. "Academic Writing: Critics of the Traditional EAP Approach." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 2 (2020): 92–103. http://dx.doi.org/10.31992/0869-3617-2020-29-2-92-103.

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Through the analysis of the positions taken in the discussion on Academic Writing, the article shows that the experience of Academic Writing adopted from Anglo-Saxon educational practices in many Russian universities is based on the traditional EAP (English for Academic Purposes) methods which have been systematically criticized for text-centricity and cultural universalism. The critical revision of the traditional EAP methods requires implementing a discourse analytical approach and cultural relativism in Academic Writing course. A review of critical studies on Academic Writing concludes that the criticism of the traditional EAP methods is developed on the basis of concepts worked in the Russian rhetoric tradition by researchers of the Bakhtin circle. The article points out that in the Russian educational context the EAP experience is to be implemented through a discourse analytical approach that has been adopted in the EAP practices in response to criticism. The concepts developed in the Russian rhetorical tradition are required to apply a discourse analytical approach in the Academic Writing course in Russian universities.

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Tuomainen, Satu. "A Blended Learning Approach to Academic Writing and Presentation Skills." International Journal on Language, Literature and Culture in Education 3, no. 2 (2016): 33–55. http://dx.doi.org/10.1515/llce-2016-0009.

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AbstractBlended learning is a common learning mode in higher education which combines the use of online and face-to-face classroom learning. The use of blended learning for English for Academic Purposes (EAP) with non-native university students, however, can pose challenges from the methods and materials to the student perceptions. This article describes the blended learning implementation of an EAP course for academic writing and presentation skills and how the students perceived the blended course mode, methods, workload, learning atmosphere and challenges. Results indicate that non-native university students appreciated blended learning for the EAP course and found the flexibility and convenience of blended learning beneficial to their EAP learning. This encourages the further development of blended learning options for EAP writing and presentation skills as students no longer require the extensive classroom teaching context but instead adapt well to self-regulated and reflective learning of EAP.

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Ata Alkhaldi, Ali. "Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP." International Journal of Applied Linguistics and English Literature 8, no. 4 (2019): 81. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.81.

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Creativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses.

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Zhang, Jinzhu. "Research on the Assessment System Construction of EAP Writing Skill from an Eco-linguistic Perspective." Theory and Practice in Language Studies 9, no. 3 (2019): 292. http://dx.doi.org/10.17507/tpls.0903.06.

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This paper comes up with an assessment system of EAP writing development from an Eco-linguistic perspective based on a literature review of English writing construction and assessment of writing skills development under an ecological dynamic model. The paper clarifies that the writing construction in academic contexts consists of genre and rhetorical knowledge, process, strategy knowledge，and academic discourse community knowledge. The paper elucidates that the ecological dynamic assessment of EAP writing skills, as just being conducted at Tianjin Polytechnic University, has been proved to be workable in establishing bio-ecological links between the classroom learning contexts and the broader educational contexts at university. In the research, the individualized and comprehensive employment of assessment tools such as textual analysis，one-on-one interviews，case study and writing portfolios helps achieve dynamic assessment and facilitate ecological transfer of EAP writing competence.

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Mazgutova, Diana, and Judith Hanks. "L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course." Journal of Academic Writing 11, no. 1 (2021): 45–61. http://dx.doi.org/10.18552/joaw.v11i1.566.

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This study examines second language (L2) learners’ perceptions of their writing strategies on an intensive English for Academic Purposes (EAP) programme at a British university. The participants were 14 Chinese pre-undergraduate students who engaged in interviews and completed reflective journal entries. The results of the analyses indicate that after four weeks of studying on the EAP course, students believed that they started to apply a broader range of writing strategies, such as reading extensively, using exemplars of student writing to inform their own assignments, revising in a more focused manner and appreciating tutor feedback on their writing. Thus, the perceived increase in the use of various writing strategies is indicative of the potential effectiveness of a short EAP pre-sessional course.

