Dissertations / Theses on the topic 'English for Academic Purposes EAP'
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Jordan, R. R. "English for academic purposes (EAP) and needs analysis: implications and implementation." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488346.
Full textA, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.
Full textHartill, Julie Ann. "The role and application of descriptive research to course design in EAP." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369355.
Full textAl, Ismaili Anwar A. S. "Ensuring the context validity of English reading tests for academic purposes (EAP) in Oman." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/15710.
Full textBell, Douglas E. "Practitioners, pedagogies and professionalism in English for Academic Purposes (EAP) : the development of a contested field." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38570/.
Full textLoi, Nguyen Van, and n/a. "Towards a syllabus for teaching academic writing to Vietnamese senior students of English." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060818.151036.
Full textRees, Geraint Paul. "A Phraseological multi-discipline approach to vocabulary selection for English for academic purposes." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/543839.
Full textKeefe, Karin. "The impact of English for Academic Purposes (EAP) programs on international students' success in university courses." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58527.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Nguyen, Nga Ngoc. "An evaluation study of an English for academic purposes program in a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2464.
Full textYin, Muchun. "A progressively focused qualitative study of teacher thinking in English for Academic Purposes (EAP) classroom language assesssment." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/0fd7c151-3121-48dd-9885-e7056aea38aa.
Full textHowell, Elizabeth. "Struggling to write : identity and agency in a pre-university 'English for Academic Purposes' program." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/80834.
Full textFrewin, Robert Duncan. "Ideation in ESL EAP teaching." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36558/1/36558_Frewin_1997.pdf.
Full textBush, Denise, and n/a. "Writing in the university : faculty expectations and overseas tudents' performance." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060622.132041.
Full textAlvarez-de-Galicia, Maria Guadalupe. "Reading in English for academic purposes (EAP) : the effect of background knowledge, with special reference to schema-directed processes." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/26085.
Full textLuyen, Pham Phuong, and n/a. "An investigation of the difficulties experienced by non-native speakers of English in academic listening." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060818.163103.
Full textNdimurugero, Speciose Ngirabakunzi. "Learning English for academic purposes in higher education in Rwanda : a case study of a College of Business and Economics." University of the Western Cape, 2015. http://hdl.handle.net/11394/4944.
Full textFindings also indicate other drawbacks such as some teachers' transmission of errors due to their low proficiency in the English language, their lack of common and well-designed EAP curricula, their lack of cooperation with non-language teachers, their delayed starting of classes and allowing a kind of laissez-faire and laissez-aller approach in classrooms, their lack of promotion of students' learning autonomy and problem-solving skills, their lack of language support to students, to cite but a few. Findings also indicate that teachers over-used pre-established materials that they had been recommended to use, using a teaching methodology known as PPP (Present Practise Produce) according to which teachers present an item or a skill and students are required to practise it before they become conversant with it. Furthermore, findings indicate a severe shortage of teaching and learning facilities. Findings concerning the language of instruction (English) indicate that it challenged students with an educational background in French. However, the students' French background and the widespread use of Kinyarwanda were also seen as an impediment to the implementation of EAP courses, but findings show that the shift from English to Kinyarwanda would help students understand the difficult concepts used in their academic subjects and safeguard Rwandan culture. Findings with regard to students' needs and expectations indicate that no opportunities were created for classroom interaction to enable students to think critically and comprehend the world and the word. Furthermore, teachers would fail to adjust the teaching and learning materials to suit students' needs. These materials were neither discipline-nor culture-related. To address the above-mentioned shortcomings, findings indicate that teaching and learning materials which incorporate discipline-related terminologies, Rwandan cultural artifacts, and world Englishes bear meaningful input and can raise students' motivation. They also indicate that students communicate better in Kinyarwanda and that the use of code switching helps students acquire both Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language proficiency (CALP). Concerning the above findings, therefore, recommendations are made to help the CBE and other institutions of higher learning in Rwanda and tertiary education settings in non-native English-speaking countries around the world to use EAP courses as a solution to students' language- related problems. Such recommendations are, to cite a few, teachers' shift from a banking to a problem-solving model of education, their switch to modes of communication other than the language of instruction to facilitate the teaching and learning process, teacher and student autonomy, accommodating students' voice in the teaching and learning process, the revision of criteria relied on to select language teachers, and in-service training for novice teachers. Other recommendations are CBE's partnership with other institutions of higher learning nationwide and worldwide, provision of learning and teaching materials, the government's mass consultation before the promulgation and implementation of any language policy, and the consideration of student errors as part of the learning process.
