English for Academic Purposes Student Reflections: Factors Related to Their Additional Language Socialization at a Canadian University

Abstract

This study set out to explore English for academic purposes (EAP) student perceptions of their experiences at a university in western Canada. A qualitative approach was used, with 17 students completing a questionnaire toward the end of their EAP program, and one of those students taking part in an interview approximately one year later. Data from the questionnaires and interview were transcribed and descriptively coded, with the codes gathered into salient themes. Thematic analysis identified benefits related to developing academic writing and speaking skills, boosting confidence levels, fostering EAP friendships, providing a transition period, and learning about local culture. However, the analysis also revealed the need for improvements in overall teaching and learning experiences, reading and listening skills development, and sociocultural content. These findings point to the importance of conceptualizing EAP with a wide range of outcomes related to linguistic, academic, social, cultural, and personal growth to support students’ additional language socialization in a postsecondary context. The findings also highlight areas for curriculum renewal and revision and underscore the role these programs can play in building on students’ strengths as they develop their overall competence in an additional language to achieve the goals that matter to them.
 Cette étude avait pour objectif d’explorer les perceptions d’apprenants de l’anglais sur objectifs académiques (AOA) de leur expérience dans une université de l’ouest du Canada. Une approche qualitative a été privilégiée et 17 apprenants ont complété un questionnaire vers la fin de leur programme d’AOA, un de ces apprenants ayant également participé à un entretien un an plus tard. Les données des questionnaires et de l’entretien ont été transcrites et codées de manière descriptive et les codes ont été regroupés par thèmes saillants. L’analyse thématique a identifié des avantages liés au développement del’écriture académique et des compétences orales, à la promotion des niveaux de confiance et des amitiés dans le cadre du programmes AOA, à l’établissement d’une période de transition et à l’apprentissage de la culture locale. Cependant, l’analyse a également révélé le besoin d’améliorer les expériences globales d’enseignement et d’apprentissage, le développement des compétences de lecture et d’écoute ainsi que le contenu socio-culturel. Ces résultats soulèvent l’importance de conceptualiser l’AOA en termes d’un large éventail de résultats liés à la l’épanouissement académique, social, culturel et personnel afin de soutenir la socialisation des apprenants dans leur langue additionnelle et dans un contexte postsecondaire. Les résultats soulignent également les opportunités de renouvellement et de révision des curriculums et font ressortir le rôle que ces programmes peuvent jouer en s’appuyant sur les forces des apprenants tandis qu’ils développent leur compétence globale dans une langue additionnelle afin de réaliser les objectifs qui leur sont importants.

From EAP to ESP

“…Resonating with the relevant literature, the findings suggest that the validation of learner input further enhanced engagement (Abdul-Jabbar & Yeung, 2023;Douglas et al, 2022) and led to more meaningful learning (Gay, 2018;Velasco & García, 2014) as well as increased autonomy (Hyland, 2018;Van Viegen & Russell, 2019), motivation (e.g., Anjomshoa & Sadighi, 2015;Flowerdew, 2016) and confidence levels (Douglas et al, 2022;Walková & Bradford, 2022). Drawing on IENs' existing background knowledge as an asset allowed for further focus and scaffolding of their L2 writing skills (e.g., Cenoz & Gorter, 2020) students were able to focus on the organization of ideas leading to coherent and persuasive arguments in the development of their voices and style in L2 writing (e.g., He, 2020;Uludag, 2021;Walková & Bradford, 2022).…”

“…Arguably, developing literacy skills in an additional language (L2, henceforth) can be especially challenging due to its complexity and labour-intensive nature (Cheng, 2004). For instance, multifaceted knowledge of L2 vocabulary and grammar and a persuasive voice are required (Douglas et al, 2022;Fithriani, 2018;Hyland, 2018;Zhou et al, 2022), with the compounded stressors of unfamiliar topics and timed assessments (Cheng, 2004). L2 literacy can also induce considerable anxiety for learners, significantly impacting their sense of confidence and progress (Cheng, 2004), particularly as it "performs an important gate-keeping role … leading to [either] success … [or] failure in the academy" (Flowerdew, 2016, p. 6).…”

“…In the simplest terms, EAP/EGAP and ESP/ESAP programming are often preparatory pathways for students to meet target language proficiency requirements for further tertiary studies or professional credentialing (Keefe & Shi, 2017;Walková & Bradford, 2022). Both pathway programs provide numerous benefits to students, such as opportunities for the formation of friendships during a period of cultural transition, along with the development of target language skills (Douglas et al, 2022). However, EAP/EGAP students vary considerably and have distinct individual backgrounds where "age, cultural, and religious differences are the norm … [along with] a wide range of abilities and motivations" (Abdul-Jabbar & Yeung, 2023, p. 49).…”

“…As a result, perhaps the time has come for the adoption of English language teaching methods that place learner contributions at the forefront in a collaborative "negotiated syllabus" where instructors and students engage in more equitable reciprocity (Breen & Littlejohn, 2000;Clarke, 1991;Pakdaman et al, 2022;Prior, 2020). This would ensure that the devised language pathway is in alignment with learner outcomes, needs, and future goals (Douglas et al, 2022;Tweedie & Kim, 2015;Walková & Bradford, 2022) with an "appropriate balance of language and subject knowledge" (Shi, 2018, p. 20). With careful consideration of student backgrounds and their target language and literacy needs and goals, relevant and meaningful content can be created in collaboration with students and drawing on their disciplinary background and desired goals and needs.…”