A Case Study Inquiry into the Efficacy of Four East Asian EAP Writing Programmes: Presenting the Emergent Themes

Autor/inn/en	Vitta, Joseph P.; Jost, Dayna; Pusina, Alexis
Titel	A Case Study Inquiry into the Efficacy of Four East Asian EAP Writing Programmes: Presenting the Emergent Themes
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 50 (2019) 1, S.71-85 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688217730145
Schlagwörter	Writing Instruction; Case Studies; English for Academic Purposes; Second Language Learning; Second Language Instruction; Departments; Language Proficiency; Universities; Teaching Methods; Correlation; Curriculum Design; Program Evaluation; Females; Single Sex Colleges; Foreign Countries; Program Descriptions; Teacher Attitudes; Student Evaluation; College Faculty; Interpersonal Relationship; Standards; Cross Cultural Studies; South Korea (Seoul); Japan + Suchen Sie Ihr Suchwort? Schreibunterricht; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Department; Abteilung; Language skill; Language skills; Sprachkompetenz; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Lehrplangestaltung; Programme evaluation; Programmevaluation; Weibliches Geschlecht; Ausland; Lehrerverhalten; Schulnote; Studentische Bewertung; Fakultät; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Standard; Cultural comparison; Kulturvergleich
Abstract	Within English for Academic Purposes (EAP), writing instruction has often been of primary interest with a focus on curricula design and implementation. This especially holds true in East Asia where many universities operate EAP writing programmes. This study is located within this region, taking an inquiry stance in a small-scale case study of four EAP writing programmes. Through practitioner-as-researcher reflections and triangulating interviews from fellow colleagues within this professional context, we add to this discussion by uncovering three interrelated and hierarchical themes that have emerged from our data. At the university and inter-department organizational level, our data points to the need for universities housing these programmes to create a culture of collaboration where relevant academic expertise can directly inform the classroom (EAP writing) instruction. At the departmental level, our data suggests that standardization, especially in relation to intra-department testing, assignments, etc. is beneficial. Finally, at the classroom level, we posit, through the observations in the inquiry, that certain teaching methods are associated with different levels of proficiency. Teacher-led frameworks are more observed and suitable among lower proficiency language learners. Conversely, higher proficiency students expect and are better served by task-based or student-led approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01