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Evaluation and instruction in PhD examiners' reports: How grammatical choices construe examiner roles
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In: Linguistics and Education (2020)
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Senior secondary English in New South Wales: Linguistic and epistemic perspectives
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Genre learning through oral interactions: A case study of students’ thesis writing in group writing conferences from sociocultural perspectives
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Formative assessment in an English academic writing class in Iran: The role of power and emotion
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Evaluation and instruction in PhD examiners' reports: how grammatical choices construe examiner roles
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Understanding the language of evaluation in examiners' reports on doctoral theses
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In: Linguistics and Education (2016)
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Exploring Indonesian academics’ engagement with communities of practice of publications of research results in international journals
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Understanding the language of evaluation in examiners' reports on doctoral theses
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The implementation of an English-Medium (EMI) program as an educational change in a Vietnamese public university: A needs analysis study
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An investigation of learning transfer from an EAP pathway program: an academic literacies perspective
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Abstract:
To date, research into learning transfer in the field of Second Language Acquisition (SLA), particularly in Englishfor Academic Purposes (EAP) writing contexts has focused on the extent to which EAP learning outcomes aretransferred into disciplinary writing contexts. While these studies, particularly those on transfer climate andstudent motivation have contributed to our knowledge about the factors that both facilitate and impede learningtransfer, they are limited to the study of far transfer and adopt a socio-cognitive construct of language learningwhich does not account for the role of students’ past learning histories, identity, investment and agency ininfluencing transfer. The study reported here aims to fill these research gaps by investigating both near and fartransfer from an English for General Academic Purposes (EGAP) pathway course at a large metropolitanAustralian university; and through adopting an academic literacies lens for this. The course has the dualobjectives of (i) near transfer – training for the university’s English admissions examinations, and (ii) far transfer –training for participation in disciplinary discourse practices. Drawing on data from students’ writing tasks, semistructuredand text-based interviews, the research analysed the transfer trajectories of seven non-native Englishspeaker students (NN ES) to investigate the impact of the course on students’ written academic literaciesdevelopment; and subsequently, the negotiation of their postgraduate writing tasks in the first semester ofpostgraduate studies. The research findings indicate that although evidence of far transfer was found, transfer hadoccurred in a constricted manner, implying that the course had minimal impact on students’ performance in theirdisciplinary writing tasks. In addition, transfer was influenced by student factors, task factors and contextual factorswhich were found to have multi-directional relationships, and which were mutually constitutive. Finally, studentswere found to be adaptable learners who were able to use various survival strategies to negotiate the writingtasks, therefore suggesting that learning is an exercise of agency. Suggestions for EAP writing course design andpedagogy are made.
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Keyword:
Academic literacies; Academic writing; Agency; English for Academic Purposes (EAP); English language pathway education; Identity; Investment
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URL: http://handle.unsw.edu.au/1959.4/54406
https://unsworks.unsw.edu.au/fapi/datastream/unsworks:34920/SOURCE02?view=true
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