. Before 2014 teaching writing in the English for Specific Purposes course at Ukrainian universities was pretty similar to the General English course at secondary schools with strong emphasis on grammar. But the British Council “English for Universities” project started in 2014 in Ukraine triggered dramatic changes in teaching writing and error correction in an ESP class. Namely, catering the course for meeting the learners’ needs, identifying the genres to focus on, using three approaches to teaching writing: product, process and social-constructionist approaches, peer-learning and proofreading, emphasis on developing writing sub-skills rather than polishing grammar, introducing brand-new approach to assessment and evaluation of a piece of writing (peer evaluation and assessment, introducing the system of clear and concise criteria for assessment). The article describes not only the changes that were introduced, but also the impact of these changes on the readiness of graduates and students to function successfully in a professional environment relying on their feedback. The results of a quantitative research conducted in 4 focus groups: 30 (20+10) Master’s degree students and 30 (20+10) 1st-year Bachelor’s degree students from two universities of Ukraine are depicted.
{"title":"TEACHING WRITING AND ERROR CORRECTION IN AN ENGLISH FOR SPECIFIC PURPOSES CLASSROOM IN 2014-2020 IN UKRAINE","authors":"I. Didenko, N. Zhukova","doi":"10.22190/JTESAP2103363D","DOIUrl":"https://doi.org/10.22190/JTESAP2103363D","url":null,"abstract":". Before 2014 teaching writing in the English for Specific Purposes course at Ukrainian universities was pretty similar to the General English course at secondary schools with strong emphasis on grammar. But the British Council “English for Universities” project started in 2014 in Ukraine triggered dramatic changes in teaching writing and error correction in an ESP class. Namely, catering the course for meeting the learners’ needs, identifying the genres to focus on, using three approaches to teaching writing: product, process and social-constructionist approaches, peer-learning and proofreading, emphasis on developing writing sub-skills rather than polishing grammar, introducing brand-new approach to assessment and evaluation of a piece of writing (peer evaluation and assessment, introducing the system of clear and concise criteria for assessment). The article describes not only the changes that were introduced, but also the impact of these changes on the readiness of graduates and students to function successfully in a professional environment relying on their feedback. The results of a quantitative research conducted in 4 focus groups: 30 (20+10) Master’s degree students and 30 (20+10) 1st-year Bachelor’s degree students from two universities of Ukraine are depicted.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"1 1","pages":"363-375"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43197742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims at investigating the usefulness of the reflective practice supported by technology as a tool for improving academic speaking skills. The study employs two groups of undergraduate students in the Integrated Skills course for Academic Purpose, at the University of Szeged, that undergo the same instruction. The non-experimental group does not use technology to support their speaking practice, while the experimental group uses Prezi. The instruments used in the research are surveys and the instructor’s journal. The results reveal that students perceive reflective practice as a useful tool that helps them think critically about their performance. What is more, the study shows that reflective activities, when combined with online resources boost motivation for speaking and better presentation performance.
{"title":"REFLECTIVE PRACTICE AND PREZI — TOOLS FOR IMPROVING ACADEMIC SPEAKING SKILLS","authors":"O. Korpaš","doi":"10.22190/JTESAP2103321K","DOIUrl":"https://doi.org/10.22190/JTESAP2103321K","url":null,"abstract":"This paper aims at investigating the usefulness of the reflective practice supported by technology as a tool for improving academic speaking skills. The study employs two groups of undergraduate students in the Integrated Skills course for Academic Purpose, at the University of Szeged, that undergo the same instruction. The non-experimental group does not use technology to support their speaking practice, while the experimental group uses Prezi. The instruments used in the research are surveys and the instructor’s journal. The results reveal that students perceive reflective practice as a useful tool that helps them think critically about their performance. What is more, the study shows that reflective activities, when combined with online resources boost motivation for speaking and better presentation performance.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"1 1","pages":"321"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43155928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on contrastive interlanguage analysis, this study explores the usage of lexical bundles occurring in doctoral dissertations produced in the English language related studies in the USA by L1 American English speakers and in Turkey by Turkish speakers of English in the last ten years between 2010-2019. In our analysis of the data, we identified a significant number of types of 4-word bundles from both corpora from a structural and functional perspective. The findings regarding the types of lexical bundles and their structural and functional dispersions revealed significant differences between the two corpora. While L1 English writers refrained from heavily utilizing formulaic sequences, the opposite could be observed in the works of L2 English authors. This study has significant implications for academic writers producing work in the English language since corpus-informed lists and concordances might be of great help to L2 speakers of English in identifying appropriate lexical bundles that are specific to their disciplines.
