English for Academic Purposes Student Reflections: Factors Related to Their Additional Language Socialization at a Canadian University

Autor/inn/en	Douglas, Scott Roy; Landry, Michael Henry; Doe, Christine; Cheng, Liying
Titel	English for Academic Purposes Student Reflections: Factors Related to Their Additional Language Socialization at a Canadian University
Quelle	In: TESL Canada Journal, 39 (2022) 1, S.21-43 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	English for Special Purposes; Second Language Learning; Second Language Instruction; Foreign Countries; Student Attitudes; Friendship; Educational Experience; Longitudinal Studies; Educational Benefits; Writing Skills; Speech Communication; Self Esteem; Outcomes of Education; Sociocultural Patterns; Student Development; Socialization; Cultural Awareness; Academic Achievement; Educational Change; Curriculum Development; Goal Orientation; Undergraduate Students; College Preparation; English (Second Language); Language Tests; Canada; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schülerverhalten; Freundschaft; Bildungserfahrung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsertrag; Writing skill; Schreibfertigkeit; Self-esteem; Selbstaufmerksamkeit; Lernleistung; Schulerfolg; Soziokulturelle Theorie; Socialisation; Sozialisation; Cultural identity; Kulturelle Identität; Schulleistung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Zielorientierung; Zielvorstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Kanada; Language tests; Englisch
Abstract	This study set out to explore English for academic purposes (EAP) student perceptions of their experiences at a university in western Canada. A qualitative approach was used, with 17 students completing a questionnaire toward the end of their EAP program, and one of those students taking part in an interview approximately one year later. Data from the questionnaires and interview were transcribed and descriptively coded, with the codes gathered into salient themes. Thematic analysis identified benefits related to developing academic writing and speaking skills, boosting confidence levels, fostering EAP friendships, providing a transition period, and learning about local culture. However, the analysis also revealed the need for improvements in overall teaching and learning experiences, reading and listening skills development, and sociocultural content. These findings point to the importance of conceptualizing EAP with a wide range of outcomes related to linguistic, academic, social, cultural, and personal growth to support students' additional language socialization in a postsecondary context. The findings also highlight areas for curriculum renewal and revision and underscore the role these programs can play in building on students' strengths as they develop their overall competence in an additional language to achieve the goals that matter to them. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: https://teslcanadajournal.ca/index.php/tesl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01