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WEBSITE REVIEW OF UEFAP.COM

100%
Alexander C.
Teaching English with Technology
|
2008
|
vol. 8
|
issue 2
EN
This paper provides a review of Andy Gillet’s UEfAP.com site (Using English for Academic Purposes — A Guide for Students in Higher Education). UEfAP.com is an immense repository of English for Academic Purposes (EAP) materials that undoubtedly represents years of dedicated work. It is a well-organised, wide-ranging, easy-to-navigate (well-signposted) and reliable site. Thus this manifestly ‘extensive’ review attempts to describe this ‘extensive’ and noteworthy Internet EAP resource. A key recommendation is that these materials, which may have been designed for self-access use, also be utilised in a modern language-lab teaching classroom.
2
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A CALL FOR RECONCILING EAP AND CALL

100%
Dashtestani R., Krajka J.
Teaching English with Technology
|
2020
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vol. 20
|
issue 5
1-5
3
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PROMOTING LEARNER AUTONOMY THROUGH SCHOOLOGY M-LEARNING PLATFORM IN AN EAP CLASS AT AN INDONESIAN UNIVERSITY

80%
Priyatno A.
Teaching English with Technology
|
2017
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vol. 17
|
issue 2
55-76
EN
The advent of mobile learning platforms and Web 2.0 technologies is believed to provide an autonomous learning space that minimizes the power structure between the teacher and students in Indonesian EFL classes, accommodating the students to display their capacity to navigate their own learning. Schoology m-learning platform, a social networking learning management system, is one of potential platforms facilitating the exercise of autonomy in English language learning. This paper aims to report how Schoology m-learning platform facilitated the exercise of learner autonomy in an EAP class at an Indonesian higher education. The qualitative case study involved twenty one-students enrolled in an EAP course that adopted a blended learning method. The findings suggested that Schoology m-learning platform helped the students to exercise autonomy in EAP learning. The students exercised their control over learning management, cognitive process, and selection of learning materials. The exercise of autonomy is due to the affordance of Schoology. First, Schoology’s social networking interface facilitated interaction and communication among the students. Second, its mobile application enabled the students to learn English at their pace, time, and place. Third, the media-rich materials encouraged the students to further explore other materials online.
4
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EXAMINING THE USE OF WEB-BASED TESTS FOR TESTING ACADEMIC VOCABULARY IN EAP INSTRUCTION

70%
Dashtestani R.
Teaching English with Technology
|
2015
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vol. 15
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issue 1
48-61
EN
Interest in Web-based and computer-assisted language testing is growing in the field of English for academic purposes (EAP). In this study, four groups of undergraduate EAP students (n=120), each group consisted of 30 students, were randomly selected from four different disciplines, i.e. biology, political sciences, psychology, and law. The four groups were homogeneous regarding their English proficiency. Four course-specific web-based tests of academic vocabulary were administered to each group with regard to their specific disciplines. Questionnaires were employed to explore the EAP students’ perceptions and self-efficacy concerning web-based language testing. Also, the perceptions of the four groups of undergraduates were compared in order to identify the differences among their attitudes. The findings would have implications for renewing assessment approaches and methods used in EAP instruction.
5

Taking a literature circles approach to teach Academic English

61%
Graham-Marr A., Pellowe W.
Journal of Language and Cultural Education
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2016
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vol. 4
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issue 1
133-139
EN
Literature circles (LC), an activity framework for classroom discussion, has been adapted for EFL classes to help students engage more deeply with reading texts. In this approach, students read texts outside of class, and discuss the texts in class, using a specified discussion framework. Originally developed for L1 classes as a tool for teaching literature, LC has been adapted for EFL classes, not only to help develop reading skills, but also to help students develop their discussion skills. However, to date, many adaptations of LC have relied on graded fiction as source material, which is not always appropriate for tertiary education. Feeling pressure to match course content with the labour market needs of our contemporary global society, English departments are increasingly being asked to include more academic content in their classes. This requires that non-fiction be used as source material. This preliminary study examines student perceptions of an LC class using non-fiction as source material. The subjects of this short, qualitative, pilot study were engineering students at a university in Japan. Procedures of the class and the issues that emerged are discussed.
6
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ONLINE ENGLISH FOR ACADEMIC PURPOSES INSTRUCTION IN THE CONTEXT OF IRAN: EXPLORING THE INSTRUCTOR ELEMENT

61%
Dashtestani R.
Teaching English with Technology
|
2020
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vol. 20
|
issue 5
23-37
EN
Online learning has become a highly effective tool for many language learning institutions and educational environments. However, very limited attention has been directed towards the teacher element in online learning environments in ESP/EAP instruction. To fill this gap, this study investigated the attitudes of 91 Iranian EAP instructors towards the implementation of online EAP instruction. A mixed-methods design was employed in this study, with both semi-structured interviews and questionnaires used to examine the participants’ perspectives. The findings of the study revealed that the majority of the participants hold positive attitudes towards the implementation of online EAP instruction while they are fully aware of the challenges and obstacles to the implementation of online EAP instruction in the Iranian context. Several limitations, including the lack of online EAP teacher training, the lack of facilities for online learning implementation, low digital literacy levels of instructors and students, and the lack of online instruction infrastructures were identified and reported. The participants also pointed out several practical measures and suggestions in order to pave the way for incorporating online EAP instruction which can be considered by EAP policy-makers and course designers. The study can have practical and theoretical implications for the renewal of EAP instruction in Iran and in other countries.
7
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EAP AND ACADEMIC DISCOURSE: MEDIATING ELABORATED CODE IN A CLIL TYPE TEACHER EDUCATION

50%
Lankiewicz H.
Neofilolog
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2013
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issue 41/2
169-185
PL
The aim of this paper is to relate the concept of ESP to the idea of Content and Language Integrated Learning (CLIL) to work out a platform for the conceptualization of academic language as a context-reduced means of communication (Bernstein, 1971; 1999). Subsequently, the concept of talk-types (Moate, 2011) will be presented as a way of counteracting language de-contextualization and engendering restructuring of knowledge and the language itself. Theoretical considerations will be supported with the presentation of research on classroom interaction. It is aimed at highlighting how expert language is mediated in content learning with types of classroom talk and how the process of languaging (Swain, 2006a) facilitates both “taming” (Lankiewicz, 2013b) of the elaborated code and acquisition of expert knowledge.
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