{"title":"LEXICAL BUNDLES IN L1 AND L2 ENGLISH DOCTORAL DISSERTATIONS","authors":"Ilyas Yakut, Fatma Yuvayapan, Erdoğan Bada","doi":"10.22190/JTESAP2103475Y","DOIUrl":"https://doi.org/10.22190/JTESAP2103475Y","url":null,"abstract":"Based on contrastive interlanguage analysis, this study explores the usage of lexical bundles occurring in doctoral dissertations produced in the English language related studies in the USA by L1 American English speakers and in Turkey by Turkish speakers of English in the last ten years between 2010-2019. In our analysis of the data, we identified a significant number of types of 4-word bundles from both corpora from a structural and functional perspective. The findings regarding the types of lexical bundles and their structural and functional dispersions revealed significant differences between the two corpora. While L1 English writers refrained from heavily utilizing formulaic sequences, the opposite could be observed in the works of L2 English authors. This study has significant implications for academic writers producing work in the English language since corpus-informed lists and concordances might be of great help to L2 speakers of English in identifying appropriate lexical bundles that are specific to their disciplines.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"1 1","pages":"475-493"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41713582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The renewed interest in vocabulary research, especially due to its meaning-carrying significance in technical Englishes, has cleared the way to the development of corpus linguistics methods based on real-life texts. As the learning/teaching of general English leads towards the learning/teaching of English for a Specific Purpose (in line with the learner’s needs), so the creation of general English word lists imposes the creation of technical word lists, aiming to achieve a desired level of the target corpus comprehension. In this paper, we discuss the common grounds and specifics of various levels of general and technical English in terms of their lexical coverage of texts, specifically addressing the example of marine engineering technical manuals.
{"title":"GENERAL ENGLISH AND MORE OR LESS TECHNICAL ESP ON THE EXAMPLE OF WORD LISTS","authors":"Zorica Đurović, Milica Vuković Stamatović","doi":"10.22190/JTESAP2103421D","DOIUrl":"https://doi.org/10.22190/JTESAP2103421D","url":null,"abstract":"The renewed interest in vocabulary research, especially due to its meaning-carrying significance in technical Englishes, has cleared the way to the development of corpus linguistics methods based on real-life texts. As the learning/teaching of general English leads towards the learning/teaching of English for a Specific Purpose (in line with the learner’s needs), so the creation of general English word lists imposes the creation of technical word lists, aiming to achieve a desired level of the target corpus comprehension. In this paper, we discuss the common grounds and specifics of various levels of general and technical English in terms of their lexical coverage of texts, specifically addressing the example of marine engineering technical manuals.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"1 1","pages":"421-428"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43810847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Results of our research study conducted before Croatia joined the Erasmus program in 2010 suggested that the experience of internationalization might affect ESP students’ attitudes, learning priorities and motivation. To establish whether generations that participated in academic mobility programs differ from their pre-Erasmus peers, we repeated our original study from 2009: Business and economics students’ attitudes to English, L2 motivation and invested effort were measured using the same questionnaire based on sociolinguistic and L2 motivation research rooted in social psychology. The same attitudes and motivation scales were used to compare the two groups. To ensure comparability, the data from the original and the present study were submitted to Coarsened Exact matching, which resulted in two subsets (N=98 each). T-test and correlational analyses revealed significant differences between the two groups, but the findings somewhat disappointed our previous expectations regarding the impact of university internationalization.
