An investigation into the learning transfer of English for specific Academic Purposes (ESAP) writing skills of students in Singapore

Abstract

This article explores learning transfer in an undergraduate engineering English for Specific Academic Purposes (ESAP) course. The study followed 25 undergraduate engineering students over one academic year. It uses a mixed-methods approach that compares individual interviews and written assignment samples from an ESAP course for engineering students as well as assignment samples from subject-specific engineering courses. By comparing the participants’ student-identified transfer of learning outcomes, and the transfer identified in the participants’ assignments, this study provides insights into whether students transfer what they learn in academic writing courses to other academic contexts. The results of this study show the strong transfer of some learning outcomes and offer support for the idea that ESAP courses can be taught for transfer.