L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course

Mazgutova, Diana; Hanks, Judith

doi:10.18552/joaw.v11i1.566

Cited by 7 publications

(5 citation statements)

References 49 publications

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“…Most of the students who successfully completed the EAP programme perceived minor to moderate progress of academic English, though they also realised the need to continue the effort of EAP development to fulfil academic expectations in their disciplinary studies. The reported challenges of academic studies after completing EAP programmes are common among international students, particularly in the aspects of understanding academic articles in their disciplinary study, or conducting more complex written assignments [ 33 , 50 , 51 , 52 ]. Hence, it is unsurprising to observe the same issue among domestic students who just completed the EAP programme.…”

Section: Discussionmentioning

confidence: 99%

An Investigation of Multilingual Domestic University Student Perceptions of English for Academic Purposes

Bo¹,

Lim²,

Lin³

2022

Behavioral Sciences

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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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Section: Discussionmentioning

confidence: 99%

An Investigation of Multilingual Domestic University Student Perceptions of English for Academic Purposes

Bo¹,

Lim²,

Lin³

2022

Behavioral Sciences

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“…If students perceive that the challenges of academic English become more manageable, they are more motivated, spend more time on task, and feel more agency and authorial identity. This article offers a complementary text to Mazgutova and Hanks (2021) in which L2 learners' perceived writing strategies were discussed. Lack of space precluded analysis of learner perceptions of their difficulties in academic writing at that time.…”

Section: Academic Writing Difficultiesmentioning

confidence: 99%

“…As mentioned earlier, this article is a companion piece to Mazgutova and Hanks (2021). Discussion in the companion paper focused on learners' perceptions of their writing strategies on an intensive EAP course in the UK.…”

Section: Research Setting and Participantsmentioning

confidence: 99%

“…The shift in students' perceptions might have happened due to extensive reading of academic materials including books, articles and student essays of outstanding quality while studying on the programme (Mazgutova & Hanks, 2021). Students encountered new vocabulary specific to the academic essay genre, e.g., reporting verbs and hedging expressions, which they practised incorporating into their own assignments, and by the end of Week 4 on the programme, probably became more confident in their ability to use academic vocabulary effectively.…”

Section: Use Of Academic Vocabularymentioning

confidence: 99%

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Learners’ Perceptions of Writing Difficulties on a Pre-sessional EAP Programme in a British University

McCray,

Hanks

2023

JoAW

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This study examines how learners’ perceptions of their academic writing difficulties changed over the course of a four-week intensive English for Academic purposes (EAP) programme at a British university. The participants of this qualitative study were 14 Chinese undergraduate students who engaged in interviews and completed learning journal entries. The results of the thematic analyses indicate that vocabulary which constituted the biggest perceived challenge in Week 1 was no longer mentioned in Week 4 as a source of writing difficulty. Another finding is that after four weeks, students felt they had a better understanding of argumentation in a UK academic context and were not facing major difficulties with using sources and the understanding of argumentation in a UK academic context; they also reported that they were not facing major difficulties with using sources and understanding plagiarism in written assignments. Upon completion of the EAP course, students also reported that they tended to experience noticeably fewer challenges with academic reading. This qualitative study provides insights into the contribution of pre-sessional programmes in the development of learners’ writing as they transition into the academic community.

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“…Writing skill in higher education is the common medium for assignments, proposals, research works, homework and reports. So, this literacy at higher education is important for students' progress and achievement as writing is often used to evaluate students' mastery of disciplinary course content (Mazgutova & Hanks, 2021). Its importance is not only to master English language but also to be successful in learning other field of study where English is the medium of instruction.…”

Section: Introductionmentioning

confidence: 99%

Contributions and controversies of self-assessment to the development of writing skill

Zekarias

2023

J. Res. Instr.

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The current study investigated how self–assessment activity contributes to the development of EFL student writing skills. This study used qualitative and quantitative approaches to explore how in-service students develop their writing skill through this assessment. A total of 120 third-year students registered for taking writing course were purposively sampled. Pre and post intervention questionnaires were used to collect data from the all 120 subjects and focus group discussions were conducted with 10 subjects. Observation during the self-assessment activities was also among the tools used to collect data. The findings show that in-service students’ writing proficiencies can be improved through self-assessment activities. However, factors, including students’ awareness, their past practices and the difficulties related to the nature of writing can influence negatively on their performance.

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L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course

Cited by 7 publications

References 49 publications

An Investigation of Multilingual Domestic University Student Perceptions of English for Academic Purposes

An Investigation of Multilingual Domestic University Student Perceptions of English for Academic Purposes

Learners’ Perceptions of Writing Difficulties on a Pre-sessional EAP Programme in a British University

Contributions and controversies of self-assessment to the development of writing skill

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