The Impact of a College EAP Writing Program: Former Students' Perspectives
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| Title: | The Impact of a College EAP Writing Program: Former Students' Perspectives |
|---|---|
| Language: | English |
| Authors: | Sheila Windle, Leanne Johnny, Valerie Smith |
| Source: | TESL Canada Journal. 2024 41(2):59-79. |
| Availability: | TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: https://teslcanadajournal.ca/index.php/tesl |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Programs, English for Academic Purposes, Writing Instruction, College Students, Student Attitudes, Foreign Countries, Program Effectiveness, Writing Skills, Online Searching, Paragraph Composition, Grammar, Literary Genres, Student Empowerment, Self Efficacy, Writing Achievement, Writing Across the Curriculum |
| Geographic Terms: | Canada |
| ISSN: | 0826-435X 1925-8917 |
| Abstract: | This article reports the findings of a small-scale qualitative study aimed at exploring the academic experiences of college students (n = 11) who had previously engaged in the EAP program at a mid-sized college in Ontario. The primary objective was to unveil student perspectives on the effectiveness of the EAP writing program and to determine which skills acquired from EAP were most helpful in their subsequent academic pursuits. Thematic analysis of focus group data reveals three major skills: conducting online research (citing sources and paraphrasing), paragraph writing and grammar, and one genre (reports) as most efficacious in preparing students for their programs of study (POS). Three areas of perceived need are: stronger connections to POS via vocabulary and referencing systems, more summarizing, and more collaborative writing. A final emergent theme, "Value of EAP," comprises students' descriptions of being empowered and successful in their POS as a result of EAP participation. The implications of these findings for future research on EAP and college-level writing are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464484 |
| Database: | ERIC |
| Abstract: | This article reports the findings of a small-scale qualitative study aimed at exploring the academic experiences of college students (n = 11) who had previously engaged in the EAP program at a mid-sized college in Ontario. The primary objective was to unveil student perspectives on the effectiveness of the EAP writing program and to determine which skills acquired from EAP were most helpful in their subsequent academic pursuits. Thematic analysis of focus group data reveals three major skills: conducting online research (citing sources and paraphrasing), paragraph writing and grammar, and one genre (reports) as most efficacious in preparing students for their programs of study (POS). Three areas of perceived need are: stronger connections to POS via vocabulary and referencing systems, more summarizing, and more collaborative writing. A final emergent theme, "Value of EAP," comprises students' descriptions of being empowered and successful in their POS as a result of EAP participation. The implications of these findings for future research on EAP and college-level writing are discussed. |
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| ISSN: | 0826-435X 1925-8917 |
