EAP Materials Research Articles

Julie Norton and Heather Buchanan (eds): The Routledge Handbook of Materials Development for Language Teaching

Language materials for teaching and learning play a substantial role in language learning and teaching. As an emerging field of enquiry, language materials development has received growing attention in applied linguistics since the 1990s. In Routledge’s handbook series, a wide range of issues related to language materials have been discussed, such as ELT materials (Gray 2016), EAP materials (Stoller 2016), the authenticity of materials (Gilmore 2019), materials use and development (Graves & Garton 2019), corpora for materials design (Friginal & Roberts 2022), and corpora for textbook evaluation (Nelson 2022). However, there are still many under-researched topics in the domain. In addition, previous research treats language materials design and development as an ‘atheoretical activity’ (Samuda, 2005: 232) owing to a dearth of theoretical underpinnings. Such significant gaps between research and practice are narrowed by the volume, The Routledge Handbook of Materials Development for Language Teaching, edited by Julie Norton and Heather Buchanan. The editors look into a wide range of areas and explore theoretical concepts and practical applications throughout the book by exploring increasing interaction between academic studies and daily language material development practices, which provides a longitudinal account of and lateral insights into language materials development.

Academic vocabulary in an EAP course: Opportunities for incidental learning from printed teaching materials developed in-house

Teaching materials developed in-house are commonly used in EAP courses; however, research on their linguistic content, which can have important pedagogical implications, is scarce. This study examines the occurrence and repetition of general academic vocabulary, operationalised as the Academic Vocabulary List (AVL) (Gardner & Davies, 2014), in the printed teaching materials developed in-house and used in a presessional EAP course at a UK university. The course was divided into three modules and taught over five weeks. At the end of each week, teachers provided us with photocopies of the printed teaching materials they had used. A corpus was compiled from the printed materials of each module. The results show that 846 AVL lemmas (i.e., 28.07% of the lemmas in the AVL) appeared in the materials. They were not equally distributed among the three modules and only 90 AVL lemmas overlapped across modules. The results also show that the average repetition rate of AVL lemmas in the materials was unlikely to lead to the incidental development of recall knowledge from exposure to these materials alone. Recommendations are made for the development of in-house EAP materials and teaching activities that increase students' exposure to academic vocabulary and facilitate its learning.

Using Chakowa’s Digitally Enhanced Learning Model to Adapt Face-to-face EAP Materials for Online Teaching and Learning

Using Chakowa’s Digitally Enhanced Learning Model to Adapt Face-to-face EAP Materials for Online Teaching and Learning

Using Chakowa's Digitally Enhanced Learning Model to Adapt Face-to-face EAP Materials for Online Teaching and Learning

Using Chakowa's Digitally Enhanced Learning Model to Adapt Face-to-face EAP Materials for Online Teaching and Learning

A Contrastive Study of the Rhetorical Features of L1 and L2 Abstracts of Master Theses: A Genre-Based Approach

Taking a contrastive, genre-based approach, this study explores differences and similarities in terms of move-structure and metadiscourse use of L1 and L2 thesis abstracts in the field of Applied Linguistics. Results indicate that Korean L2 abstracts displayed a stronger tendency to be informative than their L1 counterparts in both the patterns of moves and rhetorical choices of metadiscourse. Adding to the L2 writers’ lack of genre-specific awareness, culture-specific rhetorical conventions might affect L2 writers’ rhetorical choices, particularly at the move of Introduction, which does not include critical views on issues or problems based on previous studies. This can also be partly due to their lack of confidence as novice student writers. Disciplinary practices in terms of thesis abstracts need to be given and the suggestions made here is to improve the EAP materials used in post-graduate programmes to enable L2 writers to enhance their abstract writing.

Functional Analyses of Metadiscourse Markers in L2 Students’ Academic Writing

Stance in general and metadiscourse markers, in particular, have attracted the interest of several studies. Therefore, this study explores the use of metadiscourse in the second language (L2) academic writing by English as a foreign language (EFL) postgraduates in one of the Malaysian public universities. We analyzed the frequency and wordings of modality within the citations of the literature review chapters of 20 Ph.D. theses employing the Systemic Functional Linguistics. Data were analyzed manually utilizing the technique of quantifying the findings to highlight the similarities and differences in using metadiscourse markers. The findings revealed the dominance of full declarative clauses in both Applied Linguistics and Information Technology. Besides the Finite Modal Operators, Mood Adjuncts and Comment Adjuncts were also used to demonstrate modality with a variety in their stance, degrees, and frequencies. Pedagogically, these findings could help supervisors in identifying the implications of their students’ writings. In addition, students can be directed towards reading EAP textbooks and materials that are dedicated to areas of academic writing, metadiscourse markers, and citations.

