An exploratory investigation of instructors' practices and challenges in promoting students' learning transfer in EAP education

Abstract

To be successful, English for academic purposes (EAP) education must lead to students' transfer of learning to new situations beyond the EAP classroom. Research on learning transfer in EAP education contexts has tended to focus on students, leaving another perspective underexplored: EAP instructors'. While existing scholarly work points to concrete steps that could be taken in EAP education to promote learning transfer, little information is available about whether instructors are taking such steps or the kinds of challenges instructors may be experiencing. To help fill this gap, this article describes a qualitative investigation of EAP instructors' perspectives on promoting students' learning transfer. Participants were 26 instructors of EAP courses at a university and community colleges in a US metropolitan area. Semi-structured interviews revealed a variety of ways these instructors self-reportedly were promoting learning transfer, and a variety of challenges they self-reportedly were experiencing. These findings point to practical ways in which EAP instructors can be supported in their efforts to promote students' learning transfer.