EAP Course Research Articles

Using AI to expand the “Toolbox” for EAP writing instruction

Abstract The recent advent of AI-based digital assistants such as ChatGPT offers the potential for a new tool in the instructional “toolbox” for EAP courses. We report on a retrospective survey of students’ experiences using ChatGPT in first- and second-year EAP core writing courses at a continental European university. Students reported that they saw ChatGPT as a social agent, had moderately fluent experiences interacting with it, and had moderately positive perceptions of ChatGPT as an instructional tool. Both self-reported fluency of the interaction and perceptions of ChatGPT’s social agentic qualities were positively associated with perceptions of ChatGPT’s value as an instructional tool. Students reported that ChatGPT was less helpful than their professors, and neither more nor less helpful than their peers. Implications for EAP instruction are discussed.

Incorporating English as an International Language in Teaching Materials: A Case of an EAP Course in Vietnam

The spread of English on a global language has resulted in the emergence of a new paradigm of English language teaching, English as an International Language (EIL), which switches the focus from native models to communicative effectiveness and the equal status of all varieties of English and cultures. In Vietnam, though the goal of communicative effectiveness in English language teaching (ELT) is acknowledged, EIL syllabus material design has been given little attention. This study aims to explore the perceptions of material developers regarding EIL incorporation in teaching materials and the actual extent of EIL integration in teaching materials of an English for academic course. The results show that there exists a mismatch between the material developers’ appreciation of EIL incorporation and their modest practices of incorporating EIL in teaching materials. The research also indicated that while the material developers equally value international target culture, culture(s) of future interlocutor and local culture, the priority in material design was given to culture of native speakers. The opportunities to develop skills to communicate across the differences are also given credits in teaching materials, as perceived and practiced in the material design of the course. The research suggests a pedagogical implication towards further incorporation of EIL in language courses to university students and the role of material developers in resonating material design with actual communicative contexts.

Effect of an EAP Course on Students’ Writing Performance, Anxiety and Self-Efficacy: A Latent Profile Analysis

Effect of an EAP Course on Students’ Writing Performance, Anxiety and Self-Efficacy: A Latent Profile Analysis

Assessing the English Language Needs and Challenges of Chinese Undergraduates in Thai Universities

Background and Aim: Studying undergraduate in Thai universities is a popular option for Chinese students. International programs covering popular fields not only meet the goals of Chinese students but are also seen by Chinese students as the best way to harvest specialized knowledge and English ability because of the all-English teaching course. However, since the English language is the only communication medium for Chinese students, there are some difficulties and problems encountered by these students who are not English native speakers. Therefore, this study aims to explore the specific English language skills Chinese undergraduates need and the challenges they face in academic and everyday contexts in Thai universities. Materials and Methods: Participants involved 80 Chinese undergraduates studying four-year international programs in Thai public universities with an IELTS overall score of 5. Employing a mixed-methods approach, we distributed a questionnaire based on a five-point Likert scale to all participants and conducted focus group interviews with 12 participants. Results: Findings indicate a critical need to enhance writing and speaking for academic success, with an emphasis on specific-field terminology, and to improve listening and speaking skills for daily life communication. Besides, the lack of academic writing strategies and English communication in official institutions are the problems that undergraduates encounter in academic and daily contexts respectively. Conclusion: The study underscores the urgent need for tailored EAP courses that address both academic and everyday English use, with a particular focus on writing with academic vocabularies and enhancing communicative competence in key scenarios like immigration processing.

Designing an EAP Course to improve Analytical Writing Proficiency of Graduate Level ESL Learners in the Digital Age

Designing an EAP Course to improve Analytical Writing Proficiency of Graduate Level ESL Learners in the Digital Age

Metadiscursive Features in Interdisciplinary Lectures: Implications for EAP Notetaking

Abstract Academic lectures are among the primary resources of knowledge for higher education students, which makes notetaking a requirement during lectures. The ability to take good notes and the quality of notes taken during lectures are associated with academic achievement; therefore, notetaking instruction is an important aspect of EAP courses. To this end, the present study aims at offering a genre-based instruction framework for notetaking instruction. In accordance with this purpose, eight interdisciplinary lectures were analysed. First, rhetorical functions were identified using the framework developed by Bouziri (2020). Then, metadiscursive elements signalling the organisational structure were identified using the metadiscourse frameworks developed by Ädel (2010) and Hyland (2005). Major findings indicate a relationship between rhetorical functions and metadiscursive elements. Namely, certain metadiscourse items can signal the use of certain rhetorical functions. Thus, the GBI framework for notetaking was structured focusing on the associations that can be established between the rhetorical functions and metadiscursive elements.