{"title":"ESP STUDENTS’ ATTITUDES AND MOTIVATION BEFORE AND AFTER CROATIA JOINED THE ERASMUS PROGRAM","authors":"Višnja Kabalin Borenić","doi":"10.22190/JTESAP2103451K","DOIUrl":"https://doi.org/10.22190/JTESAP2103451K","url":null,"abstract":"Results of our research study conducted before Croatia joined the Erasmus program in 2010 suggested that the experience of internationalization might affect ESP students’ attitudes, learning priorities and motivation. To establish whether generations that participated in academic mobility programs differ from their pre-Erasmus peers, we repeated our original study from 2009: Business and economics students’ attitudes to English, L2 motivation and invested effort were measured using the same questionnaire based on sociolinguistic and L2 motivation research rooted in social psychology. The same attitudes and motivation scales were used to compare the two groups. To ensure comparability, the data from the original and the present study were submitted to Coarsened Exact matching, which resulted in two subsets (N=98 each). T-test and correlational analyses revealed significant differences between the two groups, but the findings somewhat disappointed our previous expectations regarding the impact of university internationalization.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"9 1","pages":"451-464"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41414008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper considers some issues in designing a textbook for students of psychology and students of education enrolled in the same ESP course. These issues include balancing students’ objective and subjective learning needs in the selection of real content aimed at developing necessary competences in accordance with the course objectives, as well as selecting carrier content to satisfy the needs and interests of students of both disciplines. An additional challenge involves accommodating learning needs of students with different levels of language proficiency, while also taking into account their evolving specialist knowledge. The paper then looks at the structure and content of the textbook English for Students of Psychology and Education, published by the Faculty of Philosophy, University of Belgrade.
{"title":"ENGLISH FOR STUDENTS OF PSYCHOLOGY AND EDUCATION: DESIGNING A TEXTBOOK","authors":"A. Pecić","doi":"10.22190/JTESAP2103439P","DOIUrl":"https://doi.org/10.22190/JTESAP2103439P","url":null,"abstract":"This paper considers some issues in designing a textbook for students of psychology and students of education enrolled in the same ESP course. These issues include balancing students’ objective and subjective learning needs in the selection of real content aimed at developing necessary competences in accordance with the course objectives, as well as selecting carrier content to satisfy the needs and interests of students of both disciplines. An additional challenge involves accommodating learning needs of students with different levels of language proficiency, while also taking into account their evolving specialist knowledge. The paper then looks at the structure and content of the textbook English for Students of Psychology and Education, published by the Faculty of Philosophy, University of Belgrade.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"1 1","pages":"439-449"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48357615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today’s society is technology motivated and the educational institutions call for new pedagogical ideas. An education process over hauling is needed in all aspects of education like curriculum improvement, teaching learning aspect, assessment, evaluation procedures, etc. One of the basic requirements for education in the future is to prepare learners for participation in a network, information society in which knowledge will be the most critical resource for social and economic development. Computer - Supported Collaborative Learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern Information and Communication Technology (ICT). Research on collaborative learning and the use of information and communication technologies has been integrated in the research area called Computer-Supported Collaborative Learning (CSCL). Collaborative technology refers to specific technological support for collaboration built into computer networks. Such collaborative technology in connection with corresponding pedagogical practices is usually called CSCL environment. Collaborative learning is very important in achieving critical thinking. Individuals are able to achieve higher levels of learning and retain more information when they work in group rather than individually. The knowledge of English has become a prime factor for a nation’s development as well as an individual’s development. The present paper highlights the distinction made between the collaborative use of technology and collaborative technology for teaching English to undergraduate students.
