English For Academic Purposes Learners Research Articles

The Effectiveness of Developing the Mobile Application for Learning English for Academic Purposes in a Thai Regional University

The objectives of this research were to develop and test the efficiency of a mobile application for promoting out-of-class English practice for Thai university students enrolling in an English for academic purposes course. This mobile application featured interactive flashcards, multiple-choice quizzes, matching quizzes, spelling quizzes, and a news-update page. The participants in this study were 79 undergraduate students divided into two groups based on their voluntary use of the application. In the experimental group, after the pre-test, sixty-three students downloaded and used the application for one month, while the control group consisted of the 16 students who did not download or use the app after the pre-test. Both the pre-test and post-test consisted of listening, vocabulary, grammar, and reading. Their pre-test and post-test scores were compared by using the pair-sample t-test in the experimental group, and the Wilcoxon signed-rank test was used in the control group. Additional data regarding the usability and perceived effectiveness of the app were collected using an online questionnaire and analyzed using the mean and standard deviation. It was found that students who used the app performed significantly better in their post-test than in their pre-test, but that was not the case for students in the control group who did not use the app. The data from the questionnaire show that users were satisfied with the app features and frequently used the matching quizzes, usage quizzes, and meaning quizzes. They also agreed that the app was usable and effective, and they supported further development in terms of contents. This shows that the application should be implemented in order to increase achievement in learning English for specific purposes.

A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing

Abstract This study investigates whether cross-disciplinary academic collocation lists are of equal importance to EAP (English for academic purposes) learners across different disciplines. We target Ackermann and Chen’s (Ackermann, Kirsten & Yu-Hua Chen. 2013. Developing the Academic Collocation List (ACL)–A corpus-driven and expert-judged approach. Journal of English for Academic Purposes 12(4). 235–247) Academic Collocation List (ACL) and conduct a frequency, coverage, and dispersion analysis of its 2,464 pairs in the British Academic Written English (BAWE) corpus. Using BAWE data, we also examine whether university students increase use of academic collocations across years. Generally, our results indicate that cover-all academic collocation lists, like academic word lists, show uneven frequency distributions across disciplines; the ACL covers considerably more word combinations in soft than hard sciences. According to our dispersion analysis, furthermore, an important cause for such skewed distributions is that a substantial part of the ACL (i.e., almost 25 %) is in actuality discipline-specific rather than generic collocations. In terms of collocation development, we do observe steady increases across years. Interestingly, university students throughout levels not only use more academic collocations, but display a stronger tendency to raise the proportion of discipline-specific collocations in writing. This study is novel as it systematically examines distributions and developments of academic collocations, and is pedagogically valuable in that it collects 483 ACL entries which are suitable targets for EAP learning.

Avoiding Plagiarism: Perception of Undergraduates on Referencing When Learning English for Academic Purposes (EAP) at a Private University in Sri Lanka

This study examines undergraduates’ perception on referencing which is taught to them in the course English for Academic Purposes (EAP). The objective of the research is to identify the extent to which awareness of academic referencing is perceived as significant by undergraduates at a private university where they follow EAP as a core module in their first year. The study examines the extent to which these undergraduates are adhering to their institutional academic integrity policy. An online questionnaire was administered among 400 undergraduates, inquiring about their experience in avoiding plagiarism, a form of academic dishonesty, and how much they are aware on overcoming this type of academic deceit. Additionally, attention was focused on examining how plagiarism is avoided with the advancement of technology where online based plagiarism is found to be common among undergraduates. According to the findings of the study, many undergraduates refer online resources when submitting their work and they mention that they follow proper referencing strategies when submitting their work; additionally, they are aware of the plagiarism policy maintained by their institution as well as by their lecturers and the penalties that follow. However, one of the key findings which is significant and should be noted is that, many undergraduates mention that they do not get adequate training or practice on referencing other than the exposure they get during their first year at the university.

A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP

ABSTRACT Conducted in a Chinese university, this study tracked eight students’ changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom observation, students’ writing drafts and assignments before, during and after the course, and pre- and post- interviews and informal dialogic communication with the students and the teacher. Findings showed that the students generally started with monolingual and language separation beliefs. Throughout the course, the teacher’s demonstration and encouragement of strategic translanguaging had different impact on individual students’ beliefs and practices of translanguaging, and three typical patterns emerged: (1) deepening understanding and developing more strategic practice of translanguaging in academic activities, (2) gradual shifting from monolingual to multilingual mind-set, and (3) conflicting beliefs and lack of strategic practice of translanguaging. In light of these findings, this article examines translanguaging pedagogy with a critical lens, highlighting the complex and dynamic interaction between students’ preexisting beliefs and language ideologies and their responsiveness to teacher’s pedagogy. It also discusses the potential roles translanguaging pedagogy could play in university students’ learning of academic language and content.