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Ruan, Zhoulin. "Metadiscourse Use in L2 Student Essay Writing: A Longitudinal Cross-Contextual Comparison." Chinese Journal of Applied Linguistics 42, no. 4 (2019): 466–87. http://dx.doi.org/10.1515/cjal-2019-0028.

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Abstract This paper investigates developmental patterns of metadiscourse use in Chinese students’ EAP writing in an English medium university, in comparison with English majors’ EFL writing in mainstream state universities and L1 student writing in UK universities. Taking a longitudinal and cross-contextual perspective, the study explores corpora of L1 and L2 student writing gathered from three sources: EAP essays written by Chinese undergraduate students at an English Medium Instruction (EMI) university; argumentative essays written by English majors in the Written English Corpus of Chinese Learners (WECCL); and academic essays of English L1 students from the British Academic Written English (BAWE) corpus. Hyland’s (2005a) model of metadiscourse was adopted to identify interactive and interactional devices in each corpus, and results were compared between different levels as well as across the corpora to reveal developmental features. Findings show marked differences in metadiscourse use between Chinese EMI students’ EAP essays and English major students’ EFL essays in mainstream state universities, whereas a similar pattern of use occurred in EAP essays and English L1 student academic essays. Significant changes were also found between different year levels in two L2 essay corpora. The findings suggest that metadiscourse use in L2 writing had developmental trajectories distinctive to different institutional contexts, with EAP instruction in the EMI institution having mixed effects on Chinese students’ awareness and use of metadiscourse in essay writing.

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Chen, Meilin, and John Flowerdew. "A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom." International Journal of Corpus Linguistics 23, no. 3 (2018): 335–69. http://dx.doi.org/10.1075/ijcl.16130.che.

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Abstract Since the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented.

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Perkins, Kyle, and Xuan Jiang. "A proposed literature-based syllabus for EAP writing." Journal of Global Education and Research 4, no. 1 (2019): 48–61. http://dx.doi.org/10.5038/2577-509x.4.1.1103.

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This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purpose (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format include the following: (1) extended writing about a text, or texts, should lead to reading comprehension improvement; (2) culturally responsive literature should enhance engagement; (3) reading literature, as writerly reading, will assist NNES students with developing strategies applied to reading-to-write tasks and to integrated writing skills; (4) reading for writing (RFW) will expose NNES students to a wide range of genres, syntactic constructions, discourse structures, and words and word families; (5) RFW should lead to the development of multiple-documents literacy; and (6) contemporary writing models incorporate reading as a component of the composing process, which emphasizes the inter-dependency of reading and writing.

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Li, Fang, and Yingqin Liu. "Can Using a Discussion-board Enhance Writing Practice for EAP/ESL Students?" Theory and Practice in Language Studies 8, no. 5 (2018): 467. http://dx.doi.org/10.17507/tpls.0805.02.

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This paper presents a case study from English for Academic Purpose II ESL class at a small public university in southwest Oklahoma, USA. The study explores the usefulness of using computer-assisted technology such as a discussion-board to improve ESL teaching and learning. The study set up two hypotheses: 1) Using a discussion board as a course platform can enhance reading and writing practice for EAP students, and 2) using a discussion board as a course platform can help EAP students receive more feedback for improving their reading and writing. To test the hypotheses, the researchers collected and analyzed the students’ original and revised reading reflections and peer responses to the reflections. They also held a focus group interview among the participants to understand the students’ perceptions on their reading and writing practice on the discussion board. The findings support both hypotheses. The findings show that due to some technological features of a discussion board, the EAP students obtained more additional writing opportunities than they would in a traditional classroom setting and were able to write, receive feedback, and revise more frequently and effectively. The findings also indicate that writing reading reflections and peer reviews on a discussion board motivated the EAP students to write more carefully and thoughtfully and helped them gain a sense of learning community outside the classroom.

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Turner, Joan. "Patterns and perspectives: insights into EAP writing practice." Journal of English for Academic Purposes 1, no. 2 (2002): 187–91. http://dx.doi.org/10.1016/s1475-1585(02)00011-5.