Informal professional learning through collaborative action research: Fostering backstage dialogue among new EAP teachers

Researchers agree that informal professional learning is crucial for developing new EAP teachers' expertise, but there exist few teacher-centred accounts of how context-specific projects and practices create favourable conditions for such learning. Through presenting and analysing a collaborative action research (CAR) project, this paper illustrates how CAR can facilitate informal learning among new EAP teachers. The project was conducted in the context of a large-scale EAP course at a Singaporean university, where three teachers, each possessing under three years’ experience teaching EAP, co-created an 11-page analytic rubric and reflected on their collaboration. Drawing on the written reflections of these three teachers, this paper examines how collaborative rubric development created a “backstage” setting where teachers engaged in trusting and stimulating dialogue, aimed at addressing shared concerns surrounding performance expectations and scoring practices. Through the process of drafting, revising, disseminating, and using the rubric, the three teachers clarified and adjusted their own assessment-related beliefs and practices, reflected on the limits of using rubrics to align assessment standards, and experimented with different methods of sharing their findings with other teachers. In the process, the rubric was reinvented as a dialogical tool that enabled teachers to scaffold professional learning for each other.

Preparing EAP Students for the Transfer Climate: EAP Instructors’ Perceptions of the Role of EAP Courses

Preparing EAP Students for the Transfer Climate: EAP Instructors’ Perceptions of the Role of EAP Courses

On the Teaching Design of Graduates' EAP Course: Enhancing Language Proficiency and Critical Thinking Skills

On the Teaching Design of Graduates' EAP Course: Enhancing Language Proficiency and Critical Thinking Skills

University students’ use of language learning strategies in English-medium instruction classes

Abstract The last twenty years have seen dramatic growth in the provision of English-medium instruction (EMI) courses at universities. On such courses, many students learn academic content through a language other than their first language (L1). This often poses significant language-related challenges to students which can impede content learning. To cope with the linguistic challenges, students sometimes employ language learning strategies (LLS). However, despite the rapid growth in the provision of EMI, little research has been conducted into LLS use in an EMI context. This systematized review examines 36 relevant studies. The findings show that over time EMI students modify their strategic behavior as they become more aware of the strategies which meet their learning needs. Furthermore, learners gradually use more content-related strategies as they progress through their EMI courses. Although strategy deployment is generally self-directed, the findings indicate that LLS instruction can benefit learners. Therefore, it is recommended that EMI courses be supported by embedded EAP courses which provide strategy instruction alongside the teaching of discipline-specific vocabulary and discourse practices. The review also raises questions about the role of students’ L1 in EMI. By shedding light on existing studies in the field, the review highlights opportunities for future research.

Approaching digital genre composing through reflective pedagogical praxis

With the development of Web 2.0 we have witnessed an ever-expanding repertoire of digital genres. This brings with it new communicative needs and invites us to reflect on possible ways of teaching digital multimodal composing in EAP courses. Using case study research and genre theory as a heuristic, this article critically discusses the implementation of a pedagogical practice that sought to raise the students' rhetorical consciousness of aspects of genre continuity, evolution and innovation, focusing on digital genres of professional and public science communication. The examination of the digital texts composed by the students shows that several factors (genre awareness, genre knowledge transfer, reliance on acquired content and formal schemata and interdiscursive performance) may play an important role when recontextualising specialised content across genres. The study findings also suggest that while rhetorical consciousness facilitates the processes of recontextualising and repurposing content to reach broad audiences, L1 transfer could negatively influence digital genre composing. In light of the findings, I advocate explicit instruction in “metageneric texts” and methodologies for raising awareness of “inter-genre-al” forms across connected genres online. This instruction could support the students’ professional development and the participatory framework for scientific research advocated by the Open Science agenda.