Developing academic oral skills using the video pitch as a learning strategy

This research reports on the success of an online oral task developed for English for Academic Purposes learners in a Brazilian university context, which required recording and submitting a short video pitch about the students’ own research. We discuss the contributions the task brought to improving oral academic skills, focusing on the videos and comments posted in the online forum, and the students’ self-evaluations. Our results indicate that issues such as identity, agency, and autonomy play an important role in the teaching and learning of EAP and deserve attention when designing materials for students in this specific context.

Indonesian EFL Students’ Autonomus Learning Implementation in Online Learning

Although studies on online learning have been widely discussed, most of the studies still focus on the students’ experiences adjusting to online learning. However, few studies have analyzed students’ experiences in online learning regarding autonomous learning implementation. This study aimed at identifying Indonesian EFL students' autonomous learning implementation in online learning. A questionnaire adapted from Khotimah et al. (2019) and Hidayati and Husna (2020) was used as a single instrument to obtain data from EFL students from 22 universities around Indonesia. This study sample was selected using a random sampling technique, and the data was analyzed using a simple percentage statistics formula. The results showed how students learned English online in four areas: listening, reading, speaking, and writing. They also showed how the students felt about online learning on their own. These experiences relate to students’ experiences selecting learning materials and learning activity preferences. These preferences are divided into learning English for academic purposes and learning English for pleasure. However, regarding students’ efforts to foster their autonomous online learning, the students had implemented three categories of autonomous learning, namely the initiating process, monitoring process, and evaluating process in their learning process. Hence, the research results are expected to provide new insights for the readers about implementing online learning, which can support the students to be more autonomous learners.

How Instagram as a MALL tool impacts EAP learners' technical vocabulary learning and perceptions in an electronic context.

Mobile-assisted language learning (MALL) technology and the link it creates with language education domains made researchers interested in the plausible effects of MALL tools on English for academic purposes (EAP) students' language development. Likewise, this study investigated the effect of Instagram as a MALL tool on technical vocabulary knowledge of Iranian EAP university students (physical education major) in an electronic course conducted via Adobe Connect as well as their perceptions and attitudes toward Instagram. In a pretest-posttest quasi-experimental research design, 60 EAP university students at the intermediate level were randomly assigned to a control group and an experimental group who practiced technical vocabulary in physical education via different tasks on Instagram. Both groups participated in an online pretest and posttest of technical vocabulary, yet only the experimental group completed a questionnaire about their perceptions and attitudes toward Instagram. The repeated-measures two-way ANOVA on the test scores indicated that the experimental group outperformed the control group in learning technical vocabulary. Further, analysis of the responses to the questionnaire revealed positive perceptions and attitudes toward Instagram as a supplementary MALL tool for learning technical vocabulary. The findings encourage EAP instructors to use Instagram as an accessible MALL application to share their teaching materials with learners.

Exploring L2 Motivational Dynamics Among Chinese EAP Learners in an EMI Context From a Socio-cultural Perspective

This paper reports the findings pertinent to the motivational dynamics in learning English for Academic Purposes (EAP), which are a part of a large-scale mixed-methods study. The study was aimed to explore the adaptation of a cohort of Chinese tertiary students when transiting to an English-as-Medium-of-Instruction (EMI) university from Chinese-medium schools in China. Data sources include a questionnaire survey and semi-structured interviews over a 10-month length of time. Analysis of the quantitative data revealed that the participants became much more strengthened in the overall and dimensional level of motivation after being engaged into EAP learning at the EMI context for two semesters. The qualitative results indicated that the consolidation of the participants’ motivation might result from the newly mediational roles of socio-cultural elements at the EMI environment pertaining to the learning discourses, cultural artifacts, important others and the study of content subjects with the target language. This study crystallizes the situationally constructed disposition of second language (L2) motivation which is responsive to context. The pedagogical implications for EAP teaching are also discussed.