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Baker, William, and Kamonpan Boonkit. "Learning Strategies in Reading and Writing: EAP Contexts." RELC Journal 35, no. 3 (2004): 299–328. http://dx.doi.org/10.1177/0033688205052143.

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Read, John. "Providing relevant content in an EAP writing test." English for Specific Purposes 9, no. 2 (1990): 109–21. http://dx.doi.org/10.1016/0889-4906(90)90002-t.

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Vitta, Joseph P., Dayna Jost, and Alexis Pusina. "A Case Study Inquiry into the Efficacy of Four East Asian EAP Writing Programmes: Presenting the Emergent Themes." RELC Journal 50, no. 1 (2017): 71–85. http://dx.doi.org/10.1177/0033688217730145.

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Within English for Academic Purposes (EAP), writing instruction has often been of primary interest with a focus on curricula design and implementation. This especially holds true in East Asia where many universities operate EAP writing programmes. This study is located within this region, taking an inquiry stance in a small-scale case study of four EAP writing programmes. Through practitioner-as-researcher reflections and triangulating interviews from fellow colleagues within this professional context, we add to this discussion by uncovering three interrelated and hierarchical themes that have emerged from our data. At the university and inter-department organizational level, our data points to the need for universities housing these programmes to create a culture of collaboration where relevant academic expertise can directly inform the classroom (EAP writing) instruction. At the departmental level, our data suggests that standardization, especially in relation to intra-department testing, assignments, etc. is beneficial. Finally, at the classroom level, we posit, through the observations in the inquiry, that certain teaching methods are associated with different levels of proficiency. Teacher-led frameworks are more observed and suitable among lower proficiency language learners. Conversely, higher proficiency students expect and are better served by task-based or student-led approaches.

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He, Chunyan, and Xueyan Wei. "Study of Corpus’ Influences in EAP Research (2009-2018): A Bibliometric Analysis in CiteSpace." English Language Teaching 12, no. 12 (2019): 59. http://dx.doi.org/10.5539/elt.v12n12p59.

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Using 328 papers published in SSCI (Social Science Citation Index) journals from the Web of Science between 2009 and 2018, this study analyzed corpus&rsquo; influences in EAP (English for Academic Purposes) research with mapping knowledge domains CiteSpace. This study found that the relationship between international EAP studies and corpus tends to increasingly tight in the past ten years. Corpus in EAP study mainly acts as the methodology that EAP is studied by means of self-building or existing corpora using retrieval software together with statistical analysis method. International scholars pay more attention to writing teaching, academic literacy and discourse/discourse analysis in EAP study, and the co-cited references mostly tend to the genres study of EAP.

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Workie, Melaku Bayu, and Zelealem Shitahun Haregu. "EAP alignment in EFL writing courses towards developing student’s academic writing skills." Journal on English as a Foreign Language 10, no. 1 (2020): 123–44. http://dx.doi.org/10.23971/jefl.v10i1.1736.

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The objective of the present study was to assess the prevailing alignment of English for academic purposes (EAP) in EFL writing courses vis-à-vis the development of academic writing skills of students in public universities of Amhara National Regional State (ANRS) in Ethiopia. The study used a descriptive survey that involved quantitative and qualitative methods. A questionnaire, focus-group discussions, and syllabus and materials survey were used to gather primary and secondary data, respectively, for the study. The descriptive statistics were employed in analyzing the quantitative data. The qualitative data were analyzed and reported thematically. The results showed there were existed a comparable horizontal (cross-department) distribution pattern of common writing courses among the three universities; all learners in taking the common course 'Basic Writing Skills' in each university learnt with the same syllabus and material regardless of their fields of study. So, there was a poor alignment of writing courses with the target students' mainstream discipline (i.e., learning and discourse) both in terms of content and genre.

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Leki, Ilona, and Joan G. Carson. "Students' Perceptions of EAP Writing Instruction and Writing Needs across the Disciplines." TESOL Quarterly 28, no. 1 (1994): 81. http://dx.doi.org/10.2307/3587199.

