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1
Jordan, R. R. "English for Academic Purposes (EAP)". Language Teaching 22, nr 3 (lipiec 1989): 150–64. http://dx.doi.org/10.1017/s026144480001483x.
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Pandey, Gopal Prasad. "English for Academic Purposes: Theory, Trends and Practices". Education and Development 29 (1.12.2019): 1–14. http://dx.doi.org/10.3126/ed.v29i0.32562.
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English for academic purpose (EAP) emerged as a branch of English for specific purposes in the early 1980s. EAP grounds English language teaching in the linguistic demands of academic context, tailoring instruction to specific rather than general purposes. There is a growth of interest in EAP in the recent years. The interest in EAP developed in response to the growing need for intercultural awareness and of English as a lingua franca (ELF). EAP has become a major area of research in applied linguistics and focus of the courses studied worldwide by a large number of students preparing for study in colleges and universities. The increase in students’ undertaking tertiary studies in English-speaking countries has led to a steady demand for the courses tailored to meet the immediate, specific vocational and professional needs. Thus, most universities in the present day world prioritize the role of academic skills. The aim of the paper is to examine the key approaches to the teaching of English for academic purposes, current trends in teaching EAP, and to argue the centrality and significance of EAP in the academia. The paper concludes by arguing that a greater emphasis needs to be placed on methodology in EAP.
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Leung, Constant, Jo Lewkowicz i Jennifer Jenkins. "English for Academic Purposes: A need for remodelling". Englishes in Practice 3, nr 3 (1.07.2016): 55–73. http://dx.doi.org/10.1515/eip-2016-0003.
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AbstractEnglish for Academic Purposes (EAP) is an established domain of research, teaching, and assessment within additional/second language education. In this article we examine the conceptualisation of English that underpins much of its current thinking and pedagogic practice, and raise questions of validity and claims of ‘fit-for-purpose’. In particular we explore issues underpinning EAP assessment and argue that there is a need to reconceptualise the basis of the language model. We propose that given the complex and changing practices in academic communication, there is a good case for broadening the established understanding of Academic English to better reflect target language use. The principles and arguments underlying this discussion are relevant to assessment as well as to EAP more broadly.
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Berardo, Marcellino, i Kellie Smith Herrod. "Teaching English for Academic Purposes in the KU Academic Accelerator Program". Issues in Language Instruction 4 (10.01.2018): 20. http://dx.doi.org/10.17161/ili.v4i0.7008.
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The Kansas University Academic Accelerator Program (KUAAP) is new to the University and brings with it a reconceptualization of the first year experience for newly arrived international students who have not yet fulfilled the University’s English as a second language requirements. In their first two terms, international students in KUAAP take classes in English for academic purposes (EAP) alongside General Education (Gen Ed) courses. By their third term, students no longer take EAP classes.
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Berardo, Marcellino, i Kellie Smith Herrod. "Teaching English for Academic Purposes in the KU Academic Accelerator Program". Issues in Language Instruction 4, nr 1 (10.01.2018): 20–24. http://dx.doi.org/10.17161/ili.v4i1.7008.
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The Kansas University Academic Accelerator Program (KUAAP) is new to the University and brings with it a reconceptualization of the first year experience for newly arrived international students who have not yet fulfilled the University’s English as a second language requirements. In their first two terms, international students in KUAAP take classes in English for academic purposes (EAP) alongside General Education (Gen Ed) courses. By their third term, students no longer take EAP classes.
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JARVIS, HUW. "Internet usage of English for Academic Purposes courses". ReCALL 13, nr 2 (listopad 2001): 206–12. http://dx.doi.org/10.1017/s0958344001000623a.
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This paper begins by documenting general usage of the Internet as a tool for delivery of English for Academic Purposes (EAP) courses. It then goes on to illustrate how a number of specific internet-based classroom activities might be integrated onto EAP courses in order to equip non-native speakers with the main skills that they are likely to need when following an academic course at a British university.
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Ilchenko, Olga, i Natalia Kramar. "ENGLISH FOR ACADEMIC PURPOSES: KEEPING UP WITH THE TIMES". Studia Linguistica, nr 16 (2020): 40–57. http://dx.doi.org/10.17721/studling2020.16.40-57.
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English language education, especially in light of the status of English as present-day lingua franca, has become a prolific field of research, and no less prolific area of practical application internationally. Through a critical literature review, the current study addresses one of its most prominent subfields – English for Academic Purposes – with special emphasis on academic writing. We briefly touch upon its evolution and identify the terminological ambiguities involved in EAP conceptualization within the broader framework of ESP (English for Specific Purposes). By examining the changes that academic English is undergoing today due to the overwhelming influence of L2 speakers’ varieties (termed “similects” by Anna Mauranen), we elucidate how English as a Lingua Franca movement can benefit and enrich EAP pedagogic practice. We also discuss how EAP fits within the latest CEFR guidelines, paying close attention to mediating skills, critical thinking and integrative thinking skills, which, as we argue, need to be more extensively incorporated into academic writing instruction. We discuss the rationale and the methodological principles of English for Research Publication Purposes as a new offshoot of EAP, which combines genre-based instruction with the exploration of multiple non-linguistic issues, involved in academic publishing, such as interaction with editors and gatekeepers, choosing a suitable journal, navigating the review process. We hope to demonstrate that EAP teaching, and especially academic writing instruction, is in need of major revision to overcome the yawning gap that currently exists between theory and practice.
