Meeting the needs of EAP students in Canadian colleges: Insights from a needs analysis study

Abstract

This article presents the findings of a mixed-methods study conducted on the writing needs of English for Academic Purposes (EAP) students at a Canadian college. While numerous studies have explored the writing needs of EAP students entering university programs, this study examines the unique needs of EAP learners who transition into the more vocationally oriented Canadian college system. The study draws primarily on a sample of 44 participants enrolled in a college post-secondary program who had completed the college's EAP program prior to beginning their program of study. Participants completed surveys examining the usefulness and alignment of the skills and genres learned in EAP for their college programs. Focus group data from 11 student participants and 7 professors was also collected and used for triangulation purposes. The findings offer insights into students' perceptions of the most critical skills and assignment types within a Canadian college milieu, which include the prevalence of vocational writing types, research assignments and group writing. The study also revealed that participants believed there was a strong connection between completing an EAP program and success in later college programs of study. Pedagogical implications for EAP college writing programs are discussed.