Discourse markers and lecture structure: their role in listening Comprehension and EMI lecturer training

Author/s
 María Ángeles Martín del PozoUniversidad de Valladolid, Spain
 
 ABSTRACT
 Listening comprehension of lectures in L2 contexts is a widely researched topic. Findings have been applied to both materials and course design. This paper focuses on findings about the facilitative role in comprehension of those discourse markers (DM) which signal lecture structure. These markers can also be of assistance in L2 contexts such as new English Medium Instruction (EMI) scenarios, where the lecturer is not a native speaker of English. A small-scale investigation about the presence of these markers in EMI lecturer discourse is presented. Findings indicate that lecturers need a more overt signalling of lecture phases and a wider stylistic variety enabling them to do so. The paper concludes by suggesting that EAP materials for training students in listening comprehension could be a good resource to provide the lecturer with a repertoire of linguistic tools to structure their lecturers and in consequence facilitate comprehension for students.

Functional Analyses of Metadiscourse Markers in L2 Students’ Academic Writing

Stance in general and metadiscourse markers, in particular, have attracted the interest of several studies. Therefore, this study explores the use of metadiscourse in the second language (L2) academic writing by English as a foreign language (EFL) postgraduates in one of the Malaysian public universities. We analyzed the frequency and wordings of modality within the citations of the literature review chapters of 20 Ph.D. theses employing the Systemic Functional Linguistics. Data were analyzed manually utilizing the technique of quantifying the findings to highlight the similarities and differences in using metadiscourse markers. The findings revealed the dominance of full declarative clauses in both Applied Linguistics and Information Technology. Besides the Finite Modal Operators, Mood Adjuncts and Comment Adjuncts were also used to demonstrate modality with a variety in their stance, degrees, and frequencies. Pedagogically, these findings could help supervisors in identifying the implications of their students’ writings. In addition, students can be directed towards reading EAP textbooks and materials that are dedicated to areas of academic writing, metadiscourse markers, and citations.

The Effect of ESP on Learning EFL Skills (A Case Study of Different Faculties at Red Sea University)

This study presents and examine the specific needs of English language ESP for students of different faculties at Red Sea University. The study was carried out in five faculties using descriptive analytical method to find out How, ESP plays a vital role in the learning process nowadays The statement of the problem is that: most of Sudanese university do not have any kind of readymade EAP materials designed by experts in the field of syllabus design. The EAP teachers compile the EAP materials by themselves. most of the students conceive that the compiled material by the English language instructors is inadequate in some ways and should be developed to become effective in classes. Students, also, see that the English language instruction does not help them to acquire vocational English efficiently and it should be improved to increase their learning capacity in that type of ESP The Questionnaire as a research tool was distributed to 100 respondents (male and female students) of five faculties and the data was collected and analyzed by using tables of percentages for each scale in this study. In addition to the teachers Interview. The findings of the study reveal that A/Limited use of ESP books as reference caused Insufficient ESP Competencies. B/ Drawbacks in ESP materials are due to the absence of needs analysis in the process of syllabus design C/ Many of ESP learners in Sudanese higher institutions are not aware of both their learning and target situation needs. The results of the investigation have revealed the following: 1/. the respondents need the four skills in learning ESP as academic purpose with the following ranking: listening, reading, writing, speaking conversely for the career purpose with these four skills. 2/. many of ESP learners in Sudanese higher institutions are not aware of both their learning and target situation needs. The study concluded with some recommendations. 1/. the importance of determining the English language for specific purposes based on the students need and thus designing the courses based on this analysis gathered. 2/. ESP courses which are taught in Sudanese universities should be tailored to the students’ specific needs.

AN ANALYSIS OF AN EAP COURSE BOOK USED IN ISLAMIC HIGHER EDUCATION

Selecting EAP Course book which is suitable for Islamic Studies students is not an easy job to handle. To know the strengths and weaknesses of the course book, there should be an evaluation. This study evaluates English Textbook, Islamic Learning in EAP which is designed for undergraduate students learning Islamic Studies at Islamic Higher Education. Two points were addressed in this study: (1) has the content of textbook meet the criteria of Language teaching principles? (2) has the textbook followed proper EAP materials and tasks?This is a qualitative research with content analysis method. The data was the textbook of Islamic Learning in EAP by Ahwy Oktradiksa (2013). The content of course book was analyzed based on principles of language teaching by Paul Nation (2010) and design of EAP materials and tasks by Stoller (2016). The findings reveal the strengths and weaknesses of Islamic Learning in EAP. This study indicates that (1) the course book has poor quality and has not met the criteria of language teaching principles covering: (a) content and sequencing, (b) format and presentation, (c) monitoring and assessment; (2) the course book does not cover the content of EAP materials and tasks. It tends to present general English and does not stimulate to develop language and academic skills, critical thinking skills, introduce technology into learning activities and do not provide with some strategies to English test skills like TOEFL or IELTS. This study will contribute significantly to curriculum and materials developers, teachers, and students interested in EFL learning.