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Pack, Austin, i Alex Barrett. "A Review of Virtual Reality and English for Academic Purposes". International Journal of Computer-Assisted Language Learning and Teaching 11, nr 1 (styczeń 2021): 72–80. http://dx.doi.org/10.4018/ijcallt.2021010105.
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Virtual reality (VR) has garnered increasing attention as a pedagogical tool for language learning. Yet, despite the many affordances of using virtual reality learning environments (VRLEs), there remains a paucity of research investigating the use of VRLEs for English for academic purposes (EAP). While BALEAP '19 conference presentations related to VR were well attended, suggesting there is interest in VR and EAP, many practitioners and researchers may be hesitant to explore using VR for EAP due to difficulties in selecting suitable equipment, understanding VR related terminology, and selecting or creating appropriate VRLEs for their pedagogical and research purposes. The objective of this article is to reduce the difficulty of some of these initial obstacles by providing overviews of relevant literature, VR terminology, technology, and software, as well as providing examples of potential uses of VR for EAP and a framework for investigating VR in EAP pedagogy and research.
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Kohnke, Lucas, i Andrew Jarvis. "Coping with English for Academic Purposes Provision during COVID-19". Sustainability 13, nr 15 (3.08.2021): 8642. http://dx.doi.org/10.3390/su13158642.
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COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.
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Nicholls, Karen. "Illuminating expertise in academic language development: English for Academic Purposes practitioners in the UK". International Journal of English for Academic Purposes: Research and Practice 2021, Autumn (1.09.2021): 167–90. http://dx.doi.org/10.3828/ijeap.2021.11.
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This qualitative case study focuses on English for Academic Purposes (EAP) practitioner accounts of student academic language development at a UK university. EAP practitioners are often uniquely well placed as experts in the complexities of language development and academic language choices which vary according to discipline, epistemological stance, and genre. However, their expertise is often misunderstood or misrepresented. This study contributes to debates on academic language development by using a variation on nominal focus group technique to capture the expertise of EAP practitioners and by applying a lens of language as a social semiotic. Thematic analysis establishes four EAP practitioner discourses: the WHAT and the HOW of language development, and CONTEXTUAL CONSIDERATIONS and DECISION-MAKING in language development. The significance of this study lies in the illumination of experienced EAP practitioners’ expertise through a framework that can inform conversations about language development policies at institutional level.
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Klímová, Blanka Frydrychová. "PEDAGOGICAL APPROACHES AND PRINCIPLES TO THE TEACHING OF ENGLISH FOR ACADEMIC PURPOSES". Discourse and Interaction 7, nr 1 (30.06.2014): 19. http://dx.doi.org/10.5817/di2014-1-19.
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As internationalization and globalization in higher education intensifi es, there are ever increasing numbers of students who travel beyond their own country’s borders to study. Thus, English for Academic Purposes (EAP) is a methodology which is at once growing in importance and becoming more widespread. Therefore the purpose of this article is to discuss eight pedagogical principles and approaches to the teaching of English in an academic environment, which can help to enhance both non-native students’ and academics’ learning of EAP. These approaches and principles refl ect unique conditions and goals which are emblematic of the teaching EAP (TEAP) such as meeting students’ immediate needs, the use of authentic materials or the issue of intercultural awareness.
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Raikhanova, D. K., i G. M. Kassymova. "FORMATION OF PROFESSIONALLY-ORIENTED COMPETENCE IN TEACHING ENGLISH FOR ACADEMIC PURPOSES FOR CHEMISTRY - BIOLOGY STUDENTS". BULLETIN Series of Pedagogical Sciences 65, nr 1 (30.03.2020): 125–31. http://dx.doi.org/10.51889/2020-1.1728-5496.22.
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English for Specific Purposes (ESP) is categorized into two main classification areas English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). In this article authors briefly describe the differences between these two sub-branches of ESP. At the same time this article deals with the implementing English for Academic Purposes (EAP) in teaching Combined Major Program 6B015002 ‘Chemistry and Biology’ at Suleyman Demirel University (SDU). Some of higher-leveled students like to enhance their comprehension of Academic English. Thus, EAP course was introduced to meet higher-leveled students’ academic and professional interests. The main purpose of the EAP course was to provide learners with all basic abilities to conduct research and generate a piece of extended writing in their own subjectspecific area. Students not only needed to work on their study skills such as techniques, note-taking, and compiling bibliography, but also on acquiring study competencies which involved development of critical questioning, allocating the tasks, compiling an abstract book, and organizing conference skills
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Nesi, Hilary. "Using the Internet to teach English for academic purposes". ReCALL 10, nr 1 (maj 1998): 109–17. http://dx.doi.org/10.1017/s0958344000004328.
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The paper describes how networked self-access EAP materials have been developed at Warwick University since 1992. The current package of materials (The CELTE Self-Access Centre) can be freely accessed from the World Wide Web, and aims to provide some basic training in Information Technology alongside more conventional language and study skills activities. Problems of development and distribution are discussed, including the resistance of those EAP practitioners who have little experience of the Internet in an educational context, and the unwillingness of users to interact with unknown task setters.
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Olaofe, Isaac. "Testing English for Academic Purposes (EAP) in Higher Education". Assessment & Evaluation in Higher Education 19, nr 1 (styczeń 1994): 37–48. http://dx.doi.org/10.1080/0260293940190104.
