Mazgutova, D and Hanks, J orcid.org/0000-0001-6750-7568 (2021) L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course. Journal of Academic Writing, 11 (1). pp. 45-61. ISSN 2225-8973
Abstract
This study examines second language (L2) learners’ perceptions of their writing strategies on an intensive English for Academic Purposes (EAP) programme at a British university. The participants were 14 Chinese pre-undergraduate students who engaged in interviews and completed reflective journal entries. The results of the analyses indicate that after four weeks of studying on the EAP course, students believed that they started to apply a broader range of writing strategies, such as reading extensively, using exemplars of student writing to inform their own assignments, revising in a more focused manner and appreciating tutor feedback on their writing. Thus, the perceived increase in the use of various writing strategies is indicative of the potential effectiveness of a short EAP pre-sessional course.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | This is protected by copyright. All rights reserved. Reproduced in accordance with the publisher's self-archiving policy. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 18 Nov 2020 13:42 |
Last Modified: | 15 Mar 2022 16:01 |
Status: | Published |
Publisher: | Coventry University |
Identification Number: | 10.18552/joaw.v11i1.566 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:167660 |