Unveiling EFL graduate students’ EAP needs and perceptions of EAP courses: A large-scale survey in Taiwan

EFL graduate students often require EAP reading and writing proficiency to fulfill graduation requirements. These skills gain more importance as English medium instruction becomes increasingly prevalent. However, limited research has investigated EFL graduate students' EAP reading and writing needs, and their perceptions of EAP courses. To address this gap, this study identified the EAP reading and writing needs of Taiwanese graduate students and investigated both students' and teachers' perceptions of EAP courses. By surveying 1155 students and interviewing 62 participants, this study identified several themes. First, master's students mainly needed EAP reading, but their writing needs considerably increased when they continued doctoral studies. Second, professors showed greater concern about students' problems than the students. While not perceiving reading and writing as challenging, students reported more problems with reading and writing speed, with those in science and engineering facing more difficulties than their counterparts. However, less than 30% of the students took EAP courses, and they expressed low-to-medium satisfaction. Drawing from the participants' feedback, an EAP reading and writing curriculum framework is proposed. This framework is grounded in the needs of Taiwanese graduate students and is believed to serve the greatest interests of students in Taiwan and other similar contexts.

Application Research of Formative Assessment in University English Teaching—A Case Study of EAP Course at Qingdao City University

Application Research of Formative Assessment in University English Teaching—A Case Study of EAP Course at Qingdao City University

The Impact of Using the Multimodal Approach in English for Academic Purpose Courses: An Experimental Study

The purpose of this paper is to investigate the implications of a multimodal approach to teaching EAP courses, with a focus on a private university in Bangladesh, and whether this approach would improve learners’ attitudes toward learning English. An effective experiment was designed and presented to two groups of undergraduate learners at the Green University of Bangladesh to measure the impact of multimodal approach in teaching learning of English. To begin, one group of learners was taught English using a traditional approach, whereas the other group was taught English using a multimodal approach in their English for Academic Purpose courses. Approximately 90 learners from both groups and a few instructors of the course ‘English for Academic Purpose’ in each group took part in this experimental study. The results of this experiment revealed that learners in the English for Academic Purpose course prefer to use a variety of modes or semiotic resources simultaneously to better grasp a subject. This comprises a multimodal approach, which incorporates various modalities and aids in the learners’ acquisition of multiple language abilities simultaneously. Based on the participants’ suggestion, this study concludes that the multimodal approach is preferable to the conventional technique.

EAP practitioners' assessment behavior: Bringing the hidden-away to light

Our information about assessment behavior of EAP teachers constructing and using their classroom tests is so scanty that Schmitt and Hamp-Lyons (2015) believe it is hidden away from language testing community. We investigated how two different groups of Iranian EAP practitioners (discipline-area teachers and English language specialists) perceive and practice EAP assessment. We interviewed thirty teachers and examined forty test samples. Encouraged by our interview and corpus data and since achievement tests are inherently syllabi dependent, we content analyzed all undergraduate program syllabi. We found important differences pertaining to test tasks, type of knowledge to be assessed and features of good EAP tests between content specialists and English teachers. Iranian EAP teachers' assessment behavior seems to be attributable to their perceptions of goals of EAP courses as well as course objectives enshrined in syllabi contents. We discuss our findings and conclude with suggestions for EAP teacher-testers/assessment worldwide.

From face-to-face tuition to online classes: ‘Re-styling’ a course of English for academic purposes

Abstract With the outbreak of the COVID-19 pandemic and the ensuing total lockdown in 2020, the EAP course for STEM doctoral students at Parma University (Italy) was suddenly forced to online delivery, like many courses in academic institutions worldwide. Confined at home and with no previous experience in remote teaching, the teacher had to redesign the course and rethink strategies and techniques in a matter of days and with little material at hand. The aim was to maintain the interactivity of the face-to-face course and consolidate the group dynamics of a course that had yet to start. As online teaching took centre stage, the teacher and students alike were confronted with didactic issues stemming from the restyling of a traditionally highly interactive course based on face-to-face tuition, and technical problems, which added to the emotional and psychological factors related to an unknown, unexpected situation. In addition to soft skills, students from different academic backgrounds needed to develop productive rather than receptive language skills, so activities focused mainly on collaborative tasks to develop writing and speaking modes but did not concentrate on academic language only. This paper shares insights into the experience of being ‘thrown in at the deep end’, and attempts to highlight the elements which contributed to its overall positive outcome, the strong social connotation it came to bear, the development of class dynamics, and the learning points that emerged. It also hopes to provide some practical suggestions which can add to the creative solutions found by (language) teachers globally.

