The COVID-19 Pandemic caused changes in modes of instructional delivery in Canadian colleges and universities when many moved to fully remote classes in March 2020. Then, in September 2021, as a part of the Return to Campus Plan at the University of Guelph, the English Language Programs (ELP) pivoted to a program that combined in-person students with remote students living outside of Canada. To ensure a smooth transition and to provide a quality learning environment, the academic team needed to figure out how to teach these two groups of students by taking into consideration multiple factors, such as students’ learning needs and preferences, as well as the instructional teams’ knowledge, skills, and experience. This paper provides the learning context and rationale for the program teaching mode, Continue Reading →
An English for Academic Purposes (EAP) Pathway Program of a major Canadian university suddenly pivoted to remote teaching and learning, as did so many other university programs across the country in the 2020–2021 academic year. The Pathway Program, took the opportunity of this “pivot” to research how students and instructors fared with the new technology-mediated curriculum and found key practices as useful for instructors. In this article, we describe the Community of Inquiry framework that underpins our study and the insights gained for instructors who retain at least some remote teaching activities in their classrooms. Implications of this study indicate that there are five ways in which instructors can potentially alter their pedagogy to further student satisfaction for online study. Continue Reading →
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Argumentative writing is one of the most difficult written genres in higher education for both English as a second language (ESL) and English as foreign language (EFL) learners. These learners often face difficulties using complex syntactic forms and appropriate elements of argumentation (Ka-kan-dee & Kaur, 2014). Hence, there is an imperative need to explore the use of effective strategies to improve ESL/EFL students’ argumentative writing ability at the tertiary level.
Corrective feedback, referred to as utterances that indicate to a learner that their output is erroneous in some way (Nassaji & Kartchava, 2017), may be a particularly effective method of giving individual and specific guidance for the improvement of argumentation. Continue Reading →
Despite mounting research on the potential that cultivating self-identity affords students, it is often forgotten in most academic contexts, whether in instruction or assessment, that L2 writers have an L1 identity. In all avenues of higher education, researchers agree that multiple, complex, and simultaneous identities of students are advantageous for their advancement in academic writing (Cohen, 2011; Cummins, 2001; Leki, 2008); however, institutional practices, persisting social conventions, and student-teacher relationships (or lack thereof) place a greater pressure for L2 undergraduate students specifically. International and immigrant/generation 1.5 undergraduate students arrive in their new settings with their L1 knowledge base and are often expected to forego rhetorical strategies of their L1, as well as their linguistic and cultural repertoire, Continue Reading →
This study examines the application of CALL in English classes for university-level or EAP students. Multimedia is significant in the digital era and should be applied in the ESL classroom. However, few studies explore how to apply a variety of multimedia resources in the ESL classroom. This study explores students’ opinions on the use of multimedia from a class conducted for one semester. The class dealt with one theme each week using various media. Over the semester, eight multimedia resources were used: animations, movies, Netflix, TED, VOA, NPR, Arirang News (a Korean English-language network), and YouTube. At the end of the semester, a student survey was conducted to examine students’ motivation, preference, and improvement in English proficiency when using multimedia. Continue Reading →
*For all footnotes, refer to the PDF version of the article.
The on-going “internationalization” of Canadian post-secondary institutions has resulted in significant demographic changes in these institutions’ student bodies, creating a need for more effective support of students using English as an additional language both during these students’ transitions to university and during their degree programs. Currently this type of support is offered across a wide range of contexts in Canadian institutions of higher education, often embedded in English for Academic Purposes (EAP) programs. Given the increasing demand for EAP, investigation of the features of existing programs and the experiences of EAP practitioners is necessary for improving equity and efficacy within the field. Continue Reading →
As a consequence of the growing interest in digital technologies, a recent field of research has emerged, which investigates the use of recent technologies in language learning: Mobile Assisted Language Learning (MALL). Although research studies have demonstrated that mobile technology is an effective tool for improving different English language skills, the majority of MALL studies focus on vocabulary acquisition and speaking skills, whereas grammar learning and writing skills are underrepresented. As an English for Academic Purposes (EAP) instructor who seeks to engage her learners with the aid of MALL activities, especially given the current pandemic context, I was driven by the question: What is the potential of MALL in teaching English Language Learners (ELLs) academic writing? In light of the theoretical foundations of MALL (e.g., Continue Reading →