{"title":"INNOVATIVE PEDAGOGY WITH COMPUTER-SUPPORTED COLLABORATIVE LEARNING IN TEACHING ENGLISH LANGUAGE","authors":"Kuldeep Kaur Juneja","doi":"10.22190/JTESAP2103551J","DOIUrl":"https://doi.org/10.22190/JTESAP2103551J","url":null,"abstract":"Today’s society is technology motivated and the educational institutions call for new pedagogical ideas. An education process over hauling is needed in all aspects of education like curriculum improvement, teaching learning aspect, assessment, evaluation procedures, etc. One of the basic requirements for education in the future is to prepare learners for participation in a network, information society in which knowledge will be the most critical resource for social and economic development. Computer - Supported Collaborative Learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern Information and Communication Technology (ICT). Research on collaborative learning and the use of information and communication technologies has been integrated in the research area called Computer-Supported Collaborative Learning (CSCL). Collaborative technology refers to specific technological support for collaboration built into computer networks. Such collaborative technology in connection with corresponding pedagogical practices is usually called CSCL environment. Collaborative learning is very important in achieving critical thinking. Individuals are able to achieve higher levels of learning and retain more information when they work in group rather than individually. The knowledge of English has become a prime factor for a nation’s development as well as an individual’s development. The present paper highlights the distinction made between the collaborative use of technology and collaborative technology for teaching English to undergraduate students.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"1 1","pages":"551-556"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44490584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The outbreak of COVID 19 has locked down entire country and created a crisis situation. It compelled all Educational Institutions to close down. To keep teaching-learning process continuing, massive shift is being observed from physical classrooms to virtual classrooms. Language plays a key role in learning. Hence meaningful language learning is a must. Creating a conducive learning environment to teach languages effectively online, necessitates the use of virtual classroom by Language Teachers. However, it may create various challenges, unless the mindset of the teachers is positive and ready to adapt to new situations. Present study aims to find out challenges faced by the language teachers and their adaptability towards online teaching during COVID pandemic. The researcher used descriptive survey method. The sample of the study included 51 language teachers teaching at college level in the state of Maharashtra. The sampling technique used was snowballing through known contacts. The tool used was questionnaire. Data was analysed through descriptive and inferential statistical techniques such percentage, mean, standard deviation, graphical representation and ‘t’ test. The findings of the study revealed that there is significant difference between the challenges faced by urban and rural language teachers. But no significant difference was found among urban and rural language teachers in adaptability towards virtual classroom teaching. Though teachers tried to adapt to online teaching voluntarily, proper training in the use of e-learning platforms, apt digital tools for language development and development of new skill set are recommended to adapt to the new normal effectively.
{"title":"CHALLENGES AND ADAPTABILITY OF LANGUAGE TEACHERS TOWARDS VIRTUAL CLASSROOMS DURING COVID 19","authors":"Ketki Satpute","doi":"10.22190/JTESAP2103517S","DOIUrl":"https://doi.org/10.22190/JTESAP2103517S","url":null,"abstract":"The outbreak of COVID 19 has locked down entire country and created a crisis situation. It compelled all Educational Institutions to close down. To keep teaching-learning process continuing, massive shift is being observed from physical classrooms to virtual classrooms. Language plays a key role in learning. Hence meaningful language learning is a must. Creating a conducive learning environment to teach languages effectively online, necessitates the use of virtual classroom by Language Teachers. However, it may create various challenges, unless the mindset of the teachers is positive and ready to adapt to new situations. Present study aims to find out challenges faced by the language teachers and their adaptability towards online teaching during COVID pandemic. The researcher used descriptive survey method. The sample of the study included 51 language teachers teaching at college level in the state of Maharashtra. The sampling technique used was snowballing through known contacts. The tool used was questionnaire. Data was analysed through descriptive and inferential statistical techniques such percentage, mean, standard deviation, graphical representation and ‘t’ test. The findings of the study revealed that there is significant difference between the challenges faced by urban and rural language teachers. But no significant difference was found among urban and rural language teachers in adaptability towards virtual classroom teaching. Though teachers tried to adapt to online teaching voluntarily, proper training in the use of e-learning platforms, apt digital tools for language development and development of new skill set are recommended to adapt to the new normal effectively.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"9 1","pages":"517-526"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47331213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The expression case study implies a wide range of issues presented for analysis, based on actual or simulated events that could logically occur. Besides, it involves profound research of phenomena or events. In medical education and practice, a case study represents an essential diagnostic procedure and investigation method used to create a profound understanding of an intricate problem in its real context. The implementation of the case study approach is of great importance in teaching English for medical purposes because the medical topics presented to students are familiar to them and medical terminology is applied to language learning. The case study is so structured as to serve the communicative function and provides the necessary content. It comprises the most relevant aspects in the field of medicine such as presenting signs and symptoms, performing different types of examinations, treatment, and health care management. The standard problem that needs to be solved is the patient’s problem, and establishing an adequate diagnosis is the goal. In this way, students develop critical thinking and reflective learning, improve organizational skills, as well as the ability to see the complexity of real-world events and understand the perspective of others. This method has proven to be highly practical preparing students for reality, not theory workplace. In this way integration of language and the professional setting is enabled.