Olgun, Alison Alev. "The Influence Of Thematic Instruction On The Motivation Of Upper-intermediate Preparatory School Students Of English For Academic Purposes (eap) At Metu." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605064/index.pdf.
Full textreal life&rsquo
. Moreover, thematic instruction was seen to be a requisite in the new curriculum since content is a key motivating principle. Hence, since one of the main concerns was the motivation of students attending courses at the preparatory school, there was a need to examine whether using this mode of instruction at the upper-intermediate level was able to ameliorate student motivation. For this research, firstly a pilot study and then qualitative analysis using in-depth interviews developed on the basis of the pilot study was employed. Therefore, using a triangulation of different kinds of data on related questions, interviews were carried out with 14 students on three separate occasions at the end of each span from the upper-intermediate group, two administrators and six upper-intermediate instructors. From the point of view of the students it appeared that generally content encouraged learning and improved English proficiency if the themes/topics were found to be of interest. However, the degree of impact of the themes and topics on student motivation largely depended on whether the student was intrinsically motivated or not. If the student was intrinsically motivated, content had a nominal affect on motivating them. The study showed that if the themes are linear and have a parochial focus on topics, too much time is spent on a theme, a redundancy of lexical items are taught, unnecessary details are included, and difficult and academic language used, these led to student demotivation in respect of content. Thus, indicating a greater variety of content was needed.
Ahmed, Abir Gafar Abas Seed. "English for academic purposes faculty perceptions of curriculum quality at a tertiary institution in the State of Qatar : a mixed-methods study." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16092.
Full textEdmunds, Trevor. "Investigating perceptions of student engagement in class practices of Vietnamese learners of academic English." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98111.
Full textENGLISH ABSTRACT: Over the last 25 years socially-based SLA research has increasingly focused on contextual factors that constitute the local learning environments of learners of English as a second language in attempting to better comprehend the socially embedded nature of learning outcomes. These scholars have largely postulated language learning not only as the acquisition of linguistic knowledge in the abstract but rather as fundamentally constituted by participation in social praxis as situated within local sociocultural and institutional contexts. The emergence of „the social‟ in SLA research is especially significant to academic contexts in which learners belonging to diverse cultural and literacy traditions typically struggle to identify with target literacy practices of their academic communities. Drawing on a sociocultural approach and the community of practice construct, this thesis takes a qualitative approach. Through the analysis of teacher and student focus group data, this thesis sets out to illustrate learner and teacher articulations surrounding what constitutes learner engagement in an academic English program at an international university in Vietnam. The data collected in this study suggests that the focal learners perceived higher levels of learner engagement in learning contexts in which collaborative, dialogic activity was extensively integrated in the acquisition of target academic literacy practices. While the focal teacher articulations surrounding student engagement also took into account the importance of such collaborative class activity, the teachers did not attribute the same level of importance to it that the focal students did. This study concludes that teachers should extensively use activity frameworks within class that encourage group work in the learning of target academic literacy practices, especially academic reading and writing practices. Even where target practices will ultimately be elaborated and assessed on an individual basis, this study illustrates that collaborative dialogic frameworks seemed to provide students with opportunities to pool linguistic, content, and skills-related resources, thus allowing students to overcome learning difficulties associated with academic literacy practices. Ultimately, such activity frameworks appeared to mediate higher levels of student engagement within class activities, which students linked to more effective and enjoyable learning of academic English.
AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar
Hosogoshi, Kyoko. "Development and Validation of Skill-Integrated Tasks in EAP Contexts: A Focus on Input Processing Facilitation." Kyoto University, 2017. http://hdl.handle.net/2433/227645.
Full textCho, N. "An exploration of the nature of teacher/peer feedback interactions on pre-sessional English for academic purposes (EAP) courses in UK higher education." Thesis, Oxford Brookes University, 2011. http://radar.brookes.ac.uk/radar/items/89f553ce-015b-8cc3-308a-44a0bddbfccd/1.
Full textMironko, Beatrice Karekezi Uwamutara. "Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education." University of the Western Cape, 2013. http://hdl.handle.net/11394/2996.
Full textThis study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participants‟ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan students‟ advancement in English mastery. These same practices also serve to limit the students‟ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting students‟ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on „agency‟ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan students‟ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering.
South Africa
Maswana, Sayako. "A Cross-Disciplinary Genre Analysis of Research Articles: A Focus on Rhetorical Structures." Kyoto University, 2015. http://hdl.handle.net/2433/199406.
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新制・課程博士
博士(人間・環境学)
甲第19082号
人博第735号
新制||人||176(附属図書館)
26||人博||735(吉田南総合図書館)
32033
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 田地野 彰, 教授 西山 教行, 准教授 中森 誉之
学位規則第4条第1項該当
McLaughlin, James Patrick. "Student learning approach and motivational orientations in the tertiary context of the United Arab Emirates : implications for English for academic purposes course design." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/14940.
Full textWisaijorn, Patareeya, and n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure." University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.
Full textMcCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.
Full textZarrouk, Hajer. "The impact of problem-based learning methodology on learners of English for Academic Medical Purpose." Thesis, Le Havre, 2016. http://www.theses.fr/2016LEHA0025/document.
Full textThe purpose of this study was to consider the implementation of Problem Based Learning (PBL) as an epistemologically sound teaching methodology to teach English for Specific Purposes (ESP) and particularly English for Academic Medical Purposes (EAMP). The study examined whether PBL is compatible with language teaching and determined the benefits that this methodology can bring to ESP. The study also attempted to solve problems with English learning that were identified in the Preparatory Year Health Colleges (Female Branch) within Hail University, Saudi Arabia. A needs analysis was conducted in the institution to examine the English learning situation and better identify these learning problems. Then PBL was implemented to determine if it provided a possible solution to the issue. This entailed a change in the macro-methodological and micro-methodological levels, as Demaizière (1996) called ‘le niveau macromethodologique’ and ‘le niveau micromethodologique’ (p.66). In the empirical part of this study, a longitudinal study was conducted with 13 students who were observed through a period of 8 weeks and over five PBL tutorials, which took place over fifteen sessions. During these fifteen sessions, learners’ behaviors or indicators of autonomy were observed at the group level for the first and third session of each PBL tutorial and at the individual level in session 2. In general, the results favored the implementation of this approach in teaching English for Academic Medical Purposes (EAMP). They also showed that PBL can improve learners’ autonomy; enable learners to develop learning strategies; help learners harness their language skills; and learn content oriented to their field
Kalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process." Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.
Full textKedziora, Beata. "Wikis in teaching and learning a foreign language: A case study of wiki usage in the course Academic reading and writing for teacher candidates." Thesis, Stockholms universitet, Engelska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77585.
Full textClapham, Caroline Margaret. "The effect of background knowledge on EAP reading test performance." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239069.
Full textZhao, Jun. "Metaphors and Gestures for Abstract Concepts in Academic English Writing." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195298.
Full textNgoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Full textLee, Ena Grace. "Negotiating the "critical" in a Canadian English for Academic Purposes program." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31379.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Rafik, Khan Shameem Mohd. "The development of a materials training framework for English for academic purposes." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30947.
Full textHanks, Judith Ingeborg. "Exploratory practice in English for academic purposes : puzzling over principles and practices." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595649.
