Reimagining Online and Blended Provision of English for Academic Purposes: Practices and Reflections from a Distributed Network in East Africa

Informed by constructivism, the present qualitative case study first aimed to explore the effectiveness of English for Academic Purposes (EAP) instruction, as the case of the study, at a Hungarian university to understand the strengths, weaknesses, and difficulties that EFL teacher trainees (TTs) experience during their studies. Second, it aimed to investigate the perceived usefulness of EAP instruction in preparing EFL TTs for their future careers. This paper examines the case of five Hungarian EFL TTs' perceptions of EAP instruction with the help of semi-structured interviews to see the importance of EAP education in both the TTs' studies and in their future careers. To this end, through purposeful sampling, five fourth-year TTs were invited to participate in the study to obtain a deep understanding of EAP instruction from their points of view. The results revealed that EFL TTs recognize the purpose and importance of the university EAP instruction and hold favorable views towards the teacher training program in general and EAP instruction in particular. Moreover, they considered the EAP courses as crucial in their future success as EFL teachers. However, they complained about several issues such as lack of practice opportunities, clear-cut standards, and EAP-specific materials. Hopefully, the results will provide valuable insights into the Hungarian EFL TT program's success in preparing competent future teachers.

EAP in the expanding circle: Exploring the knowledge base, practices, and challenges of Iranian EAP practitioners

Exploring research-informed practice in English for academic purposes: A narrative study

This article presents a case study that examined the beliefs and practices of one female English for Academic Purposes (EAP) teacher in relation to teaching second language (L2) speaking. Overall, the findings indicate that the teacher’s stated beliefs converge with her classroom practices. However, instances of divergence were also observed. Potential reasons for the patterns of divergence include the programme expectations, the need to maintain the instructional flow of the class, and the novice teacher’s lack of teaching experiences in an EAP programme. Results suggest the need for EAP teachers to explore the sources of their beliefs and systematically, and regularly, examine their classroom practices through reflective practice in order to monitor their beliefs and classroom practices.

Teaching English for Academic Purposes (EAP) courses is highly demanding for EAP teachers as they are faced with diverse pedagogical and administrative challenges in such courses. This study addressed the level of burnout among EAP teachers and variations in relation to their demographic and organizational characteristics. To this aim, a demographic questionnaire along with the Persian version of the Maslach Burnout Inventory (MBI) was administered to 276 EAP teachers from state universities in Iran. The results revealed that a considerable number of EAP teachers reported mid-levels of personal accomplishment. Moreover, variations in degree of burnout were found among EAP teachers in relation to marital status, age, years of experience in teaching EAP and content/general English courses, educational background, and the field and number of EAP courses taught. Also, EAP teachers with different demographic and organizational characteristics who were more susceptible to burnout were identified. Finally, implications for enhancing the working conditions of EAP teachers are presented.

Purpose This study set out to investigate PhD students’ perceptions of the criteria for showcasing English proficiency as part of the requirements for completing PhD programs in Iranian universities. The criteria included The Ministry of Science, Research, and Technology (MSRT) test, an English for Academic Purposes (EAP) program, achieving the minimum score on the English section of the doctoral entrance exam, and gaining approval from supervisors regarding students’ proficiency. Design/methodology/approach Qualitative data were collected by conducting interviews with 19 PhD students as well as a corpus of 325 students’ commentaries posted on an online forum. The data were then analyzed using the constant comparison method (Creswell, 2013). Findings Students held mixed feelings in relation to the new completion requirements and in particular, the MSRT test. However, they advocated egalitarian, objective, and need-responsive measures, which were better mirrored in the EAP program. Research limitations/implications The findings were discussed with reference to the predictive validity, authenticity, and construct relevance of the MSRT test and the EAP program. Despite the absence of quantitative data on the comparability of high-stakes tests and the EAP program, the study offers implications for testing agencies, academic institutions, and tertiary students. Originality/value A multitude of PhD students and candidates are affected by the results of the new policy. Accordingly, gaining a better understanding of students’ perceptions may assist policymakers in reconsidering their policies, if necessary.

Teaching English for Academic Purposes (EAP) requires specific qualifications on the part of teachers for which reconstruction of cognitions on EAP is a prerequisite. Previous studies have largely taken the quality of teachers' EAP cognitions for granted and few studies, if any, have sought to examine in-service teachers' tacitly-held cognitions on EAP. This study aimed to examine in-service teachers' cognitions on key EAP issues including EAP goals, distinction between EAP and English for General Purposes (EGP), and EAP teacher qualifications as well as roles. Data were collected through semi-structured interviews and life-history narratives from nine EAP practitioners at a state university in Iran. Results showed that the teachers' cognitions were mainly incongruent with the EAP principles. A close relationship was also found among individual teachers' cognitions on different key issues. It is concluded that despite their past practical experience, in-service EAP teachers' cognitions might be limited and in need of reconstruction. The findings may promise some implications for EAP teacher education and research.

English‐medium instruction (EMI) has been increasingly used in higher education institutions worldwide, and therefore the collaboration between English for academic purposes (EAP) teachers and subject teachers is highly needed for the successful alignment of the EAP and subject content courses in EMI contexts. This article explores the views and perceptions of business subject teachers on collaboration between them and the EAP teachers in an English as a foreign language English‐medium business programme. Ten participants took part in this study, which adopted an interview‐based qualitative methodology. Results reveal a lack of collaboration between subject and EAP teachers, whilst the participants stressed the importance of and the need for collaboration. In addition, several ways for effective collaboration were suggested. The objective of this article is to emphasise the importance of collaboration and call for the establishment of a constructive and professional relationship between the two parties. The implications for EAP and EMI are presented and discussed.

Technology use in English for Academic Purposes (EAP) programmes is seen as a strategy to support pedagogical innovation and intensifying growth in post-secondary international student enrolments. This article discusses government-funded research documenting the largely undefined use of technologies in post-secondary North American EAP programmes. This study surveyed EAP teachers and administrators in over 40 universities and colleges across North America using qualitative and quantitative approaches. Site visits involving classroom observations, interviews with teachers and administrators, student focus groups and student surveys were then conducted to deepen understanding of the affordances of technology-mediated EAP approaches from stakeholder perspectives in situated post-secondary contexts. Findings reveal widespread enthusiasm about emerging technologies to engage learners, develop autonomous learning, instructional pathways and transferable 21st century skills. However, despite this enthusiasm, many participating teachers, administrators and students also expressed critical views towards technology integration. Instructors noted time, lack of pedagogical guidance and vision, inadequate support, and training impacting their actual use and visions of technology use. Participants also revealed a ‘visioning’ dilemma where they had difficulty identifying the potential of emerging technologies that they had no concrete experience with. Findings suggest the need for sound theoretically informed techno-pedagogy in order to support technology integration in EAP. Implications for teacher education, further research and EAP teaching and curriculum design in today’s digital era conclude the article.

EAP teachers’ assessment literacy: From theory to practice

The reform of English for academic purposes (EAP) teaching requires clear understanding of its conceptual connotation. Based on the legitimation code theory, this study analysed the development of EAP in major English-speaking countries and the debates on the concept of EAP in the academic community. The study finds that EAP has evolved from a knowledge code, a knower code to an elite code. The core elements of EAP are embodied in a hierarchical knowledge structure, a systematic curriculum framework, and the integration of knowledge and knower in teaching. Therefore, in response to the current debates and problems in China’s EAP teaching and research, it is suggested that EAP teaching should focus on the dialectical unity of language knowledge and disciplinary knowledge, academic skills and academic literacies, knowledge creation and personal development, so as to achieve the resonance of talent cultivation and national development. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .

Changing international student and business staff perceptions of in-sessional EAP: using the CEM model

Converting a formerly in-person biochemistry course based undergraduate research experience to online teaching during the COVID-19 pandemic.

EAP (English for Academic Purposes) teachers’ professional development remains an underexplored area despite its significance in higher education. This study employs cultural–historical activity theory (CHAT) to analyze the internal and external contradictions within and between EAP teachers’ activity systems and other intersecting educational frameworks. The findings reveal that the marginalization of EAP teachers is rooted in the dominance of general English education, thereby limiting their research capacity and professional identity. High workload, lack of institutional recognition, and the enduring emphasis on learner needs inherited from the ESP tradition further constrain their academic growth. This analysis underscores the necessity of fostering reciprocal connections between EAP teachers and researchers to achieve systemic sustainability. By shifting from a service-oriented approach to an integrated research–teaching model, EAP professionals can reclaim their agency and establish a stronger academic presence. These findings contribute to a broader discussion on EAP teacher empowerment and provide insights into sustainable strategies for their professional development.

Exploring Iranian ESP teachers' subject-related critical incidents