Developing Android-Based Teaching Modules Using MIT App Inventor

Using android-based in the process of teaching and learning is one of attempts in elevating education quality. However, some teaching and learning sources are still paper based. This study was conducted to develop android-based teaching module for academic reading students in English Education Department. Applying RnD as research design, the researcher did data collection, preliminary study, need analysis, product construction, product implementation, evaluation, and product revision. The subject of this study is fourth semester students of IAIN Kediri majoring academic reading. After analyzing student's need and syllabus, the researcher designed the module three levels of exercise: easy, medium, and hard. This is aimed to know that the student’s proficiency is surely improved. The module was developed using MIT App Inventor. After that, the product was validated by expert and implemented on students. The result shows positive response. In summary, the android-based module for academic reading is appropriate to facilitate students in learning English for academic purposes, especially reading.

Open Access Academic Lectures as Sources for Incidental Vocabulary Learning: Examining the Role of Input Mode, Frequency, Type of Vocabulary, and Elaboration

Abstract Open access academic lectures are potential sources for incidental vocabulary learning. These lectures are available in various formats (transcripts, audios, videos, and video with captions), but no studies have compared the learning of vocabulary in these lectures through different input modes. This study adopted a pretest–posttest design to compare learning at the meaning recall level of 50 words in the same academic lecture through five input modes: reading, listening, reading while listening, viewing, and viewing with captions. One hundred sixty-five English for Academic Purposes learners in China were assigned to five experimental groups and a control group. The experimental groups received the treatment with the assigned input mode while the control group received no treatment. Results show that although learning occurred through all input modes, only viewing significantly contributed to the learning gains. Frequency of occurrence and type of vocabulary significantly predicted the learning gains, but the type of verbal elaboration and nonverbal elaboration did not. This study provides further insights into the value of academic lectures for incidental vocabulary learning and supports the multimedia learning theory and its principles.

The Impact of Gamification “Kahoot App” in Teaching English for Academic Purposes

Incorporating gamification into foreign language learning is a successful and effective strategy for improving learners' level of language skills and helping them to master communication with others. This study aimed to determine the impact of Kahoot, a gamification-based technological application, on English language vocabulary for academic purposes and motivation. Thus, 60 students were selected from among the university students enrolled in the English Language for Academic Purposes course. These students were randomly split into two equal classes: the control and experimental groups. English vocabulary Test was given to both groups following a pre-test, with the experimental group receiving Kahoot instruction while the control group received traditional instruction. The teaching continued for ten weeks, after which the students were tested with a post-test on the same vocabulary learned. Moreover, a motivation scale was used to identify the effect of Kahoot in enhancing the students' motivation toward learning English for academic purposes. The results showed positive results on the extent of the positive impact (of the Kahoot learning tool based on gamification) in learning English vocabulary for academic purposes and motivation.

TEACHING EAP TO DIGITAL GENERATION LEARNERS: DEVELOPING A GENERATION-SPECIFIC TEACHING STRATEGY

The article focuses on developing an English language teaching course for the students of the digital generation in non-linguistic specialties. To develop the course, a theoretical analysis of the scholarly literature on the digital generation student characteristics and their attitude to online and blended learning environments was conducted. In addition, the empirical data obtained through pre/post-tests and a survey of the students who enrolled in an English for Academic Purposes (EAP) course was analysed. The experimental groups were offered an EAP course specially designed for digital generation students and the control groups were offered a traditional EAP course. The pre-instructional questionnaire was developed to identify the behaviour of the digital generation students in the context of foreign language learning. The end-course survey was used to analyse whether the participants’ perception of foreign language learning changed after completing the course. The pre-instructional and post-study language proficiency scores were compared across the experimental and control groups. The research findings indicated that the experimental groups showed a significant advantage over the control groups and expressed more positive attitudes to learning EAP. Practical implications suggest that tailoring foreign language teaching to the basic characteristics of digital generation learners can significantly improve its efficiency, resulting in a higher level of foreign language proficiency and leading to increased motivation to study a foreign language.

The relationship between L2 motivation and transformative engagement in academic reading among EAP learners: Implications for reading self-regulation.