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Kustati, Martin, Hallen, Yunisrina Qismullah Yusuf, Hidayat Al-Azmi, and Dini Hanifa. "EAP NEED ANALYSIS FOR LECTURERS: THE CASE OF A STATE ISLAMIC UNIVERSITY IN PADANG, INDONESIA." Humanities & Social Sciences Reviews 8, no. 3 (2020): 64–75. http://dx.doi.org/10.18510/hssr.2020.838.

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Purpose of the study: The research aims to identify the need and level of English Academic Proficiency (EAP) of lecturers in Padang, Indonesia, in using English. Methodology: From a total of 365 lecturers in the entire six faculties at UIN Imam Bonjol Padang, Indonesia, 92 lecturers were selected randomly as respondents for this research. To collect data, a questionnaire was used to gather the lecturers’ perception of the need for EAP programs, which is related to their ability in four language skills (listening, reading, speaking, and writing) and on the EAP test. Main Findings: A majority of lecturers needed an EAP course to improve their professionalism and competences. They preferred speaking and writing for future careers or activities such as writing English books, journals, and reports, participating in international events, becoming credible academic staff, developing teaching profession, and other individual competences to improve their professionalism. This study found a majority of their ability in EAP was in the levels of elementary and intermediate. Applications of this study: This study suggests that if Indonesia expects its policy of teaching profession reform to be successful, intensive and consistent lecturers’ development and programs must be well-organized, and sufficient resources must be allocated so that all faculty members, especially those under the Ministry of Religious Affairs, can meet the objectives. Novelty/Originality of this study: No specific reports on EAP need analysis for lecturers in Indonesia are found. The current need to design an EAP program need-based analysis assessment would help instructors to communicate their research in both written and oral English successfully. This program should aid academics to report on their research not only in written form but also in spoken language.

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Ilchenko, Olga, and Natalia Kramar. "ENGLISH FOR ACADEMIC PURPOSES: KEEPING UP WITH THE TIMES." Studia Linguistica, no. 16 (2020): 40–57. http://dx.doi.org/10.17721/studling2020.16.40-57.

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English language education, especially in light of the status of English as present-day lingua franca, has become a prolific field of research, and no less prolific area of practical application internationally. Through a critical literature review, the current study addresses one of its most prominent subfields – English for Academic Purposes – with special emphasis on academic writing. We briefly touch upon its evolution and identify the terminological ambiguities involved in EAP conceptualization within the broader framework of ESP (English for Specific Purposes). By examining the changes that academic English is undergoing today due to the overwhelming influence of L2 speakers’ varieties (termed “similects” by Anna Mauranen), we elucidate how English as a Lingua Franca movement can benefit and enrich EAP pedagogic practice. We also discuss how EAP fits within the latest CEFR guidelines, paying close attention to mediating skills, critical thinking and integrative thinking skills, which, as we argue, need to be more extensively incorporated into academic writing instruction. We discuss the rationale and the methodological principles of English for Research Publication Purposes as a new offshoot of EAP, which combines genre-based instruction with the exploration of multiple non-linguistic issues, involved in academic publishing, such as interaction with editors and gatekeepers, choosing a suitable journal, navigating the review process. We hope to demonstrate that EAP teaching, and especially academic writing instruction, is in need of major revision to overcome the yawning gap that currently exists between theory and practice.

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Camps, David. "Paying attention to identity in advanced EAP writing class." Revista Brasileira de Linguística Aplicada 4, no. 1 (2004): 315–28. http://dx.doi.org/10.1590/s1984-63982004000100017.

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The present article discusses how students in the advanced EAP (English as a foreign language) writing course at a private university in Mexico City become aware of choosing different identities in a written assignment, and how this decision can help them deal with the course requirements. After addressing the issue of identity in class and carrying out activities to develop social identities, and collecting samples of their writing, the students were questioned about their decision of projecting their identities in their papers in order to find out whether the understanding of the importance of identity in academic writing and its projection in their written essays would facilitate its writing. In addition, it was deemed interesting to learn about whether they found it easier to meet the demands and conventions of that particular essay by being aware of the possibilities of constructing their identities.