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Bo, Wenjin Vikki, Lyndon Lim i Yuna Lin. "An Investigation of Multilingual Domestic University Student Perceptions of English for Academic Purposes". Behavioral Sciences 12, nr 9 (11.09.2022): 328. http://dx.doi.org/10.3390/bs12090328.
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It is well-established that English for academic purposes (EAP) programmes are critical for academic success in English-medium universities. Nonetheless, there is significantly less research on how EAP programmes impact multilingual domestic university students, compared to that of international students who speak English as a foreign language. While an earlier study on a university in Singapore found that an EAP programme had a statistically significant and positive intervention effect on students’ grade point average of the first semester upon matriculation, this study sought to investigate the perceptions of students from the same university, as this would contribute to how EAP programmes could be refined to better support learning. Semi-structured interviews were conducted with 50 students invited based on a maximum variation strategy. Based on the thematic analyses undertaken, four themes (i.e., programme delivery, linguistic improvement, learning transfer and change in self-efficacy) were identified and discussed. These themes contributed to the formulation of SILVER, an innovative framework of components for consideration in EAP course design and delivery within higher education.
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Abdullah, Hazlina, Haliza Harun, Nursyuhada’ Ab Wahab, Yan Juo Suo i Myra Aidrin Mohd Ali. "Teaching English for Academic Purposes Through Project-Based Learning Method and Process Writing Approach". Al-Azkiyaa - Jurnal Antarabangsa Bahasa dan Pendidikan 1, nr 1 (16.09.2022): 48–61. http://dx.doi.org/10.33102/alazkiyaa.v1i1.8.
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English for Academic Purposes (EAP) has gained more prominence in the field of English Language Teaching (ELT) since its initiation in the 1980s. In Malaysia, a country where English is its second language, EAP is widely taught in many tertiary institutions. This is due to its main aim which is to focus on the communicative skills needed for academic purposes in formal educational settings to accomplish academic tasks such as delivering presentations, participating in academic discussions as well as writing academic and research essays. At USIM, EAP BIA3012 is a compulsory course introduced with the aim to develop students’ English proficiency and provide students with appropriate skills demanded in completing academic tasks at the tertiary level. The EAP course conducted at USIM employs the project-based learning (PBL) method, coupled with the process writing approach. This paper describes the application of both approaches in the implementation of EAP. The research project assigned to students will be explicated through its anatomy or structure according to PBL. Additionally, process writing, an approach to teaching writing that allows the students to undergo a journey of co-constructing texts under the guidance of the teachers, will also be clearly explained. In particular, this paper will outline the complicated and non-linear nature of writing shown through these elements—generating ideas, focusing, reviewing, evaluating, structuring, drafting—which are taught and completed through a project assigned to students.
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Li, Yulong, Pengfei Yao i Bo Hu. "Analyzing English for Academic Purposes textbooks in China: A study of intercultural issues". ELT Forum: Journal of English Language Teaching 9, nr 1 (21.07.2020): 1–15. http://dx.doi.org/10.15294/elt.v9i1.38259.
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An increase of English for Academic Purposes (EAP) teaching in China has resulted in a surge of EAP textbooks on the market. However, there has been little accompanying interest in how well intercultural issues are handled and presented in these publications. Accordingly, the present study employs Chinese students’ Cultures of Learning (CoL) and contrastive rhetoric (CR) as reflection points in the analysis of the content, production, and consumption of two series of EAP textbooks adapted from overseas textbooks. Findings revealed that intercultural differences are not given due recognition in the textbooks which in some cases can lead to confusion and misunderstanding. Meanwhile, the teachers involved in the study, as users of the other textbook series, were found to treat the textbooks only as a supplementary EAP teaching resource. Moreover, the continued confusion on the part of some of the students involved in the study highlighted the desirability for future textbooks to render intercultural differences in a critical EAP manner.
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Yundayani, Audi, Dian Kardijan i Tutut Herawan. "Integrating ICT in English for Academic Purposes Materials through Task-Based Approach". International Journal of Emerging Technologies in Learning (iJET) 14, nr 17 (16.09.2019): 29. http://dx.doi.org/10.3991/ijet.v14i17.10753.
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English communication is a crucial skill that should be mastered by students at the university level due to the demand of study skills comprehension. Nevertheless, students still have low motivation and lack of practicing English proficiency as substantial ability in academic field. This condition is strengthened by the limited owing to the required time in English for Academic Purposes (EAP) classes. Covering the ongoing situation, information and communications technology (ICT) presents an virtual educational setting that is able to provide accessible effective materials to assist participants in learning. In addition, the task-based approach is taken based on the students’ need to practice authentic English through meaningful tasks. This study aims at analyzing the students’ perceptions on the implementation of integrating ICT into EAP materials through a task-based approach and identifying the implications. We employ descriptive qualitative method, where a survey was carried out to obtain some information about the students’ viewpoint regarding the materials. This results reveals that the practice of integrating ICT into English Academic Purposes (EAP) materials through task-based approach promotes students’ motivation and gains meaningful learning experiences.
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Du, Jianying, Weiping Li i Qiong Li. "Who Are We, What Can We Do, and What Do We Think? Review on EAP Teacher Development". Chinese Journal of Applied Linguistics 45, nr 4 (1.11.2022): 532–50. http://dx.doi.org/10.1515/cjal-2022-0403.