This study examined the relationship between L2 motivation and engagement in academic reading skill from the lenses of L2 motivational self-system and transformative experience. More specifically, following the transformative experience (TE) framework, we investigated the level of students’ engagement in academic reading skills inside and outside English classes. We also explored what motivational factors act as strong predictors of transformative experience and whether L2 motivation and engagement of students differ across different disciplines. Stratified purposive sampling was followed to recruit 419 undergraduate English for academic purposes (EAP) students studying in different majors. As such, we developed a questionnaire for measuring TE and utilized a pre-established questionnaire to operationalize L2 motivational self-system. We found that L2 motivation significantly covaried with students’ level of engagement in English academic reading skill. Furthermore, the results of multiple regression analysis revealed that L2 learning experience and ideal L2 self were strong predictors of transformative engagement; ought-to L2 self played a marginal role in the occurrence of TE. Discipline-wise, Life Sciences students were considerably more motivated than those in Arts and Humanities. However, no significant difference was observed in the extent of transformative engagement among students across disciplinary groups. Implications for EAP instructors, educational authorities, and material and curricula developers are discussed.

Effects of Adjunct Model of Instruction on EAP Learners’ Reading Comprehension Skill

With the quick transition to online teaching during the COVID-19 pandemic, it is vital to take the recent development in language teaching methodology into consideration, especially the pedagogical utility of new models of English for Academic purposes (EAP). Accordingly, the main objective of the present study was to investigate the efficacy of the adjunct model in improving the overall reading comprehension skills of Iranian architecture students in online EAP courses. To this end, from the population of students studying architecture at the Isfahan University of Art, three intact classes, each with 35 sophomore students were selected. While the first class was taught by a language teacher (the Language-driven Group) and the second class received instruction from a content teacher (the Content-driven Group), the third class was taught by applying the adjunct model involving both content and language teachers. At the end of the semester, a reading comprehension test was administrated to all students. The analysis of the data through running a one-way ANOVA and post hoc analysis revealed that the students in the adjunct class outperformed their peers in the other two classes on the reading comprehension test.

Teaching Multimodal Metadiscourse in English for Academic Purposes

On the one hand, metadiscourse consists of discourse markers that do not add propositional content to discourse. On the other, multimodality is based on a functional analysis of language and includes all semiotic systems and resources. The two fields of knowledge make up multimodal metadiscourse. As both text and images are useful to guide readers in English for academic purposes (EAP), I included them in this analysis on multimodal metadiscourse performed for teaching purposes. The main objectives of this paper are, first, to identify the textual and visual metadiscourse devices used by EAP learners enrolled in an engineering degree and by engineers in research papers. The second is to compare the frequencies of the multimodal metadiscourse devices used by engineering learners and researchers in order to propose some hints that may be useful for EAP teachers. To this end, I compiled and analysed two corpora: one made up of research papers and the other consisting of material written by English learners, both on engineering. The results showed the features of multimodal metadiscourse still to be acquired by EAP learners. After that, some tips were suggested for the design of activities taking into account the results and examples extracted from the analysis of the two corpora. Finally, conclusions were drawn on the most frequent multimodal metadiscourse devices used and their possible use in teaching EAP.

RETRACTED: The Impact of WebQuest-Based Sheltered Instruction on Improving Academic Writing Skills, Soft Skills, and Minimizing Writing Anxiety

WebQuest is an inquiry-oriented learning tool in which the majority of the information learners interact with, comes from Internet resources, according to Bernie Dodge, who conceived and named the concept (Dodge, 1997). Students are given a job and instructed to do it using Web resources. The current study explores the impact of learning in a sheltered Internet environment, “WebQuest,” on improving the academic writing skills of English for Academic Purposes (EAP) non-native English speakers. It also investigates the impact of using sheltered online instruction on improving the soft skills of EAP language learners. In addition, the study assesses the impact of sheltered online instruction on reducing the writing anxiety levels of writers in the International English Language Testing System (IELTS; Writing Task 1 and 2). To reach such end, three groups of EAP learners were selected to participate in the study adopting three learning styles: sheltered online instruction (the experimental group, 15 ESP university students), unsheltered online instruction (free Google search) (the first control group, 19 students), and sheltered offline instruction (the second control group, 20 students). Instruments used included a sample of the IELTS writing test, Brookings Soft Skills Rating Card, and Second Language Writing Anxiety Inventory (SLWAI). Sequential exploratory mixed method was used as it consists of both quantitative and qualitative data analyses for the elaborate explanation of results. Successive rounds of data analyses showed the plentiful gains of the EAP students in their academic writing skills and the level of their soft skills. It is also revealed that EAP students are not as anxious and reluctant to write as before. In addition, the analysis of the students’ responses to the semi-structured interview revealed that learning in sheltered Internet environments represents an interesting as well as motivating learning experience. Therefore, it is necessary for WebQuest to be implemented as a sheltered online instruction strategy in language learning and to design sheltered Internet environments other than WebQuest to improve the quality of the teaching process.