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Pack, Austin, Alex Barrett, Hai-Ning Liang, and Diego Vilela Monteiro. "University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 1 (2020): 27–46. http://dx.doi.org/10.4018/ijcallt.2020010103.

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This study investigates English language learner (ELL) perceptions of using a prototype virtual reality learning environment (VRLE) designed for teaching and learning writing structure. A mixed-methods approach was used, incorporating pre- and post-participation questionnaires, as well as semi-structured interviews. Participants consisted of 10 ELLs enrolled in first year English for Academic Purposes (EAP) courses at a university in Mainland, China. Results indicate that while the majority of students enjoyed using the VRLE, they maintained varying attitudes regarding the usefulness of the VRLE. Additionally, results from a correlation analysis suggest that learners' attitudes towards the material or content being learned (EAP writing) significantly correlates with learners' attitudes towards using the VRLE for learning writing structure.

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Li, Yulong. "What is EAP? — From Multiple Literacies to a Humanistic Paradigm Shift." Theory and Practice in Language Studies 7, no. 7 (2017): 497. http://dx.doi.org/10.17507/tpls.0707.01.

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EAP researchers have proffered definitions of EAP; however, some of these are contradictory. Therefore, effectively defining the scope, aims, and pedagogy of EAP can prove problematic. This essay will extract the shared aspects from popular EAP approaches and then place them into the broader context of EAP development, language teaching and literacy history, and the changing history of the educational landscape. This will make it possible to thematise current EAP theories critically, to further defined the nature of EAP as a combination of multiple literacies, including academic literacy, disciplinary cultural literacy, critical literacy, and digital literacy. Without opportunities to experience the research process directly, the multiple literacies of EAP remain in the domain of classroom knowledge, failing to include preparation for the realities students will encounter when doing research. However, if EAP students, future academics, are well equipped with techniques for doing research and writing papers, but perform research to benefit themselves only, who will speak out for the needs of society? Therefore, in a Neo-liberalism influenced higher education society, EAP should not only be viewed as a utility but should stress the humanistic goals of academic research and the moral responsibilities of those who become academics. Current study suggests a theoretical and pedagogical shift bending towards humanistic EAP.

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Levchenko, V. V., and N. H. Frolova. "EXPLORING EFFICIENCY IN TEACHING EAP WRITING AT RUSSIAN UNIVERSITIES." Vestnik of Samara University. History, pedagogics, philology 24, no. 4 (2018): 95. http://dx.doi.org/10.18287/2542-0445-2018-24-4-95-100.

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박귀숙. "ESP/EAP: Genre-based teaching in reading and writing." Studies in English Language & Literature 36, no. 2 (2010): 251–61. http://dx.doi.org/10.21559/aellk.2010.36.2.014.

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Basturkmen, Helen, and Marilyn Lewis. "Learner perspectives of success in an EAP writing course." Assessing Writing 8, no. 1 (2002): 31–46. http://dx.doi.org/10.1016/s1075-2935(02)00032-6.

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Du, Wanyi, and Chunyue Zhou. "Web-Based Scaffolding Teaching of EAP Reading and Writing." Creative Education 10, no. 08 (2019): 1863–72. http://dx.doi.org/10.4236/ce.2019.108134.

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Hu, Guangwei. "Developing an EAP Writing Course for Chinese ESL Students." RELC Journal 38, no. 1 (2007): 67–86. http://dx.doi.org/10.1177/0033688206076160.

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Esnawy, Susan. "EFL/EAP Reading and Research Essay Writing Using Jigsaw." Procedia - Social and Behavioral Sciences 232 (October 2016): 98–101. http://dx.doi.org/10.1016/j.sbspro.2016.10.033.

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Swales, John M. "The role of the textbook in EAP writing research." English for Specific Purposes 14, no. 1 (1995): 3–18. http://dx.doi.org/10.1016/0889-4906(94)00028-c.

