Rethinking EAP Reading Courses: Insights from Student Feedback

Year 2023, Volume: 9 Issue: 2, 535 - 550, 23.10.2023

Nalan Bayraktar Balkır

https://doi.org/10.31464/jlere.1347794

Abstract

English for Academic Purposes (EAP) programs are crucial for developing language skills in academic settings, and course evaluation plays a key role in assessing their impact, meeting student needs and improving the curriculum and instruction. This study evaluates an EAP Reading Course implemented in an English Language Preparatory Program in a Turkish higher education institution, seeking to enhance curriculum and instruction through student feedback. Using a qualitative case study approach, a focus group interview gathered data from a student group at the end of the academic year. Inductive content analysis revealed noteworthy findings in course components like content, materials, technology integration, and duration. This research informs EAP reading course development, curricula, and materials in English Language preparatory programs in higher education, offering insights to enhance similar courses and ultimately improve students’ overall educational experiences.

Keywords

English for Academic Purposes EAP reading course Qualitative course evaluation English Language preparatory programs in higher education Language program evaluation Curriculum and instruction, English for Academic Purposes EAP, Qualitative course evaluation, English Language preparatory programs in higher education, Language program evaluation, EAP reading course

References

• Anjaniputra, A. G., & Salsabila, V. A. (2018). The merits of Quizlet for vocabulary learning at the tertiary level. Indonesian EFL Journal, 4(2), 1-11. https://doi.org/10.25134/ieflj.v4i2.1370
• Bhatta, T. P. (2018). Case study research, philosophical position and theory building: A methodological discussion. Dhaulagiri Journal of Sociology and Anthropology, 12, 72–79. https://doi.org/10.3126/dsaj.v12i0.22182
• Brown, J. D. (1989). Language program evaluation: A synthesis of existing possibilities. In K. Johnson (Ed.), The second language curriculum (pp. 222-241). Cambridge University Press.
• Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle&Heinle Publishers.
• Brown, J. D., & Rodgers, T. S. (2004). Doing second language research. Oxford University Press.
• Bruce, I. (2017). English for academic purposes: A bridge to the university. TESOLANZ Journal, 25, 1–8.
• Bruce, I. (2021). Towards an EAP without borders: Developing knowledge, practitioners, and communities. International Journal of English for Academic Purposes: Research and Practice, 23-36. https://doi.org/10.3828/ijeap.2021.3 Carkin, S. (2005). English for academic purposes. In M. H. Long & C. J. Doughty (Eds.), Handbook of research in second language teaching and learning (pp. 109-122). Routledge.
• Chowdhury, T. A., & Haider, M. Z. (2012). A need-based evaluation of the EAP courses for the pharmacy students in the University of Asia Pacific (UAP), Bangladesh. Asian Social Science, 8(15), 93-107.
• Dizon, G. (2016). Quizlet in the EFL classroom: Enhancing academic vocabulary acquisition of Japanese university students. Teaching English with Technology, 16(2), 40-56.
• Fathi, J., & Afzali, M. (2020). The effect of second language reading strategy instruction on young Iranian EFL learners’ reading comprehension. International Journal of Instruction, 13(1), 475-488. https://doi.org/10.29333/iji.2020.13131a
• Freeman, R., & Dobbins, K. (2013). Are we serious about enhancing courses? Using the principles of assessment for learning to enhance course evaluation. Assessment & Evaluation in Higher Education, 38(2), 142-151. https://doi.org/10.1080/02602938.2011.611589
• Gillett, A. J. (2022). What is EAP? UEfAP. http://www.uefap.com/bgnd/eap.htm Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69. http://doi.org/10.1017/S0267190504000030
• Grabe, W., & Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp.187-203). Heinle & Heinle. Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge.
• Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
• Hyland, K. (2014). English for academic purposes. In Leung, C. & Street, B. (Eds.), The Routledge companion to English studies (pp. 1-16). Routledge.
• İlerten, F., & Efeoğlu, G. (2021). Utilization focused evaluation of an ELT Prep Program: A longitudinal approach. Pegem Journal of Education and Instruction, 11(2), 27-31
• Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174.
• Lesley, J. (2022). Continuing the formative evaluation of an extensive reading Course. Language Research Bulletin, 37, 8-23. DOI: 10.34577/00005193
• Mutlu, G. (2018). A program evaluation study of the main course at a preparatory program: A case study. Turkish Online Journal of Qualitative Inquiry, 9(3), 202-239.
• Owen, J. M. (1999). Program evaluation: Forms and approaches (3rd ed.). Guilford Press.
• Par, L. (2020). The relationship between reading strategies and reading achievement of the EFL students. International Journal of Instruction, 13(2), 223-238. https://doi.org/10.29333/iji.2020.13216a
• Pehlivan, E. (2016). An analysis of research in English for academic purposes (Publication No. 441132) [Master’s thesis, Bilkent University]. YOK Thesis Center.
• Sanosi, A. B. (2018). The effect of Quizlet on vocabulary acquisition. Asian Journal of Education and E-learning, 6(4) 71-77.
• Setiawan, M. R., & Wiedarti, P. (2020). The effectiveness of Quizlet application towards students’ motivation in learning vocabulary. Studies in English Language and Education, 7(1), 83-95.
• Sozer, E. M., Zeybekoglu, Z., & Kaya, M. (2019). Using midsemester course evaluation as a feedback tool for improving learning and teaching in higher education. Assessment & Evaluation in Higher Education, 44(7), 1003-1016. https://doi.org/10.1080/02602938.2018.1564810
• Steyn, C., Davies, C., & Sambo, A. (2018). Eliciting student feedback for course development: the application of a qualitative course evaluation tool among business research students. Assessment & Evaluation in Higher Education, 44(1), 11-24. https://doi.org/10.1080/02602938.2018.1466266
• Tezel, K. V. (2021). Enriching program evaluation through insiders’ opinions: An American University graduate program. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 23, 861-874. https://doi.org/10.29000/rumelide.949718
• Üstünel, E., & Kaplan, A. (2015). English for academic purposes course evaluation: Suggestions from students. International Journal of Humanities and Social Science, 5(10), 33-43.
• Van Lier, L. (2005). Case study. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 639-652). Routledge.
• Zamin, A. A. M., & Asraf, R. M. (2017). Reviewing the English for Academic Purposes curriculum: A preliminary analysis from the students’ perspective. Advanced Science Letters, 23(8), 7944-7947. https://doi.org/10.1166/asl.2017.9615