Who Are We, What Can We Do, and What Do We Think? Review on EAP Teacher Development

References

Accurso, K. (2020). Bringing a social semiotic perspective to secondary teacher education in the United States. Journal of English for Academic Purposes, 44, 100801.10.1016/j.jeap.2019.100801Search in Google Scholar

Afshar, H. S., & Movassagh, H. (2016). EAP education in Iran: Where does the problem lie? Where are we heading? Journal of English for Academic Purposes, 22, 132-151.10.1016/j.jeap.2016.04.002Search in Google Scholar

Alexander, O. (2012). Exploring teacher beliefs in teaching EAP at low proficiency levels. Journal of English for Academic Purposes, 11, 99 -111.10.1016/j.jeap.2011.12.001Search in Google Scholar

Atai, M. R., & Fatahi-Majd, M. (2014). Exploring the practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension. English for Specific Purposes, 33, 27-38.10.1016/j.esp.2013.07.007Search in Google Scholar

Atai, M. R., & Taherkhani, R. (2018). Exploring the cognitions and practices of Iranian EAP teachers in teaching the four language skills. Journal of English for Academic Purposes, 36, 108-118.10.1016/j.jeap.2018.09.007Search in Google Scholar

Bahrami, V., Hosseini, M., & Atai, M. R. (2019). Exploring research-informed practice in English for academic purposes: A narrative study. English for Specific Purposes, 54, 152-165.10.1016/j.esp.2019.02.003Search in Google Scholar

Barnes, M. (2017). Washback: Exploring what constitutes “good” teaching practices. Journal of English for Academic Purposes, 30, 1 -12.10.1016/j.jeap.2017.10.003Search in Google Scholar

Barron, C. (2002). Problem-solving and EAP: Themes and issues in a collaborative teaching venture. English for Specific Purposes, 22, 297-314.10.1016/S0889-4906(02)00016-9Search in Google Scholar

Basturkmen, H. (2014). LSP teacher education: Review of literature and suggestions for the research agenda. Iberica, 28, 17-34.Search in Google Scholar

Belcher, D. (2006). English for specific purposes: Teaching to the perceived needs and imagined futures in worlds of work, study and everyday life. TESOL Quarterly, 40, 133-156.10.2307/40264514Search in Google Scholar

Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. Mahwah, NJ: Lawrence Erlbaum.10.4324/9781410601803Search in Google Scholar

Borg, S. (2003). Teacher cognition in language teaching. Language Teaching, 36, 81-109.10.1057/9780230523470_10Search in Google Scholar

Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 22(1), 3-18.10.1080/0729436032000056571Search in Google Scholar

Cadman, K. (2005). Towards a “pedagogy of connection” in critical research education: A REAL story. Journal of English for Academic Purposes, 1, 353-367.10.1016/j.jeap.2005.07.001Search in Google Scholar

Campion, G. (2016). “The learning never ends”: Exploring teachers’ vies on the transition from General English to EAP. Journal of English for Academic Purposes, 23, 59-70.10.1016/j.jeap.2016.06.003Search in Google Scholar

Candlin, C. N., Bhatia, V. J., & Jensen, C. H. (2002). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes, 21(4), 299-320.10.1016/S0889-4906(01)00029-1Search in Google Scholar

Cargill, M., Gao, X., Wang, X., & O’Connor, P. (2018). Preparing Chinese graduate students of science facing an international publication requirement for graduation: Adapting an intensive workshop approach for early-candidature use. English for Specific Purposes, 52, 13-26.10.1016/j.esp.2018.05.002Search in Google Scholar

Charles, M. (2007). Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6, 289-302.10.1016/j.jeap.2007.09.009Search in Google Scholar

Charles, M., & Pecorari, D. (2016). Introducing English for academic purposes. Abingdon: Routledge.10.4324/9781315682129Search in Google Scholar

Chen, M., & Flowerdew, J. (2018). A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom. International Journal of Corpus Linguistics, 23(3), 335-369.10.1075/ijcl.16130.cheSearch in Google Scholar

Cheng, A. (2015a). Genre analysis as a pre-instructional, instructional, and teacher development framework. Journal of English for Academic Purposes, 19, 125-136.10.1016/j.jeap.2015.04.004Search in Google Scholar

Cheng, A. (2015b). English as a Global Language Education (EaGLE) Journal, 1(1), 23-45.Search in Google Scholar

Cheng, A. (2018). Genre and graduate-level research writing. Ann Arbor: University of Michigan Press.10.3998/mpub.9558175Search in Google Scholar