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Storch, Neomy, and Joanna Tapper. "The impact of an EAP course on postgraduate writing." Journal of English for Academic Purposes 8, no. 3 (2009): 207–23. http://dx.doi.org/10.1016/j.jeap.2009.03.001.

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Kol, Sara, Miriam Schcolnik, and Elana Spector-Cohen. "Google Translate in Academic Writing Courses?" EuroCALL Review 26, no. 2 (2018): 50. http://dx.doi.org/10.4995/eurocall.2018.10140.

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The aim of this study was to explore the possible benefits of using Google Translate (GT) at various tertiary English for Academic Purposes (EAP) course levels, i.e., to see if the use of GT affects the quantity and quality of student writing. The study comprised preliminary work and a case study. The former included an awareness task to assess student awareness of GT mistakes, and a correction task to assess their ability to correct the mistakes identified. The awareness and correction tasks showed that intermediate students identified 54% of the mistakes, while advanced students identified 73% and corrected 87% of the mistakes identified. The case study included two writing tasks, one with GT and one without. Results showed that when using GT students wrote significantly more words. They wrote longer sentences with longer words and the vocabulary profile of their writing improved. We believe that GT can be a useful tool for tertiary EAP students provided they are able to critically assess and correct the output.

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Trepczyńska, Magdalena. "Confronting MA students’ and seminar teachers’ diverse agendas concerning academic literacy development through an EAP writing course." Lublin Studies in Modern Languages and Literature 43, no. 3 (2019): 127. http://dx.doi.org/10.17951/lsmll.2019.43.3.127-139.

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Academic courses aim to develop kinds of literacy that are significantly different from what students know from other contexts. Mastering ways of constructing knowledge in scholarly disciplines in a foreign language poses a considerable challenge, not only for the uninitiated. The challenge is none the less small for English for Academic Purposes (EAP) writing instructors as the currently observed diversity of student populations in master’s programs compels them to revise some of their long-standing assumptions and practices. The article reports on a study aiming to compare MA seminar teachers’ and beginner MA students’ perceptions of writing needs and an EAP course expectations and suggests how the responses can be used constructively in writing pedagogy.

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Dali, Ning. "The Construction of EAP Textbooks in Chinese Context from the Perspective of Eco-education Theory." English Language Teaching 10, no. 5 (2017): 214. http://dx.doi.org/10.5539/elt.v10n5p214.

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The increase of international exchange in education triggers strong demand for learning English language skills in various academic disciplines among Chinese students, which brings up a wide implementation of EAP (English for academic purposes) learning in universities in China. However, the teaching and learning result do not seem to be as satisfactory. A key factor to the disappointing situation is the lack of suitable textbooks. Currently, most of the few domestically designed EAP textbooks only focus on the reading and writing and cannot meet the learners’ needs of overall (listening, speaking, reading and writing) development. The adoption of textbooks designed abroad was found unable to cater to the needs and language proficiency of the learners in China. There is an urgent need of constructing localized textbook for EAP learning in Chinese context. Previous frameworks on textbook design are mainly based on linguistic theories, which though offer theoretical support of language study from the perspective of learning subjects did not pay attention to the interconnection of factors within the learning environment. This paper proposes the application of eco-education theory to the design of a localized EAP textbook. It stresses the importance of the interrelations between textbook, editor, researcher, teacher and student during the process of designing a localized textbook so as to promote a healthy and sustainable development of EAP learning in Chinese context.

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Hussain, Syed Sarwar. "Strategies for Teaching Academic Writing to Saudi L2 Learners." English Language Teaching 12, no. 12 (2019): 1. http://dx.doi.org/10.5539/elt.v12n12p1.

