what is thesis statement in eapp

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EAPP module 4 Detailed Lesson Plan. final copy

Thesis Statement

Related Papers

Ioana Kocurova-Giurgiu

There is an overall misconception about EAP (English for Academic Purposes) and how it should be taught or approached. We refer in fact to the gap between the students' expectations and what teachers are in fact aiming at. Thus teaching EAP is a challenge not just for the teacher but for the student as well. There are several aspects that need to be clarified vis-à-vis academic skills, firstly to the trainer, in order to be able to explain later on and convince the students of their immediate use. Clarifying the aim and manner of every EAP course is a crucial step along with motivating and engaging the learner to acquire skills they may deem unimportant but that are essential further on. The way to do this is still experimental and highly subjective but it is nevertheless a step further in modelling a new way of education suitable for the needs of the current society and academic and work environment. One approach will be described in the following lines as well as the impact it had on the learning and evaluation process. 1. A different teaching approach At Skoda Auto University, the course syllabus for EAP has been based on a single textbook dealing with only one of the specializations students can apply for. The course focuses mainly on vocabulary and basic academic skills such as note taking and summarizing. These created a real blank space as far as other specializations go because the students taking them found themselves in difficulty when it came to writing or presenting academic work implying the specific vocabulary. They also lacked other skills needed in academic and business environments such as people interaction, effective contributions to discussions or basic research skills. Understandably, at the end of the year, when required the give their feedback on the course, a lot of the students mentioned a lack of specific vocabulary and tangible improvement in their soft skills. While we believe that the language aspects are important in EAP, we also consider that vocabulary acquisition should not be forced upon the student in class, rather it must come as a personal goal. This is the first discrepancy that we had to deal with and probably the most common one. The root of it is the fact that we believe EAP to be a great channel for creating transferable skills within the academic environment, skills that will come into use even after graduation and we designed the new course in such manner to meet these needs. Still, this is an issue that we were not able to convince the students about. 2. Focus on EAP While the majority of EAP teachers have a fairly clear perspective on what this is all about, the learners seem to get confused at times as to what exactly is expected of them and the purpose of the course. EAP is highly focused on skills rather than on language, without dismissing the latter of course. During the first semester teaching the course, we tried for as much as possible to encourage and practice the academic skills such as note-taking, summarizing or paraphrasing just to face the students' disapproval at the end of the academic year. Their main complaint was that they did not see the point of the exercises and that their language acquisition was very low. 3. Challenges Because of the students' feedback we decided to take a new approach. The first thing we needed to clarify was the purpose of the course. As the module is dedicated to advanced students, most of the participants expected a laid-back class based solely or mostly on conversation. This was the first challenge to be overcome. It cost us a couple of students who dropped the class. Secondly, we had to make sure we had a clear syllabus that anticipates the students' needs and focuses on some of the aspects they were looking for as well, so, implicitly, the next thing we had to do was change the textbook.

The English for Academic Purposes Practitioner

april benson

Suad Othman Mohamed

DELTA Module 3 Extended Assignment Teaching EAP – Reading & Writing

Robert Sheen

Babra Mangena-Dube

Vanessa Wright

Annie Ng Yin Ni

In-class Educational Group Game (EGG) defines as a face-to-face educational game played in the classroom which aims to motivate the students to learn through interaction and collaboration with peers. Many teachers used some form of in-class EGG to facilitate their teaching, however, most of the researches done were case-study and focused on the students’ perception of the EGG. To answer this research gap, this study aimed to research on the effectiveness of the in-class EGG in students’ learning motivation and academic achievement in a quasi-experiment method with the use of one control and two experiment groups. Besides, this research also found out the possible factors affecting the students’ motivation and academic achievement when they were doing the activities. The result indicated that in-class EGG is effective to improve students’ academic result when it serves as a complementary mechanism with a worksheet. To maximise learning, EGG should be administrated at the beginning to motivate the students. The fun element of the EGG helps to reduce the pressure when doing worksheet later. This positive result helps to garner more support from schools’ management and parents on the implementation of the in-class EGG. The support from parents and schools motivate teachers to use in-class EGG more frequently and enthusiastically. In addition, the experience gathered in this paper encourages more teachers to develop more innovative in-class EGG for teaching. Furthermore, the research inspires more teachers to study the effectiveness of their in-class EGG in a more systematic and comprehensive manner. Lastly, findings from this study give directions for future researches in measuring the effectiveness of in-class EGG in Motivation and Academic Achievement for other diplomas from various disciplines taught in tertiary settings.

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