Impact of Social Media Method for Retake Students of English for Academic Purpose Courses

The growth of social media has made it an ingrained part of today’s society. The constant use of different platforms for example: Instagram, Facebook, Twitter, YouTube made it convenient to share individual thoughts, opinions, and to connect with people. These communications can be diverse and complex as it can be conducted through integration of text, graphics, animation, sound, and video. Many teachers have already implemented the practice of social media or multimedia in their classrooms. English as a foreign or second language (EFL/ESL) could be a difficult course to be taught and learned for both ends (teachers and students). In tertiary level many students fail to complete the course in one chance. They need improvement. As a result they need to retake the course. This group of students adds some extra challenge for the teachers .Therefore EFL/ESL requires innovation in the teaching process. One of the techniques to develop this situation could be the usage of the combination of social media and multimedia during the process of teaching and learning in the classroom. This study investigates retake group of students’ participation in EAP course using facebook for English language . A survey was conducted for data collection, in which all 40 participants of American International University-Bangladesh (AIUB) were instructed to join a group named ‘EAP I Intelligent Mind’. All the tasks were posted in the group and students provided answers in comment box. This paper includes findings which shows that the retake students possessed positive attitudes, motivation, and gain self-confidence in learning English language.

Enhancing student quality of life in language classrooms via Joint Exploratory Practice

Although previous studies have used Exploratory Practice (EP) as a sustainable way for language learners and teachers to increase their understanding of classroom life, very few have applied EP principles to explore the processes and outcomes of shared EP experiences in collaboration with those outside of their immediate educational institutions—that is, as a joint group of practitioners. In order to investigate the feasibility and effectiveness of Joint Exploratory Practice (JEP) with students enrolled in EAP courses in Japan, the authors and their students at two separate institutions collaborated in the same EP activities for a whole semester. According to the findings, (a) the JEP allowed students to reflect on their current and future lives, both professionally and personally; (b) it illuminated both self-discovery and discoveries concerning their peers; and (c) it promoted effective collaboration among students, both within their university and outside of it. The article concludes with empirical implications and practical recommendations based on the current effort. We suggest that teachers make an effort to combine theory and practice in order to incorporate JEP in their own courses, the results of which include the promotion of self-reflection and self-awareness, metacognition, and improved quality of life for their students.

Multiliteracies-Enhanced Practices as Empowerment Pedagogy for Teaching Transnational English Language Learners in a CLIL-Based EAP Course in Canada

Multiliteracies-Enhanced Practices as Empowerment Pedagogy for Teaching Transnational English Language Learners in a CLIL-Based EAP Course in Canada

Suitability of TED-Ed animations for academic listening

Amid increasing demand for EAP courses, there is a pressing need to identify suitable materials for EAP instruction. This study examines the suitability of TED-Ed animations for academic listening by exploring the lexical demands, academic vocabulary coverage, lexical density, and speech rates of a corpus of 1,319 such animations covering 12 subject areas. The results show that knowledge of the most frequent 3,000–5,000 word families is necessary to follow TED-Ed animations reasonably well, meaning that they are lexically more demanding than academic lectures. The animations were also found to have a coverage of lower-frequency academic words comparable to that of academic lectures, making the former a potentially important resource in which EAP students can encounter important academic words that are seldom used in general English. Moreover, the speech rate of TED-Ed animations is comparable to that of academic lectures, but they are lexically denser, suggesting that – while they may be useful for familiarizing learners with the delivery pace of academic lectures – additional vocabulary support may be needed. Overall, these results support the use of TED-Ed animations as materials for academic listening, but adequate scaffolding and some adjustments will be needed if they are to be integrated effectively into EAP instruction.