EAP alignment in EFL writing courses towards developing student’s academic writing skills

Melaku Bayu Workie, Zelealem Shitahun Haregu

Abstract


The objective of the present study was to assess the prevailing alignment of English for academic purposes (EAP) in EFL writing courses vis-à-vis the development of academic writing skills of students in public universities of Amhara National Regional State (ANRS) in Ethiopia. The study used a descriptive survey that involved quantitative and qualitative methods. A questionnaire, focus-group discussions, and syllabus and materials survey were used to gather primary and secondary data, respectively, for the study. The descriptive statistics were employed in analyzing the quantitative data. The qualitative data were analyzed and reported thematically. The results showed there were existed a comparable horizontal (cross-department) distribution pattern of common writing courses among the three universities; all learners in taking the common course 'Basic Writing Skills' in each university learnt with the same syllabus and material regardless of their fields of study. So, there was a poor alignment of writing courses with the target students' mainstream discipline (i.e., learning and discourse) both in terms of content and genre. 


Keywords


academic writing; academic writing skills; alignment; English for academic purposes (EAP); EFL writing

Full Text:

PDF

Article Metrics

Abstract view : 914 times | PDF view : 302 times

References


Abebe, W. Y. (2013). Fostering academic genre knowledge of EFL learners through content and language integrated learning (CLIL). International Journal of Society, Culture & Language, 1(2), 133–144.

Amogne, D. (2013). Enhancing students writing skills through the genre approach. International Journal of English and Literature, 4(5), 242–248. https://doi.org/10.5897/IJEL2013.0421

Ariyanti, A., & Fitriana, R. (2017). EFL students’ difficulties and needs in essay writing. In Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017). Advances in Social Science, Education and Humanities Research (ASSEHR), volume 158 (pp. 111-121). Atlantis Press. https://doi.org/10.2991/ictte-17.2017.4

Bailey, S. (2009). Academic writing: A handbook for international students (2nd ed., reprinted). Routledge.

Belcher, D. (2009). What ESP is and can be: An introduction. Michigan ELT.

Belkhir, A., & Benyelles, R. (2017). Identifying EFL learners essay writing difficulties and sources: A move towards solution the Case of second year EFL learners at Tlemcen University. International Journal of Learning, Teaching and Educational Research, 16(6), 80-88. Retrieved from https://www.ijlter.org/index.php/ijlter/article/view/915

Brown. H. D. (2000). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Pearson-Longman.

Cahyono, B. Y., Mukminatien, N., & Amrina, R. (2016). Indonesian students’ writing proficiency and their ability in using complex sentences. International Journal on Studies in English Language and Literature (IJSELL), 4(9), 22–32. http://dx.doi.org/10.20431/2347-3134.0409004

Coolican, H. (2018). Research Methods and Statistics in Psychology. London: Hoddler and Stoughton Publisher.

Department of English Language and Literature. (2016). Basic writing skills module. Bahirdar: Bahirdar University (BDU).

Department of English Language and Literature. (2017). Basic writing skills module. Debre Tabor: Debre Tabor University (DTU).

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education & Social Sciences, 4(2), 83–94. https://doi.org/10.20547/jess0421604201

Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading. New York: Carnegie Corporation.

Gray, D. E. (2004). Doing research in the real world. New York: Sage Publications.

Husin, M. S., & Nurbayani, E. (2017). The ability of Indonesian EFL learners in writing academic papers. Dinamika Ilmu, 17(2), 237–250. https://doi.org/10.21093/di.v17i2.725

Hyland, K. (2016). Methods and methodologies in second language writing research. System, 59, 116–125. https://doi.org/10.1016/j.system.2016.05.002

Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1(1), 1–12. https://doi.org/10.1016/S1475-1585(02)00002-4

Jacobs, C. (2013). Academic literacies and the question of knowledge. Journal for Language Teaching, 47(2), 127-140. https://doi.org/10.4314/jlt.v47i2.7

Kooshafar, M., Youhanaee, M., & Amirian, Z. (2012). The effect of Dictogloss technique on learners’ writing improvement in terms of writing coherent texts. Journal of Language Teaching and Research, 3(4), 716–721. https://doi.org/10.4304/jltr.3.4.716-721

Kruse, O. (2007). The origins of writing in the disciplines: Traditions of seminar writing and the Humboldtian ideal of the research university. Written Communication, 23(3), 331-352. Retrieved from https://eric.ed.gov/?id=EJ738413

Leung, C. (2008). Second language academic literacies: Converging understandings. In B. V. Street & N. H. Hornberger (Eds.), Encyclopedia of Language and Education, 2nd Edition, Volume 2: Literacy, (pp. 145–161). Springer Science+Business Media LLC.