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Abstract In this review of the literature regarding English for Academic Purposes (EAP) teacher development, we focus on empirical studies of pedagogical initiatives, research potential, and the cognitive status of practicing EAP instructors. A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review. Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field. We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.
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Harper, John, i Shang Li. "Criteria for Selecting Instructors of English for Academic Purposes Courses: What Do Students Look for?" Journal of English Language Teaching and Linguistics 6, nr 2 (15.08.2021): 439. http://dx.doi.org/10.21462/jeltl.v6i2.603.
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<em>Seeking to provide insight into the role that English for Academic Purposes (EAP) courses play in China’s growing number of joint-venture universities (JVUs), this article reports on a study of the factors that motivate students’ selection of instructors for such courses. The study reports on three stages of the investigation: (1) a preliminary, online tapping of learners’ motives in EAP instructor selection, (2) a survey, based on the findings of Stage 1, in which past EAP students ranked qualities most and least desired of EAP instructors, (3) focus-group discussions (FGDs), based on the survey of Stage 2, in which past EAP students commented on the qualities that they most and least desired of EAP instructors. Survey results are grouped into the top three, bottom three, and middle three; survey results are analyzed in light of FGDs, with discrepancies between the two being acknowledged and interpreted. Three overarching pedagogical implications are presented: (1) the need of a sense of community in EAP courses, (2) the need of transparency in EAP courses, and (3) the perception of EAP instructors as first and foremost classroom teachers. Limitations of the study are duly noted.</em>
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Aleksandrzak, Magdalena. "GENRE-BASED APPROACHES IN TEACHING AND LEARNING ENGLISH FOR ACADEMIC PURPOSES (EAP)". Neofilolog, nr 51/2 (11.12.2018): 137–51. http://dx.doi.org/10.14746/n.2018.51.2.2.
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In recent years English for academic purposes (EAP) has become one of the mainstream fields of practice, study and research within language education, mainly due to the position of English as the international language of higher education and scientific research. The paper briefly examines the main assumptions of the approach in the context of its links to ESP (English for specific purposes), systemic functional linguistics and new literacy studies. However, the main focus of the present discussion is on genre-based pedagogy as the leading framework and an important point of reference for EAP education. To illustrate this perspective within the field, the notion of genre and its interpretations in foreign language teaching are discussed. Finally, two closely related academic genres – discussion and debate – are explored with the aim of indicating their potential benefits, areas of difficulty and challenges for students and teachers in the EAP classroom.
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Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes". Register Studies 1, nr 1 (26.04.2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.
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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.
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Basturkmen, Helen. "Replication research in comparative genre analysis in English for Academic Purposes". Language Teaching 47, nr 3 (3.06.2014): 377–86. http://dx.doi.org/10.1017/s0261444814000081.
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In recent years a number of comparative studies based on an established approach to genre analysis have been published in the English for Academic Purposes (EAP) literature. Studies in this emerging strand of research typically aim to identify how the rhetorical structure of a particular genre (a text type) or part of a genre may vary across different disciplines or groups of writers. The first part of this article makes a case for replication in this strand of research, arguing that replication would be timely and suggesting the advantages that it could offer to the field of EAP. The second part focuses on three key studies, and suggests how each one might be replicated and the potential benefits of doing so.
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Douglas, Scott Roy, i Mark Rosvold. "Intercultural Communicative Competence and English for Academic Purposes: A Synthesis Review of the Scholarly Literature". Canadian Journal of Applied Linguistics 21, nr 1 (28.02.2018): 23–42. http://dx.doi.org/10.7202/1050809ar.
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With increasing numbers of students from culturally and linguistically diverse backgrounds enrolling in English for Academic Purposes (EAP) programs, understanding intercultural communicative competence can contribute to developing effective EAP pathways to higher education. This review of the literature was carried out to synthesize and uncover emerging themes related to intercultural communicative competence and EAP over a 20-year period from 1996 to 2016. A careful search found 15 scholarly works related to this topic. Papers were coded and analyzed for their key findings to reveal eight major themes: miscommunication, ethnocentrism, acculturation, awareness, ethnorelativism, identity, teaching and learning, and academic success. The scant literature related to the topic points to the need for further research. However, the findings do indicate how EAP practitioners can move away from ethnocentric perceptions and programs of study fixed on acculturation toward ethnorelative understandings and EAP classrooms that support intercultural awareness for both teachers and students.
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Ihejirika, Richard C., Anthony E. Ogu, Ugomma A. Agwuocha i Mary C. Okere. "Towards Effective Implementation of the English for Academic Purposes (EAP) Curriculum in Tertiary Institutions in Nigeria". Journal of English Language Teaching and Applied Linguistics 4, nr 7 (30.07.2021): 14–19. http://dx.doi.org/10.32996/jeltal.2021.4.7.2.
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One defect that is easily noticed among some students of university, polytechnic or college of education in Nigeria in contemporary time is their inability to communicate effectively in both spoken and written English even though they are taught English for Academic Purposes (EAP) either in form of “Use of English” or “General English” depending on the institution before they graduate. Linguistic scholars have considered the defect as one of the major factors responsible for poor academic performance among some students of tertiary institutions in Nigeria. In recognition of this fact, this paper primarily reviewed the state of affairs with regard to the implementation of the EAP curriculum in tertiary institutions and pointed out some of the anomalies. The paper, however, highlighted some measures considered to be adequate and appropriate for the effective implementation of the EAP curriculum in tertiary institutions in Nigeria.
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Ghaffarian Asl, Solmaz, i Necdet Osam. "A Study of Teacher Performance in English for Academic Purposes Course: Evaluating Efficiency". SAGE Open 11, nr 4 (październik 2021): 215824402110503. http://dx.doi.org/10.1177/21582440211050386.
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Identifying significant factors in teaching-learning performance affecting the efficiency of teachers at university is an indispensable factor in upholding the quality of the teaching in English for Academic Purposes (EAP) courses. This study aims to evaluate teachers’ performance in EAP courses using the students’ course-instructor evaluation survey, and the students’ final grades. For this purpose, the Performance Improvement Management (PIM) software Data Envelopment Analysis (PIM-DEA) is applied to evaluate the efficiency of EAP teachers. Later, a sensitivity analysis is applied to prioritize the significant indicators of teacher performance following an interview with the teachers aimed at the betterment of their performance. The result of the study reveals that the degree of student satisfaction in relation to assignments, exams, and grading systems are significant factors related to teachers’ performance. A wider realization of this should be seen, in the researcher’s opinion, vital to the development of the educational sector.
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Namaziandost, Ehsan, Meisam Ziafar i Dwiniasih Dwiniasih. "FORMULAIC LANGUAGE OF TOURISM IN ENGLISH FOR ACADEMIC PURPOSE (EAP) COURSE BOOK: A CORPUS-DRIVEN APPROACH". Academic Journal Perspective : Education, Language, and Literature 8, nr 1 (27.05.2020): 1. http://dx.doi.org/10.33603/perspective.v8i1.3285.
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One approach to taking advantage of corpora in language teaching would be adding to a textbook through enriching it through employing corpus-based research. When it comes to using English for Academic Purposes (EAP) materials, the inclusion of corpora in teaching language becomes even more urgent. In the current study, the authors did their best to investigate and describe the presence of formulaic language in an EAP textbooks titled: English for international tourism: Pre-intermediate students’ book written by Dubicka and O’keeffe (2003) through a case study, and corpus-driven method as a research methodology. Therefore, this study aims to investigate to what extent the EAP course book designed for tourism titled English for international tourism (EIT) is compatible with a corpus-driven formulaic approach. Findings show that this EAP textbook falls fairly short of presenting the necessary formulas as frequently employed in tourism English. Supplementing such materials with corpora and the formulaic they provide may boost the quality of EAP education and practice.
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Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION". Journal of English Language and Literature (JELL) 2, nr 01 (22.08.2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.
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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion
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Leotta, Paola Clara, i Tamari Dolidze. "The Role of Needs Analysis in English for Academic Purposes in Higher Education". European Scientific Journal, ESJ 18, nr 5 (21.02.2022): 8. http://dx.doi.org/10.19044/esj.2022.v18n5p8.
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Despite the established importance of English worldwide, and notwithstanding the fact that in expanding circle countries (defined as expanding or extending circle countries those countries where English is used as a foreign language), English for Academic Purposes plays an increasingly important role. Studies on the linguistic needs of university students are still lacking their perspective, at least in Italy, where students studying English language in Higher Education institutions are expected to gain access to the discourses of the academia via language competence. For this reason, the present paper reviews the theoretical and practical bases of English for Academic Purposes in order to provide further thought-provoking ideas based on a study carried out in the Italian university context. As far as method is concerned, due to the spread of the COVID-19 pandemic, the study was conducted through Google Forms. The results of the authors’ questionnaire model are presented and analysed for the purpose of this research. Findings demonstrate both the complex network of elements that play a significant role in determining the needs of EAP students in Italy, and the unavoidable necessity to set priorities. It is a fact that needs in a learner-centred system are not static. In addition, learning EAP is bound to mean learning to be an independent learner.
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Hyland, Ken. "Sympathy for the devil? A defence of EAP". Language Teaching 51, nr 3 (7.06.2018): 383–99. http://dx.doi.org/10.1017/s0261444818000101.
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The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).
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Shehni, Maryam Cheraghi. "EAP Learners' Perceptions towards the Use of Tasks in Their Books: Focusing on Needs Analysis". Theory and Practice in Language Studies 11, nr 3 (1.03.2021): 268. http://dx.doi.org/10.17507/tpls.1103.06.
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The development of English as a universal language led to the emergence of a new field in English language teaching which is called English for Specific Purposes (ESP). Moreover, English is recently considered as an international language, and with advancements in technology, accordingly, there is a widespread growth in demand for English for Academic Purposes (EAP) courses fluctuating in teaching length and mode. The present study, thus, attempts to consider the EAP Learners' Perceptions towards the use of tasks taught in universities as EAP courses for students and what English skills and abilities are required from them on the job.
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Crawford, Jane. "Student response to feedback strategies in an English for Academic Purposes program". Australian Review of Applied Linguistics 15, nr 2 (1.01.1992): 45–62. http://dx.doi.org/10.1075/aral.15.2.04cra.
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Abstract This paper looks at student response to different types of corrective feedback in an English for Academic Purposes [EAP] program. Reactions were collected by means of two questionnaires. The first was completed at the end of the semester and reflected actual experience with the feedback discussed. The second provided a wider overview of attitudes to the issue and was collected at the beginning of the following semester and with a different group of learners. The results suggest that, given the demand for correction and feedback, the time devoted to it, and the pressure on students and staff in EAP programs to develop learners’ accuracy and fluency, it seems essential to make procedures and their rationale more explicit and to explore how effective various techniques are in actually producing permanent change in learners’ interlanguage development.
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McKinley, Jim, i Heath Rose. "English language teaching and English-medium instruction". Journal of English-Medium Instruction 1, nr 1 (21.01.2022): 85–104. http://dx.doi.org/10.1075/jemi.21026.mck.
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Abstract The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail.
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Jaworska, Sylvia. "Review of recent research (1998–2012) in German for Academic Purposes (GAP) in comparison with English for Academic Purposes (EAP): cross-influences, synergies and implications for further research". Language Teaching 48, nr 2 (13.03.2015): 163–97. http://dx.doi.org/10.1017/s026144481400038x.
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This state-of-the-art review reports on the major studies conducted in the field ofDeutsch als Wissenschaftssprache(academic German) since the late 1990s. To begin with, the current position of German as a language of academic communication nationally and internationally will be discussed, focusing especially on the challenges posed by the status of English as alingua franca. Subsequently, the major research undertaken since the late 1990s will be reviewed and its contribution to the development of teaching materials evaluated. Since studies on academic German have been influenced, to some extent, by research in English for Academic Purposes (EAP), this paper also attempts to dovetail developments in EAP in order to highlight commonalties and differences. The final sections will discuss some potential synergies and implications for further research in both fields.Ziel des Beitrags ist es, einen Überblick über den Forschungsstand im Bereich Deutsch als Wissenschaftssprache (DaW) zu geben. Dabei wird hauptsächlich auf empirische Arbeiten und Forschungsprojekte eingegangen, die in den letzten 15 Jahren abgeschlossen wurden. Zuerst wird der gegenwärtige Status des Deutschen als Wissenschaftssprache in dem wissenschaftlichen Betrieb in den deutschsprachigen Ländern und international kurz besprochen. Ein besonderes Augenmerk wird dabei auf die Problematik gelegt, die durch die Dominanz des Englischen entstanden ist. Darauf folgend werden empirische Studien, die sich mit vielfältigen Aspekten der wissenschaftlichen Kommunikation auf Deutsch befassten, dargestellt und kommentiert. Da viele der Arbeiten didaktischen Zielsetzungen folgten, werden auch anschließend einige neue Ansätze zur Vermittlung des Deutschen als Wissenschaftssprache diskutiert. DaW hat sich in den letzten 20 Jahren zu einem eigenständigen und dynamischen Forschungsfeld entwickelt, das hinsichtlich der Vielfalt und Tiefe der Themen seinem englischen PendantEnglish for Academic Purposes(EAP) in nichts nachsteht. Nichtsdestotrotz kann EAP, das ein umfangreicheres Forschungsgebiet darstellt, viele neue Impulse liefern. Abschließend werden einige theoretische und methodische Aspekte aufgegriffen, die die Forschung in EAP und DaW anregen und bereichern könnten.
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Wijanti, Widdy. "SYNTACTIC COMPLEXITY IN THE READING MATERIALS OF ENGLISH FOR ACADEMIC PURPOSES LEVELS 1 � 3". LLT Journal: A Journal on Language and Language Teaching 20, nr 2 (20.10.2017): 102–15. http://dx.doi.org/10.24071/llt.v20i2.737.
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In Indonesia, English is still considered as a foreign language and has become a crucial subject of study especially in the university level. For this reason, English for Academic Purposes has been conducted in the first year of college level for many years. Unfortunately, although many Asian countries including Indonesia have run the EAP course, the output is that there are still many Indonesian students who do not meet the vocabulary size and syntactic complexity that are expected while their learning process in the university. This results lower grades that they have in their assignments. Therefore, the recent study is aimed at evaluating the reading materials of EAP, especially in measuring the syntactic complexity containing in the texts as it is strongly believed in English learning that a good language output comes from a good language input. The data is taken from the collections of reading materials taken from EAP course Level 1, Level 2, and Level 3 which are compulsory subjects for students at Sampoerna University in their first 2 years of study. The data then is processed using the Syntactic Complexity Analyzer (Ai Lu, 2013). The findings showed that the reading materials of EAP course Level 3 text is mainly suggested to be reviewed and revised in order to fulfill the five categories of syntactic complexity, i.e. the length of production unit, the sentence complexity, the subordination, the coordination, and the particular structure.DOI: doi.org/10.24071/llt.2017.200204
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Erkin, Mukhammedov Hayitbaevich. "EAP ASSESSMENT IN AN ENGLISH-MEDIUM INSTRUCTION UNIVERSITY: A CASE FROM UZBEKISTAN". EurasianUnionScientists 7, nr 7(76) (20.08.2020): 4–7. http://dx.doi.org/10.31618/esu.2413-9335.2020.7.76.947.
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A number of English medium instruction universities in Uzbekistan increasing considerably. Most of these universities deliver English for Academic Purposes module (it is also called Academic English in some universities). This article highlights the importance of assessment in English for Academic Purposes modules delivered in Level 3 (Foundation Studies) in an English medium university in Uzbekistan. The paper critically evaluates an essay and explains why preference has been given to portfolio assessment.
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Knežević, Ljiljana, Vera Županec i Branka Radulović. "Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course". SAGE Open 10, nr 3 (lipiec 2020): 215824402095705. http://dx.doi.org/10.1177/2158244020957052.
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The present study explores the efficiency of the flipped classroom approach on English for Academic Purposes (EAP) students’ academic vocabulary acquisition in comparison with the conventional teaching approach. The efficiency is examined by evaluating students’ post-test performance, self-perceived mental effort employed in completing post-test tasks, and perceptions regarding the learning experiences. To this end, 60 undergraduates divided into flipped (E) and conventional (C) group participated in the survey. Quantitative data analysis revealed that the flipped classroom approach showed higher instructional efficiency than the conventional approach as the E group significantly outperformed the C group and reported investing considerably lower mental effort in completing the post-test tasks. In addition, the E group expressed significantly more positive perceptions toward the learning experience than the C group. Considering the positive results obtained in the study, the article points out the use of the flipped approach as an example of good practice for enhancing academic vocabulary acquisition in EAP context.
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Sood, Parul, i Diane Taveggia. "From General ESL to EAP". Issues in Language Instruction 8 (17.09.2019): 16–25. http://dx.doi.org/10.17161/ili.v8i0.11829.
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This paper is based on the presentation by the same name given in Lawrence, KS on December 7, 2018 as part of the Building Bridges for English Language Centers conference. The presenters were two instructors, Diane Taveggia and Parul Sood, who taught EAP courses for the first time after teaching general ESL classes for many years at the Applied English Center (AEC) at the University of Kansas (KU). The presentation focused on the skills taught in two English for Academic Purposes courses - EAP 101 taught by Parul Sood and EAP 102 taught by Diane Taveggia in the Academic Accelerator Program at KU. This paper expands upon the difference between the University’s IEP and the Academic Accelerator Program as well as the challenges of the transition experienced by the two instructors who made the leap from ESL to EAP for the first time.
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Brandt, Caroline. "Material matters: The case for English for Academic Purposes as subject matter of university language courses". Learning and Teaching in Higher Education: Gulf Perspectives 5, nr 1 (1.06.2008): 25–38. http://dx.doi.org/10.18538/lthe.v5.n1.04.
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This study investigated undergraduate preparation of English as a Second Language (ESL) students through English for Academic Purposes courses, in relation to recipient subject lecturers’ expectations. Qualitative data were gathered from 36 faculty teaching ESL undergraduates in nine countries. A two-phase approach included seeking discursive responses to questionnaires from faculty and information about curricula. Outcomes highlighted difficulties with material selection for EAP tutors. Tutors chose between ‘general interest’ or ‘discipline-specific’ material, but reported that the former could lead to oversimplification or discipline irrelevance, while the latter usually requires some specialized subject knowledge which may be beyond tutors’ remit. Addressing this, it is suggested that articles about EAP-related topics can form the subject matter of EAP courses with significant benefits. In particular, they can simultaneously provide students with models of academic writing, while the content reinforces skills needed for successful study.
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Cai, Jigang. "EAP in China: A case study of a paradigm shift in Shanghai College English programmes". International Journal of English for Academic Purposes: Research and Practice: Volume 2021, Issue Spring 2021, Spring (1.03.2021): 3–21. http://dx.doi.org/10.3828/ijeap.2021.2.
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Against the backdrop of the internationalization of higher education, Shanghai tertiary institutions in mainland China implemented a paradigm shift from test-driven EGP (English for General Purposes) to EAP (English for Academic Purposes) in 2013. Based on the needs analysis of specialist departments and pedagogical constraints, a hybrid EAP approach was adopted to fend off general criticism of EAP practices and hindrances from policy makers of different levels. To facilitate the shift, we used a top-down approach with Shanghai government support, designed an EAP-focused curriculum, planned EAP teacher-training programmes, organized project-based and publication-oriented student forums and conferences, developed EAP tests, and created a China EAP Association. Some implications for the paradigm shift have finally emerged from the findings.
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Hultgren, Anna Kristina. "English as the Language for Academic Publication: on Equity, Disadvantage and ‘Non-Nativeness’ as a Red Herring". Publications 7, nr 2 (29.04.2019): 31. http://dx.doi.org/10.3390/publications7020031.
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Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), the question of whether English as an Additional Language (EAL) scholars are disadvantaged by the pressure to publish in English continues to be debated. In this paper, I challenge this orthodoxy, raising questions about the evidence upon which it is based. Within a framework of ‘verbal hygiene’, I will argue that the attention accorded to ‘non-nativeness’ may be disproportionate to its significance for publication success. I conclude by proposing some reorientations for researchers and practitioners in the field that encompass non-linguistic structures of inequity.
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Treve, Mark. "English for Academic Purposes (EAP) Lecturers' perceptions of formative assessment integration in the Thai EAP context". Journal of Language and Linguistic Studies 17, nr 2 (23.06.2021): 1096–113. http://dx.doi.org/10.52462/jlls.77.
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Jarvis, Huw. "The role of IT in English for Academic Purposes: a survey of provison on presessional courses at British universities". ReCALL 9, nr 1 (maj 1997): 43–51. http://dx.doi.org/10.1017/s0958344000004614.
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This paper examines the relationship between Information Technology (IT) and an English for Academic Purposes (EAP) course. This relationship is examined in the context of pre-sessional summer courses at British Universities. The paper provides a rationale for the inclusion of an IT component on an EAP course, and considers why a number of IT areas are not yet being fully exploited by EAP units at British Universities.
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Solikhah, Imroatus. "Evaluating EAP Textbooks for Indonesian University Students Using Impressionistic and In-depth Assessment". IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, nr 2 (24.05.2020): 395. http://dx.doi.org/10.21093/ijeltal.v4i2.606.