Investigating the Application of Needs Analysis on EAP Business Administration Materials

<p>This study is conducted to investigate the application of needs analysis in developing EAP materials for business administration students in two Sudanese universities. The subjects are 2 head departments of English language. To collect data, the researcher uses interview and content analysis. The study adopts the descriptive approach. The data of the study is analyzed qualitatively. The findings show that most of the business administration EAP materials in Sudanese universities are not based on needs analysis and are not relevant to the students' learning and target situation needs. The drawbacks in EAP materials, in Sudanese universities, are due to the absence of needs analysis practice in the process of syllabi design. Therefore, the researcher recommends the application of needs analysis in the process of course design to assure designing courses that are relevant to the students' actual needs. The EAP courses which are taught in Sudanese universities should be tailored to the students' specific needs.</p>

Genre analysis as a pre-instructional, instructional, and teacher development framework

The framework of genre analysis described in Swales (1990) has become arguably the most influential one for analyzing EAP learners' target discourse and for developing learner-responsive EAP materials at the pre-instructional stage. What other roles can genre analysis play in EAP teaching and learning? In this paper, I present multiple excerpts from a student's genre analysis tasks and from my own analysis of the same journal article introduction that the student analyzed. I look closely at one ‘incident' in which the student interpreted a statement in the genre exemplar as the authors' attempt to “create a gap of study.” Elaborating on this ‘incident,’ I argue that the genre analysis framework conceptualized by Swales (1990) can function simultaneously at three interacting levels: as a framework for analyzing learners' target discourse at the pre-instructional stage, as a framework for guiding learners to learn EAP writing during instruction, and as a framework for EAP teachers to continuously deepen their genre knowledge and their knowledge of students' target genres. I conclude by proposing two future research directions: focusing on studying learners who use genre analysis to learn EAP and focusing on learners' real needs in genre analysis research projects.

Perceptions of Medical Students and EFL Instructors of Their EAP Materials, Challenges and Implications for Iranian EAP Instructors

EAP textbooks and materials are probably the most important element in academic English courses in Iran. Therefore, their evaluation can help to identify their strengths and weaknesses, and hence, to improve their quality. The purpose of this study was to examine the perceptions of EFL instructors and medical students of their EAP textbook. It was also an attempt to find out about the challenges they may have in their teaching and learning contexts. To conduct this study, 175 medical students and 25 EFL instructors were selected from four medical universities. The instruments for gathering data were a questionnaire and interview. Statistical t -test and MANOVA were used for analyzing the data. The results of quantitative analyses showed that there was no significant difference between the students' and EFL instructors’ perceptions of their EAP textbook. However, there were significant differences between their perceptions of six different aspects of the textbook. Moreover, the qualitative data showed that overcrowded classes, lack of appropriate materials to the learners’ needs, lack of clear objectives in the EAP context, and shortage of time were the major challenges instructors and students are faced with. In conclusion, although there were positive perceptions of the textbook they use, most of the instructors did not think that it was enough for an EAP course. Besides, they believed that the number of the students in their classes should be reduced, there should be clear objectives for EAP courses, and based on such objectives, relevant materials should be designed and developed.

A novel discrete adaptive sliding-mode-like control method for ionic polymer–metal composite manipulators

Ionic polymer–metal composite (IPMC), also called artificial muscle, is an EAP material which can generate a relatively large deformation with a low driving voltage (generally less than 5 V). Like other EAP materials, IPMC possesses strong nonlinear properties, which can be described as a hybrid of back-relaxation (BR) and hysteresis characteristics, which also vary with water content, environmental temperature and even the usage consumption. Nowadays, many control approaches have been developed to tune the IPMC actuators, among which adaptive methods show a particular striking performance. To deal with IPMCs’ nonlinear problem, this paper represents a robust discrete adaptive inverse (AI) control approach, which employs an on-line identification technique based on the BR operator and Prandtl–Ishlinskii (PI) hysteresis operator hybrid model estimation method. Here the newly formed control approach is called discrete adaptive sliding-mode-like control (DASMLC) due to the similarity of its design method to that of a sliding mode controller. The weighted least mean squares (WLMS) identification method was employed to estimate the hybrid IPMC model because of its advantage of insensitivity to environmental noise. Experiments with the DASMLC approach and a conventional PID controller were carried out to compare and demonstrate the proposed controller’s better performance.