Mardijono, J. J. (2003). Indonesian EFL advanced learners’ grammatical errors. K@ta Lama, 5(1), 91–120. https://doi.org/10.9744/kata.5.1.91-120

Mol, H., & Tin, T. B. (2008). EAP materials in Australia and New Zealand. In B. Tomlinson (Ed.), English Language Learning Materials: A Critical Review (pp. 74-99). London: Continuum International Publishing Group.

Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. TESL – EJ, 6(2), 1-20. Retrieved from http://tesl-ej.org/ej22/a1.html

Nasser, S. (2018). Iraqi EFL students’ difficulties in writing composition: An experimental study (University of Baghdad). International Journal of English Linguistics, 9(1), 178-184. https://doi.org/10.5539/ijel.v9n1p178

Neville, D. (2007). The complete guide to referencing and avoiding plagiarism. Berkshire: Open University Press.

Otte, G. & Mlynarczyk. (2010). Basic writing. West Lafayette, Indiana: Parlor Press LLC.

Ožarska, M. (2008). Some suggestions for academic writing instruction at English teacher training colleges. English Teaching Forum, 46(1), 22-29.

Puhr, K. M. (2007). English language and composition: Teacher’s guide. St. Louis, Missouri: College Board Advanced Placement Program.

Richard, J. C. (2006). Communicative language teaching in China. Cambridge: CUP.

Rogers, P. (2010). The contribution of North American longitudinal studies of writing in higher education to our understanding of writing development. In C. Bazerman, R. Krut, K. Lundsford, S. McLeod, S. Null, P. Rogers, & A. Stansell (Eds.), Traditions of Writing Research (pp. 365-377). New York: Routledge.

Sanu, L. O. (2016). The EFL students’ narrative paragraph writing of the second semester students of State Institute of Islamic Studies (IAIN) Samarinda: A syntactic analysis. Script Journal: Journal of Linguistic and English Teaching, 1(1), 36–45. https://doi.org/10.24903/sj.v1i1.15

Scholtz, D. (2016). Improving writing practices of students’ academic literacy development. Journal for Language Teaching, 50(2), 37-55. https://doi.org/10.4314/jlt.v50i2.2

Tefera, K. (2003). A study of students’ academic writing in response to instructors’ expectations at AAU: Four departments in focus (Unpublished Thesis), Addis Ababa University. Retrieved from http://etd.aau.edu.et/handle/123456789/2161

Thesen, L. (2013). Risk in postgraduate writing: Voice, discourse and edgework. Critical Studies in Teaching and Learning, 1(1), 103–122.

Wahyuni, S., & Umam, M. K. (2017). An analysis on writing anxiety of Indonesian EFL college learners. JEELS (Journal of English Education and Linguistics Studies), 4(1), 105–128. https://doi.org/10.30762/jeels.v4i1.333

Weideman, A. (2013). Academic literacy interventions: What are we not yet doing, or not yet doing right? Journal for Language Teaching, 47(2), 11–24. https://doi.org/10.4314/jlt.v47i2.1

Workie, M. B. (2019). A Probe on the Dares of teaching speaking skills in EFL classrooms: Secondary schools in focus, North Western Ethiopia. International Journal of English Literature and Culture, 7(8), 246-253. https://doi.org/10.14662/IJELC2019.210

Yazdani, S. (2018). Syntactic complexity in Iranian learners’ English writing and speaking. Journal on English as a Foreign Language, 8(1), 75–96. https://doi.org/10.23971/jefl.v8i1.718




DOI: https://doi.org/10.23971/jefl.v10i1.1736

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Journal on English as a Foreign Language

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Journal on English as a Foreign Language is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

web
stats View My Stats


Flag Counter