Effectiveness of an EAP Course on Argument Building for Research Students

Autor/inn/en	Appa Swami, Jasti; Akram, S. K.
Titel	Effectiveness of an EAP Course on Argument Building for Research Students
Quelle	In: TESL-EJ, 25 (2021) 3, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Persuasive Discourse; English for Academic Purposes; Second Language Learning; Second Language Instruction; Student Attitudes; Teacher Attitudes; Teaching Methods; Decision Making; Foreign Countries; Student Research; Research Reports; Writing Instruction; Instructional Effectiveness; Teacher Collaboration; Doctoral Students; Doctoral Programs; College Faculty; India + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Ausland; Studentenforschung; Research report; Forschungsbericht; Schreibunterricht; Unterrichtserfolg; Lehrerkooperation; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Indien
Abstract	Notwithstanding the central role played by argumentation in research writing, writing courses on offer to students on the doctoral programmes hardly manifest this significance. To emphasize the role of argumentation in research, this study investigated the effectiveness of an EAP course on argumentation collaboratively taught by two instructors to students enrolled on the doctoral programme in a central university in India. To see the impact of the course on students' argumentation, the data gathered from various writing tasks before, during and after the course were analyzed qualitatively. To understand the overall effectiveness of the course, students' perceptions gathered from the end-of-the-semester questionnaire and teachers' reflections recorded in a dialogic reflective journal were analyzed thematically. Data analysis revealed that explicit instruction of argumentation led to improvement in students' sense of argumentation though such an improvement was not uniform across all the students' written arguments. Both the students' perceptions and the teachers' reflections indicate that various pedagogical decisions made throughout the course contributed to the effectiveness of the course. The findings imply that explicit teaching of argumentation alongside appropriate pedagogical decisions appeared to help these students improve their argumentation. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01