Full textБашлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Written peer response is an important tool in English for academic purposes." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65219.
Full textDevi, Sarojani. "Validating aspects of a model of academic reading." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/296771.
Full textBurnett, D. F. "Towards a taxonomy of items for listening comprehension in English for academic purposes." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380816.
Full textLima, Adriana Monteiro. "The Canadian language benchmarks and English for academic purposes : a socio-semiotic approach." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28368.
Full textAbdulkader, Abdulkader. "A sociolinguistic study of postgraduate students' perceptions of using English for academic purposes." Thesis, Cardiff Metropolitan University, 2009. http://hdl.handle.net/10369/848.
Full textKirk, Steven Ewen. "Enacting the curriculum in English for Academic Purposes : a legitimation code theory analysis." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12942/.
Full textJames, Gregory Cyril. "Considerations in the design of an oral test in English for academic purposes." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534676.
Full textDodson, Eric Dean. "Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1639.
Full textHamakali, Hafeni Pamwenase Shikalepo. "Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction." University of the Western Cape, 2018. http://hdl.handle.net/11394/6621.
Full textThis study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has been increasing criticism of standardised test and examinations and it has brought into question the value of other indirect approaches to language assessment (Reeves, 2000; Sharifi, & Hassaskhah, 2011; Tsagari, 2004). The study draws its theoretical foundation from the constructivist’s view of education (Canagarajah, 1999; Schunk, 2009; Vygotsky, 1962). The study embraces the interpretivist approach to research which tends to be more qualitative, and is open to diverse ways that people may understand and experience the same non-manipulated objective reality. The participants in this study are students and lecturers of the English for Academic Purposes course at the University of Namibia Language Centre. The study employs a qualitative research design, along with triangulation, where qualitative data was collected through lecturer interviews, lesson observations, multiple intelligence inventory, and student focus groups discussions. The study adapted the thematic approach of data analysis where the data were analysed and presented under themes derived from the research questions of the study. The findings indicate that, there was a limited stock of assessments that suits the classification of alternative assessment, namely: checklists, student-lecturer question techniques, and academic essay. The findings reveal some factors that influence the integration of alternative assessment in academic writing instruction, such as: lecturers and students’ knowledge of assessment, students’ assessment preferences, authenticity, classroom setup, and feedback. The findings also showed that the assessment practices that were used by the lecturers did not seem to fulfil the ideologies advocated in Gardener’s (1984) theory of Multiple Intelligences. However, the study found that the students and lecturers’ attitude which was skewed towards the positive direction may be an indication that there could be hope for success in attempts to integrate alternative assessment in academic writing instruction.
Kawanishi, Kei. "Constructing a genre-based instructional model for English academic writing: A focus on learners’ discourse-level errors." Kyoto University, 2019. http://hdl.handle.net/2433/236632.
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新制・課程博士
博士(人間・環境学)
甲第21471号
人博第872号
新制||人||209(附属図書館)
2018||人博||872(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 桂山 康司, 准教授 DALSKY,David Jerome, 教授 田地野 彰
学位規則第4条第1項該当
Tsegay, Tesfay Solomon. "English for specific academic purposes : a case study of English for law at the Ethiopian Civil Service College." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405242.
Full textRhodes, Christy Michele. "Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4568.
Full textUhrig, Karl. "Sociocognitive influences on strategies for using language in English for academic purposes two case studies /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223043.
Full text"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2085. Adviser: Martha Nyikos.
Issitt, Stephen. "Evaluating the impact of a Presessional English for Academic Purposes Programme : a corpus based study." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7080/.
Full textUthaipattrakoon, Kasama. "Linguistic analysis of English texts for academic purposes and material design for Thai university students." Thesis, Uthaipattrakoon, Kasama (1989) Linguistic analysis of English texts for academic purposes and material design for Thai university students. PhD thesis, Murdoch University, 1989. https://researchrepository.murdoch.edu.au/id/eprint/51510/.
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