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Of all English Language skills, writing poses the greatest challenge for students due to the demands of style, structure and vocabulary. Even if second language learners (L2 learners) can speak the language well enough for everyday activities - shopping, traveling, and so on, producing an academic write-up that is precise, accurate, objective and fully referenced is still quite a task. This study aimed to determine the academic writing strategies used in ESP classrooms. Along with this, the study determined the perceived proficiency of L2 learners in academic writing, based on their ESP test course. The study also reports the needs of L2 learners in academic writing, and how English for Academic Purposes (EAP) instructors can help to improve the writing skills of L2 learners. The study participants consisted of 60 L2 learners from various departments in King Saud University. A questionnaire was used to gather the responses of participants. The data was analyzed using SPSS 20.0 software. The results are displayed in descriptive statistics - frequencies and percentages. Inferences were made from the quantitative data, which formed the bases of discussion of the results of the study. The study found that L2 learners consider their academic writing skills to be adequate. This was reported as perceived proficiency since previous studies have reported discrepancies between the perception of teachers and students. L2 learners also revealed that they need to improve on grammar, vocabulary and punctuation as well as the use of academic writing strategies. The study revealed that majority of the respondents use strategies such as outlining and brainstorming. L2 learners performed above average when they use these writing strategies. However, L2 learners want EAP instructors to improve on core ESP topics including grammar, vocabulary and the use of writing strategies. Still, others want EAP instructors to improve on their teaching methods, as well as create an all-inclusive environment for students.

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Gokturk Saglam, Asli Lidice. "EXPLORING L2 STUDENT PERCEPTIONS TOWARDS SOURCE-BASED EAP WRITING ASSESSMENT TASKS." АRS LINGUODIDACTICAE, no. 5 (2020): 4–10. http://dx.doi.org/10.17721/2663-0303.2020.5.01.

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In an attempt to understand the ways L2 undergraduate students use information from external sources in their writing and to examine what difficulties they encounter during the process, this classroom-based research investigated student writers’ perceptions towards their source use, purposes of students’ self-reported citation practices, and suggested actions to be taken for progress in source-based writing within the context of freshman English for Academic Purposes (EAP) writing course. Perceptions of 22 freshman student writers were surveyed through an open-ended questionnaire. Questionnaire was given upon the completion of a source-based writing assessment task and it required students to reflect on their writing performance which was produced under examination circumstances. Frequency counts and thematic content analysis revealed several challenges in handling citation practices effectively and a limited range for using citation purposes, mainly limited to attribution of sources. The study has implications for instruction in order to enhance citation practices of emerging L2 student writers..

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Nesi, Hilary. "Self-access system for English language support." ReCALL 5, no. 8 (1993): 28–30. http://dx.doi.org/10.1017/s0958344000005425.

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In common with similar units in many other British Universities, the Centre for English Language Teacher Education at Warwick University offers support in English for Academic Purposes (EAP) for students whose first language is not English. Students newly arriving from overseas are contacted via their departments and are invited to attend classes covering a range of language skills associated with EAP. Classes are typically well-attended in the first months of the academic year, and attendance tends to fall off in the second term, although there is an upsurge in interest in certain areas, such as Academic Writing, as students become increasingly involved in assignment and dissertation writing.

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Staples, Shelley, Jesse Egbert, Douglas Biber, and Alyson McClair. "Formulaic sequences and EAP writing development: Lexical bundles in the TOEFL iBT writing section." Journal of English for Academic Purposes 12, no. 3 (2013): 214–25. http://dx.doi.org/10.1016/j.jeap.2013.05.002.

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Manan, Nor Ashikin Ab, and Paramaswari Jaganathan. "The Benefits of Formula Instruction in Enhancing EAP Learners’ Academic Writing Performance." Journal of English Language and Literature 2, no. 1 (2014): 141–53. http://dx.doi.org/10.17722/jell.v2i1.31.

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The purpose of this study is to explore the benefit of direct instruction of academic formulas (DIAF) on the subjects’ academic writing performance. Two intact groups of Diploma in Computer Science students assigned as the experimental and control groups participated in the study. Each group consists of forty mixed ability ESL learners who were enrolled in an academic writing course. DIAF was incorporated into the academic writing course employing a process-oriented writing approach and was conducted over six weeks out of the fourteen-week semester. Pre and post academic essay writing (AEW) tests were utilized for quantitative data collection while focus group interview was utilized for collecting the qualitative data. This paper discusses the results of the study by focusing on the effects of DIAF on learners from different proficiency level.

