EAP reading ability development during the process of generating research questions: A CDST perspective

Abstract

Employing the complex dynamic systems theory (CDST) perspective, this case study reports on how three Chinese graduate students majoring in psychology developed their English for Academic Purposes (EAP) reading ability and to what factors they attributed the development in the process for generating research questions for their degree theses. Their EAP reading ability development was investigated by analyzing their reading performance on fourteen journal articles during one semester on a weekly basis from a CDST perspective. Four dimensions of EAP reading ability were investigated and were examined by 14 reading tests, two synthesis writings, and two presentation tasks. The factors that they attributed to were explored by weekly semi-structured interviews. The results revealed that, i) the reading comprehension ability of the three students showed different non-linear development patterns and finally reached a high level; ii) ability to analyse how research questions were proposed developed slower but finally reached a satisfactory level; iii) the synthesis ability developed even slower; and iv) critique ability only developed at a preliminary level. Major influential factors included students' disciplinary knowledge, vocabulary, and the supervisor's guidance. This study may shed light on EAP reading instruction and degree thesis writing.