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This study was qualitative content analysis that evaluated the quality of English for University Teaching (EUT), English for Specific Purposes (ESP), and English for Academic Purposes (EAP) textbooks through impressionistic and in-depth analysis. The participants were 9 EAP teachers and 15 EAP students from three universities in Surakarta, Indonesia. Instruments to collect data were checklist and interview guide. The checklist consisted of impressionistic analysis to see (1) cover, (2) content scope, (3) learning activities, (4) book organization, and (5) layout; and the in-depth analysis, namely (1) aim and approach, (2) organization design, language and content, (3) language skills, and (4) practical consideration. Data were collected using checklist and Focus Group Discussion. Data were analyzed through summative content analysis with seven stages: transforming data into narrative text, determining unit of analysis, developing categories, coding, coding the entire text, checking consistency of coding, and drawing conclusion. Results show EUT and ESP have low quality based on the impressionistic evaluation, and fair quality of their in-depth evaluation. Both books are register and grammar oriented. EAP textbook is good in general, and very good in depth. EAP presents its contents in terms of genre reading, academic speaking, academic reading, academic writing and grammar.
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Irshad, Isra, i Behzad Anwar. "English for Specific Purposes: Designing an EAP Course for Computer Science Students". Journal of Education and Educational Development 5, nr 1 (30.05.2018): 156. http://dx.doi.org/10.22555/joeed.v5i1.1533.
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<p><em>The aim of this study was to design English for Academic Purposes (EAP) course for University students enrolled in the Computer Science Department. For this purpose, academic English language needs of the students were analyzed by using a 5 point Likert scale questionnaire. Additionally, interviews were also conducted with four faculty members of the department and the data were analyzed qualitatively. Thus, mixed methods were used for collection and analyses of data. The results of the analysis of questionnaire and interviews indicate that the four language skills, namely listening, speaking, reading and writing are frequently used in students’ academic context and among the four, speaking is the most frequently used skill. Students are deficient in writing and speaking skills as compared to listening and reading; therefore, speaking and writing should be given preference while designing the syllabus.</em></p>
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Nesi, Hilary. "Self-access system for English language support". ReCALL 5, nr 8 (maj 1993): 28–30. http://dx.doi.org/10.1017/s0958344000005425.
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In common with similar units in many other British Universities, the Centre for English Language Teacher Education at Warwick University offers support in English for Academic Purposes (EAP) for students whose first language is not English. Students newly arriving from overseas are contacted via their departments and are invited to attend classes covering a range of language skills associated with EAP. Classes are typically well-attended in the first months of the academic year, and attendance tends to fall off in the second term, although there is an upsurge in interest in certain areas, such as Academic Writing, as students become increasingly involved in assignment and dissertation writing.
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Wilson, Kate. "Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP)". Thinking Skills and Creativity 22 (grudzień 2016): 256–65. http://dx.doi.org/10.1016/j.tsc.2016.10.002.
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Zou, Bin, i Guhuai Jiang. "The impact of EAP skills on students’ academic study". International Journal of English for Academic Purposes: Research and Practice: Volume 2021, Issue Spring 2021, Spring (1.03.2021): 57–80. http://dx.doi.org/10.3828/ijeap.2021.5.
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This study investigated how the English for Academic Purposes (EAP) skills students learnt at an English language centre enhanced their further academic study at an English-medium institution (EMI) university in China and a university in the U.K. Participants included students and teachers from a variety of academic departments at the two universities. Research methods consisted of questionnaires and interviews. The results revealed respondents’ perceptions of students’ strengths and weaknesses in EAP skills in their academic study. The findings suggested that the majority of students perceived that EAP skills are transferable to other modules and helpful to their academic study. However, there are also some differences between the EMI context in China and the university in the U.K., including class pace, communication skills, and use of L1. Areas for further improvement include accent recognition and encouraging students’ western way of thinking in order for better transition to their further academic study.
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Ata Alkhaldi, Ali. "Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP". International Journal of Applied Linguistics and English Literature 8, nr 4 (31.07.2019): 81. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.81.
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Creativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses.
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Chemir, Sileshi, i Tamene Kitila. "NEEDS ANALYSIS FOR ENGLISH FOR ACADEMIC PURPOSES: IMPORTANCE OF ACADEMIC LANGUAGE SKILLS FOR UNIVERSITY STUDENTS IN ETHIOPIA". LET: Linguistics, Literature and English Teaching Journal 12, nr 1 (30.06.2022): 77. http://dx.doi.org/10.18592/let.v12i1.6377.
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This study aims to investigate undergraduate students’ needs analysis in English for Academic Purposes. In this study, three hundred-eight first-year students and forty-one EAP and subject area instructors at Wachemo University participated. The research employed a mixed-methods approach that utilized a questionnaire and a semi-structured interview to ascertain the important academic English language skills and sub-skills prioritized by participants. The findings revealed that the participants indicated all the academic language skills as important for students' academic study in the university. The instructors prioritized the academic language skills (academic reading and academic vocabulary) as important, whereas the students ranked the language skills (academic writing and academic speaking) as the first importance. The study emphasized the importance of conducting learners’ needs analysis before developing any English for Academic Purposes course. Findings in the current study could be provided as implications for course designers and recommendations for future studies. Keywords: Needs Analysis; English for Academic Purposes; Academic language skills; Ethiopia;