{"title":"CASE STUDY APPROACH TO TEACHING AND LEARNING ENGLISH FOR MEDICAL PURPOSES","authors":"Nataša Šelmić","doi":"10.22190/JTESAP2103333S","DOIUrl":"https://doi.org/10.22190/JTESAP2103333S","url":null,"abstract":"The expression case study implies a wide range of issues presented for analysis, based on actual or simulated events that could logically occur. Besides, it involves profound research of phenomena or events. In medical education and practice, a case study represents an essential diagnostic procedure and investigation method used to create a profound understanding of an intricate problem in its real context. The implementation of the case study approach is of great importance in teaching English for medical purposes because the medical topics presented to students are familiar to them and medical terminology is applied to language learning. The case study is so structured as to serve the communicative function and provides the necessary content. It comprises the most relevant aspects in the field of medicine such as presenting signs and symptoms, performing different types of examinations, treatment, and health care management. The standard problem that needs to be solved is the patient’s problem, and establishing an adequate diagnosis is the goal. In this way, students develop critical thinking and reflective learning, improve organizational skills, as well as the ability to see the complexity of real-world events and understand the perspective of others. This method has proven to be highly practical preparing students for reality, not theory workplace. In this way integration of language and the professional setting is enabled.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"1 1","pages":"333-337"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48684617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pre-sessional English for Academic Purposes (EAP) courses are meant to prepare international students for their undergraduate and postgraduate programmes in an English-speaking academic environment. Prospective university candidates for whom English is not the first language are required to complete a pre-sessional EAP course if their IELTS score is lower than the admissions requirements. Even though, in terms of the language requirement, the lack of language proficiency is the only reason preventing international students from entering their degree programmes directly, the course they are required to take is an EAP course rather than a General English one, hence, not directly addressing their lack of general language proficiency. In this essay I question the need to impose such a course on international students: is EAP in its current shape necessary for their success at university or is it merely a product of neoliberalism in higher education?
{"title":"QUESTIONING EAP: A CRITIQUE OF THE ENGLISH FOR ACADEMIC PURPOSES COURSES AT UNIVERSITY","authors":"N. Fedorova","doi":"10.22190/JTESAP2103401F","DOIUrl":"https://doi.org/10.22190/JTESAP2103401F","url":null,"abstract":"Pre-sessional English for Academic Purposes (EAP) courses are meant to prepare international students for their undergraduate and postgraduate programmes in an English-speaking academic environment. Prospective university candidates for whom English is not the first language are required to complete a pre-sessional EAP course if their IELTS score is lower than the admissions requirements. Even though, in terms of the language requirement, the lack of language proficiency is the only reason preventing international students from entering their degree programmes directly, the course they are required to take is an EAP course rather than a General English one, hence, not directly addressing their lack of general language proficiency. In this essay I question the need to impose such a course on international students: is EAP in its current shape necessary for their success at university or is it merely a product of neoliberalism in higher education?","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"1 1","pages":"401-408"},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42137718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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