Grammatical Cohesion in Argumentative Essays by International EAP Learners in New Zealand

The challenges encountered by non-native English-speaking students in writing cohesive essays have been canvassed in scholarly research. However, cohesion problems in essays written by international English for Academic Purposes (EAP) learners in the New Zealand context do not appear to be addressed adequately. This may pose a challenge for educators when trying to unpack the issues these learners encounter in written discourse and how best to address such issues. Therefore, this paper aims to investigate grammatical cohesion in EAP learners' argumentative essays. The main instrument for this study was a sample of 37 argumentative essays written by international EAP learners at a tertiary institution in New Zealand. The study utilized AntConc software for analyzing instances of reference and conjunctions in the data. Frequencies of ellipsis and substitution were analyzed manually. The findings show that learners employed a variety of grammatical cohesive devices in their writing. The learners prominently used references and conjunctions. However, limited use of substitution and ellipsis was obvious in the essays, which seems to suggest that learners need further training on grammatical cohesive devices and how to employ them in written discourse.

Impact of Writing Strategy Instruction on the Writing Performance of Undergraduate EAP Learners in Pakistan

Second language writing research reveals learners performing poorly on writing tasks because of inadequate writing development resulting from ineffective writing instruction. This scenario prevails at the local higher education where the students are under prepared in academic English, which poses a challenge to them in coping with their studies; and English language teachers, are challenged to equip these students with the academic writing skills. This prompted the authors to plan a pedagogical intervention which is reported here. The study investigated the impact of explicit writing strategy instruction on the writing performance of 40 undergraduate students enrolled in English for academic purposes (EAP) course at a university in Pakistan. Employing the positivist paradigm and quantitative approach, a single group quasi-experimental study with an intact group of students was carried out. Participants’ choice of writing strategies (WS) (cognitive, metacognitive and social) for the writing process (pre-writing, drafting and reviewing) using a 5-point Likert scale, and a writing test for writing performance scores were the measures used prior and after the intervention to gather data for studying the impact of WS on WP. The intervention comprised orientation about the writing process and writing strategies followed by teacher- facilitated application of writing strategies on various academic writing tasks. The findings reveal explicit instruction helpful in teaching students WS which improved their WP. The study contributes to the limited empirical research about pedagogical intervention in second and academic writing in the context and the findings are significant for EAP teachers in similar settings to provide the much -needed academic support to the learners.

BIOLOGY STUDENTS’ PERCEPTIONS OF INTERNET RESOURCES IN LEARNING ENGLISH FOR ACADEMIC PURPOSES

The outbreak of Coronavirus disease (COVID-19) has accelerated the process of digitalization in higher education setting and the field of learning English for academic purposes is no exception. An adequate selection of available online resources of high didactic and pedagogical value that could facilitate EAP learning is an urgent issue. The aim of the article is to investigate biology students’ evaluation of 6 internet resources (FutureLearn, Khan Academy, tutorial channels on Youtube (namely, CrashCourse and RicochetScience), Quizlet, Kahoot, Crossword Labs) that were used during the academic year 2020-2021 as supplementary tools for achieving learning objectives in the framework of disciplinary course ‘English for Biologists (freshmen).’ In order to achieve the purpose of the research quantitative and qualitative surveys were conducted among first-year biology students. Collected data revealed their preferences regarding 3 sections in the evaluation of internet resources: design (user-friendly browsing, absence of technical errors), information reliability and accuracy, promotion of learners’ interaction and engagement. Also, the data showed students’ self-assessment of linguistic skills they improved by utilizing these resources. The study of students’ perceptions of internet resources helps to define useful internet tools to make distant learning of Academic English for Biology more meaningful and effective.

Towards a non‐dichotomous view of motivators and demotivators in language learning

AbstractThis study explores the motivational dynamics and motivational factors of 60 first‐year English for Academic Purposes learners. Data were collected over a 10‐week period by means of motivation journals and focus group discussions. The findings indicate that students’ motivation levels changed frequently from day to day and that motivational factors can serve as both motivators and demotivators as their strength and polarity change according to initial conditioning and the complex interactions of factors within and outside of the classroom context. We argue that the practice of categorizing contextual factors as motivators or demotivators be abandoned, and in its place a non‐dichotomous view of motivators and demotivators in language learning be adopted.