Accessibility navigation


“Now I hear what you say” - how short EAP courses can foster successful academic interactional strategies

Wright, C. ORCID: https://orcid.org/0000-0003-3962-7903, Tsakalaki, A. and Lin, M. (2022) “Now I hear what you say” - how short EAP courses can foster successful academic interactional strategies. Journal of English for Academic Purposes, 55. 101074. ISSN 14751585

[img] Text - Accepted Version
· Restricted to Repository staff only until 13 June 2023.
· Available under License Creative Commons Attribution Non-commercial No Derivatives.

603kB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

To link to this item DOI: 10.1016/j.jeap.2021.101074

Abstract/Summary

In globalised higher education, strategies to build academic interactional competence can be key to international students’ success, e.g. in seminars and oral assessments. Linguistically, academic interaction requires meaning-focused, other-oriented oral skills, which can be challenging for international second-language (L2) students to acquire, even with specific training. This study reports on data from 230 postgraduate students of mixed L1s, comparing use of L2 listening and speaking strategies at the start and end of a 5-week English for Academic Purposes (EAP) programme at a UK university. We found a moderate significant improvement over time in meaning-focused listening strategies, and some evidence in increased use of a wider range of speaking strategies. Further factor analysis revealed a subtle but clear shift towards more other-oriented stance in both listening and speaking strategy use, although with much individual variation, and no significant correlation with proficiency. This study, one of the first to use speaker stance analysis in studying L2 academic communication, shows that even short-term EAP courses can have valuable potential in boosting strategies and skills, particularly in listening, which are needed for successful academic interactional competence.

Item Type:Article
Divisions:Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:102076
Publisher:Elsevier

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation