Beyond comprehension: Reading requirements in first-year undergraduate courses

Abstract

English for Academic Purposes (EAP) courses play an important role in preparing EAL (English as an Additional Language) learners for their university studies. Reading skills hold a significant place in such preparation courses because they are foundational skills. EAP pedagogy and research on reading have largely focused on reading comprehension skills. While these skills are necessary to include in instruction programs, at university more complex skills of reading are required (Enright et al., 2000; Grabe & Stoller, 2019). Our research was conducted at one New Zealand university to understand the reading types, reading load, and reading requirements in first-year courses in humanities and social sciences. Close analysis suggests that in addition to textbooks and textbook chapters, academic book chapters and journal articles take up a considerable proportion of university readings, and the reading load is also quite high. Interviews with lecturers suggest that reading comprehension is important but not sufficient for course writing assignments. Students need to critically engage with the readings, write their assignments based on the course readings, and reflect the readings in their written assignments. The study discusses implications for reading research and pedagogy. Further, suggestions are made for EAP reading instruction and reading assessment tasks.