The first term at university: implications for EAP

This article examines the findings of a longitudinal study of the learning and use of English at an English-medium university in Hong Kong. The aim of the investigation was to track the learning experiences of a group of 28 undergraduates and to identify the challenges they faced when studying for their degrees in a second language. This article explores the language-related problems the students encountered in the process of adapting to an English-medium learning environment during the crucial first term. The data from the interview-based longitudinal study are supplemented by the findings of a large-scale questionnaire survey of freshmen at the same university. The evidence suggests that the students’ principal sources of difficulty were comprehending and using specialist vocabulary, understanding their professors’ academic requirements, and processing and producing key disciplinary genres. The article concludes by discussing the implications of the study's findings for EAP course and materials design.

DESIGNING EAP MATERIALS BASED ON INTERCULTURAL CORPUS ANALYSES: THE CASE OF LOGICAL MARKERS IN RESEARCH ARTICLES

The ultimate aim of intercultural analyses in English for Academic Purposes is to help non-native scholars function successfully in the international disciplinary community in English. The aim of this paper is to show how corpus-based intercultural analyses can be useful to design EAP materials on a particular metadiscourse category, logical markers, in research article writing. The paper first describes the analysis carried out of additive, contrastive and consecutive logical markers in a corpus of research articles in English and in Spanish in a particular discipline, Business Management. Differences were found in their frequency and also in the use of each of the sub-categories. Then, five activities designed on the basis of these results are presented. They are aimed at raising Spanish Business scholars' awareness of the specific uses and pragmatic function of frequent logical markers in international research articles in English.

Characterization and sensor application of cellulose electro-active paper (EAPap)

As a novel piezoelectric material, the mechanical and piezoelectric properties of cellulose electro-active paper (EAPap) were studied. Young’s modulus of piezoelectric EAPap was dependant on the material orientation as compared with other EAP materials. The highest Young’s modulus was obtained at 0° direction, while the highest direct piezoelectric charge constant was achieved at 45°. By measuring the induced output voltage from the thin piezoelectric cellulose film under the applied impact force, we demonstrate that piezoelectric EAPap film has a potential for sensor applications.

Fabrication of ionic polymer-metal composites (IPMCs) and robot design

This paper describes a method for preliminary manufacturing experiments on a type of smart materials-ionic polymer-metal composites (IPMCs). They belong to EAP materials and are famous for their capability of huge displacement within a low voltage (1−3 V). With best operation quality in the humid environment, they can be made as underwater robots in simple structures. In this paper, two purposes are embodied. One focuses on the research on the IPMCs characteristics, including the actuating principle, manufacturing process, and parameters of performance. The other is that a relevant robot driven by IPMCs strips is designed. According to imitation propulsion mechanism of undulatory fins, IPMCs are designed for a novel bionic water vehicle propelled by undulatory multiple fish-like fins (made by IPMCs). The robot consists of three fins on the bottom tightly contacting by plastic foils with each other.

When there is no perfect text: Approaches to the EAP practitioner's dilemma

This practitioner-oriented paper opens with an account of the difficulties EAP materials providers encounter in finding “perfect texts” for pedagogical purposes. It then discusses two alternative options. In the first, the materials writer creates a collection of source texts for class integration and summary work; in the second, the materials writer creates an imaginary student's responses to found or adapted source material. This second case is extensively illustrated, so that it becomes available as ‘freeware’. It is therefore argued that there is merit in the occasional use of instructor-written materials in selected EAP contexts. In closing, the paper places the elaborated case study in the wider context of more needing to be known about learner and instructor roles in advanced writing courses and workshops.

Why EAP is necessary: A survey of Hong Kong tertiary students

This article revisits a question posed by Hyland [(1997). Is EAP necessary? A survey of Hong Kong undergraduates. Asian Journal of English Language Teaching, 7, 77–99] in the Hong Kong higher education context: Is EAP necessary? The article presents the overall findings of a large-scale, multi-faceted investigation into the language problems experienced by Cantonese-speaking students at Hong Kong's largest English-medium university. Baseline data for the study were derived from a questionnaire survey of almost 5000 undergraduates from all 26 departments in the university. In terms of the number of student participants, the investigation is one of the largest ever undertaken in the field of EAP research. The findings from the student survey are illuminated by data from interviews with students and discussions with and surveys of departmental programme leaders. The findings indicate that a significant percentage of the subjects experience difficulties when studying content subjects through the medium of English. The evidence suggests that students’ problems centre on academic writing (particularly style, grammar and cohesion) and academic speaking (particularly grammar, fluency and pronunciation). The findings also indicate that students’ receptive and productive vocabularies are generally inadequate. Academic listening appears to present students with fewer difficulties than writing, speaking and reading. The article concludes by discussing the implications of the findings for EAP course and materials design in light of the changing tertiary-education landscape in Hong Kong.