English for Academic Purposes Programs: Key Trends Across Canadian Universities

Douglas, Scott Roy; Landry, Michael

doi:10.5206/cieeci.v50i1.10925

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…Secondly, the activities and the writing tasks provided ample opportunities to review key notions covered in the tutorials and to practice literature review writing. Considering the effectiveness of the tutorial series and positive perceptions of the participants, the design and content of this tutorial series may be used either as an extracurricular piece or as a part of an EAP program, especially for graduate level students (Douglas and Landry, 2021).…”

Section: Discussionmentioning

confidence: 99%

Assessment of Academic ESL Writing in an Online Tutorial for Graduate Students

Li,

Makarova,

Wang

2023

ECEL

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English-as-a-second language (L2) graduate students often face challenges in developing academic writing skills, which can be exacerbated by a lack of timely support at institutional level. To help address this concern, an original set of online academic writing tutorials with a focus on the genre of Literature Review was designed by the authors to assist international graduate students enrolled in graduate programs in Canada. This paper introduces and compares multiple assessment tools employed in the online tutorial set for international English L2 graduate students. Our project pursues two major goals: First, to address the above-identified gap in Academic Writing support to English L2 graduate students with minimal costs and faculty involvement through designing the online tutorial set; second, to contribute to the research on e-learning of Academic English as a second language (ESL) writing in terms of developing integrated tools for online tutorial building, analysis of texts produced by learners, and assessment of learners’ writing progress. The research questions are: 1. What resources can be combined to develop an online tutorial set for graduate students at minimal costs? 2. How can the learners’ progress in academic ESL writing be assessed with different assessment tools? First, the paper describes the tools employed in the tutorial construction: MoodleCloud platform, H5P interactive e-book designed by the authors, surveys, and assessment tools. Second, we present and compare assessment tools employed to evaluate learners’ writing progress: Expert assessment with an analytic rubric, self-assessments of progress by the participants, and automated text analysis with corpus-based tools as reported in Li, Makarova, and Wang (2023). A comparison of the scores across the three assessment tools shows some discrepancies, which seems to suggest that combined tools yield a more comprehensive picture. The expert assessments and self-assessments demonstrate improvement in the writing quality over the course of the tutorial series, which are partially supported with the findings from corpus-based analysis of participants’ texts. The findings are of relevance to e-learning scholars, faculty, and administrators of English-medium universities with substantial intakes of international graduate students in Social Sciences and Education whose native languages are other than English.

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Section: Discussionmentioning

confidence: 99%

Assessment of Academic ESL Writing in an Online Tutorial for Graduate Students

Li,

Makarova,

Wang

2023

ECEL

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“…Pour soutenir cette affirmation, il suffit de constater la croissance fulgurante du nombre de programmes d'enseignement de l'anglais sur objectifs académiques pré et postadmission (p. ex., Corcoran et al, 2022 ;Douglas et Landry, 2021) qui sont souvent principalement axés sur le soutien à l'écriture académique des étudiants multilingues au premier cycle (Keefe et Shi, 2017 ;Zappa-Hollman et Fox, 2021) et aux cycles supérieurs (Badenhorst et Guerin, 2016 ;Fazel, 2018).…”

Section: The Guest Editorsunclassified

Second Language Writing in Canada

Heng Hartse,

Corcoran,

Fazel

2024

TESL Canada

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Acknowledgments/RemerciementsThis publication is funded by a grant from the Social Sciences and Humanities Research Council of Canada under its program to increase access to, and readership of, original research results in the social sciences and humanities through Canadian scholarly journals.Cette publication a reçu une subvention du Conseil de recherches en sciences humaines selon les termes de son programme, qui vise à favoriser la diffusion de l'information sur l'enseignement et l'apprentissage du français et de l'anglais, langues secondes.

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“…Ellison et al (2017) lists these factors as both learners' and teachers' language proficiency levels, the amount of work that teachers put into preparing class materials, and reduced student participation. In addition, the value placed on EAP courses can be raised by granting more credits or hours, but non-or low credit-bearing EAP courses may run the risk of downplaying their importance in the eyes of students (Cheng, 2016;Crossman, 2014;Douglas & Landry, 2021). Choosing the right textbook or other courseware is of particular note in the effectiveness of any EAP curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

Designing an EAP Course for Undergraduate Engineering Students

ABDİOĞLU>

ÖZKAL>²,

Daloğlu

2022

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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This case study specifies the academic English needs of English Medium Instruction (EMI) Electrical and Electronics Engineering (EEE) students in a state university in Turkey. Curriculum design process of the project rested on Nation and Macalister’s (2010) framework. 33 students, five instructors in EEE department, and a language instructor took part in the need analysis (NA) stage. The data collection tools included checklists, questionnaires, and semi-structured interviews. The quantitative data gathered through the student and instructor questionnaires were analysed through SPSS Statistics v.22 software package programme. Codes, categories, and themes were generated to interpret the qualitative data. Based on the findings of the NA and environment analysis, we offered curriculum renewal for the English I-II courses by taking students’ learning needs and environmental constraints into account. The resulting data revealed that the existing English for General Purposes (EGP) course failed to satisfy both students and instructors. An English for Academic Purposes (EAP) course geared towards motivating students towards using English in their departmental courses and future work/studies was suggested. The results of the NA as well as the chosen principles were the main drivers and determinants of the goals, content, format, and proposed assessment procedures of the new course.

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English for Academic Purposes Programs: Key Trends Across Canadian Universities

Cited by 5 publications

References 13 publications

Assessment of Academic ESL Writing in an Online Tutorial for Graduate Students

Assessment of Academic ESL Writing in an Online Tutorial for Graduate Students

Second Language Writing in Canada

Designing an EAP Course for Undergraduate Engineering Students

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