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Koliadina, Natalia. "Teachers’ Written Feedback: Does the Delivery Method Matter?" Journal of Language and Education 1, no. 2 (2015): 27–34. http://dx.doi.org/10.17323/2411-7390-2015-1-2-27-34.

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Responding to student writing, which is a widely researched area, is still one of the most challenging parts of the EAP (English for Academic Purposes) teacher’s job. Little attention has been given to analyzing the role of systematic feedback on students’ improvement of writing at the university. The paper reports on the results of a small-scale action research conducted among first-year undergraduate students, which explored the effect of record sheets, used as a tool to track student progress in writing argumentative essays. Apart from student portfolios and record sheets, the 8-week study used other methods of data collection that included recorded semi-structured interviews and a survey. Findings show that providing consistently structured (praise and criticism) selective (global and local) feedback to students has a positive effect both on the teacher and on student perception of feedback and, generally, their achievements in developing writing skills. The study may motivate EAP practitioners to change their current classroom practices and seek more effective ways of responding to student writing.

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Garska, Jessica, and Sarah O'Brien. "POWER, IDENTITY, AND CULTURE IN INTERNATIONAL STUDENTS' PERCEPTIONS OF ACADEMIC WRITING." Trabalhos em Linguística Aplicada 58, no. 1 (2019): 62–95. http://dx.doi.org/10.1590/010318138653426454991.

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ABSTRACT Issues surrounding English for Academic Purposes (EAP) and its use by English as an additional language (EAL) students in higher education have become increasingly significant in recent years, fueled both by increased international student mobility and increased linguistic and cultural diversity within and outside of the student body. As well as posing language-related challenges, the transfer of EAL students to an English-speaking foreign university also demands the negotiation of new university expectations, channeled through a new cultural environment. While Academic Literacies research has identified that concepts such as power, identity, and culture play a role in academic writing, students’ own perceptions remain relatively unexplored. Consequently, this study analyzes the ways in which EAL students articulate their relationship with academic writing at a tertiary institution in Ireland. Data for this study were gathered through questionnaires and interviews and analyzed through discourse analysis through a critical lens. The findings suggest that while participants generally positively reflect on their ability to negotiate academic writing through the English language, there is nonetheless a high level of conflict between dominant linguistic norms and the students’ expression of their identity and culture.

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Mirador, Josephine. "Negotiating “Third Spaces”: EAP Apprenticeship, Academic Writing, and Chinese Students." Language Education in Asia 2, no. 2 (2011): 169–84. http://dx.doi.org/10.5746/leia/11/v2/i2/a01/mirador.

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Alameddine, Mira M. "EAP or ELF: The case of technical writing engineering students." QScience Proceedings 2015, no. 4 (2015): 47. http://dx.doi.org/10.5339/qproc.2015.elc2014.47.

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Alameddine, Mira M. "EAP or ELF: The case of technical writing engineering students." QScience Proceedings 2015, no. 4 (2015): 47. http://dx.doi.org/10.5339/qproc.2015.wcee2014.47.

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Kim, Youn-Hee. "Diagnosing EAP writing ability using the Reduced Reparameterized Unified Model." Language Testing 28, no. 4 (2011): 509–41. http://dx.doi.org/10.1177/0265532211400860.

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Saliés, Tânia Gastão. "Simulation/Gaming in the EAP Writing Class: Benefits and Drawbacks." Simulation & Gaming 33, no. 3 (2002): 316–29. http://dx.doi.org/10.1177/104687810203300306.

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Bruce, Ian. "Syllabus design for general EAP writing courses: A cognitive approach." Journal of English for Academic Purposes 4, no. 3 (2005): 239–56. http://dx.doi.org/10.1016/j.jeap.2005.03.001.

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Journal articles on the topic 'EAP writing'

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