Abstract
Balancing and mastering the linguistic and academic demands of English teaching in higher education can become a difficult hurdle to surpass. Since curricula that integrates technology appears to provide an array of opportunities that promote engagement and language skills, it is worth examining how and whether L2 motivation, self-regulation and learning can be heightened through digital technologies. This paper describes a 6-week intervention programme conducted on 205 international students enrolled on an English for Academic Purposes course at a British university. Based on L2 imagery techniques and ePortfolios, the intervention proved to be of benefit to learner engagement and language acquisition.
Highlights
This paper presents a mixed-methods investigation on the influence of ePortfolios and L2 possible selves in a higher education English for Academic Purposes (EAP) context through a learner-centred intervention programme
The initial hypothesis was that L2 possible selves based on imagery strategies and constructed through ePortfolios would serve to increase L2 motivation, self-regulation and language learning outcomes among EAP learners
As per the recommendations in the literature (e.g., Attwell 2007; Barrett 2009; Meyer et al 2010), ePortfolios served to provide a personal learning environment through which learners could construct L2 possible selves that fostered the development of L2 motivation and proficiency
Summary
English for Academic Purposes (EAP) instruction aims to provide students with the linguistic and academic practices involved in studying through the medium of English. Most higher education institutions in the UK offer EAP courses to current and Complut. 27 2019: 59-78 prospective students who study or want to undertake undergraduate or postgraduate study in their institution, but do not have the language level requirement of English. EAP provides a fertile context in which to examine the influence of L2 motivation and self-regulation as the academic workload can be both complex and intensive. Students struggle to maintain focus and momentum as learning thresholds are challenged both linguistically and academically
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