Cheng, A. (2019). Examining the “applied aspirations” in the ESP genre analysis of published journal articles. Journal of English for Academic Purposes, 38, 36-47.10.1016/j.jeap.2018.12.005Search in Google Scholar

Davis, M. (2019). Publishing research as an EAP practitioner: Opportunities and threats. Journal of English for Academic Purposes, 39, 72-86.10.1016/j.jeap.2019.04.001Search in Google Scholar

Ding, A. (2019). EAP practitioner identity. In K. Hyland, & L. L. C. Wong (Eds.), Specialized English: New directions in ESP and EAP research and practice (pp. 63-75). London: Routledge.10.4324/9780429492082-6Search in Google Scholar

Ding, A., & Bruce, I. (2017). The English for academic purposes practitioner: Operating on the edge of academia. Cham, Switzerland: Springer International.10.1007/978-3-319-59737-9Search in Google Scholar

Dovey, T. (2006). What purposes, specifically? Re-thinking purposes and specificity in the context of the “new vocationalism.” English for Specific Purposes, 25(4), 387-402.10.1016/j.esp.2005.10.002Search in Google Scholar

Dovey, T. (2010). Facilitating writing from sources: A focus on both process and product. Journal of English for Academic Purposes, 9(1), 45-60.10.1016/j.jeap.2009.11.005Search in Google Scholar

Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press.Search in Google Scholar

Fenton-Smith, B., & Humphreys, P. (2015). Language specialists' views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials. Journal of English for Academic Purposes, 20, 40-55.10.1016/j.jeap.2015.05.001Search in Google Scholar

Flowerdew, J. (2015). John Swales's approach to pedagogy in Genre Analysis: A perspective from 25 years on. Journal of English for Academic Purposes, 19, 102-112.10.1016/j.jeap.2015.02.003Search in Google Scholar

Flowerdew, L. (2005). Integrating traditional and critical approaches to syllabus design: the “what,” the “how” and the “why”? Journal of English for Academic Purposes, 4, 135-147.10.1016/j.jeap.2004.09.001Search in Google Scholar

Flowerdew, L. (2015). Using corpus-based research and online academic corpora to inform writing of the discussion section of a thesis. Journal of English for Academic Purposes, 20, 58-68.10.1016/j.jeap.2015.06.001Search in Google Scholar

Flowerdew, L. (2016). Genre-inspired and lexico-grammatical approach for helping postgraduate students craft research grant proposals. English for Specific Purposes, 42, 1-12.10.1016/j.esp.2015.10.001Search in Google Scholar

Godfrey, J., & Whong, M. (2021). A collaborative scholarship model of EAP research and practice. In M. Whong, & J. Godfrey (Eds.), What is good academic writing? Insights into discipline-specific student writing (p. 9). London: Bloomsbury.10.5040/9781350110410Search in Google Scholar

Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111.10.1016/j.tate.2014.01.002Search in Google Scholar

Hall, D. R. (2013). Teacher education for language for specific purposes. In C. A. Chapelle (Ed.) Encyclopedia of Applied Linguistics (pp. 5537-5542). Oxford: Blackwell Publishing.10.1002/9781405198431.wbeal1144Search in Google Scholar

Hamp-Lyons, L. (2011). English for academic purposes: 2011 and beyond. Journal of English for Academic Purposes, 1(10), 2-4.10.1016/j.jeap.2011.01.001Search in Google Scholar

Hamp-Lyons, L. (2015). The future of JEAP and EAP. Journal of English for Academic Purposes, 20, A1-A4.10.1016/j.jeap.2015.10.004Search in Google Scholar

Hamp-Lyons, L. (2018). Why researching EAP practice? Journal of English for Academic Purposes, 31, A3-A4.10.1016/j.jeap.2017.12.010Search in Google Scholar

Harmer, J. (2001). Coursebooks: A human, cultural and linguistic disaster? Modern English Teacher, 10(3), 5–10.Search in Google Scholar

Harwood, J. (2005). What do we want EAP teaching materials for? Journal of English for Academic Purposes, 4, 149-161.10.1016/j.jeap.2004.07.008Search in Google Scholar

Harwood, N. (2017). The EAP practitioner as researcher and disseminator of knowledge. Teaching EAP. Retrieved from https://teachingeap.files.wordpress.com/2017/01/restes-talk-nigel-harwood.pdfSearch in Google Scholar

Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge: Cambridge University Press.10.1017/CBO9780511733031Search in Google Scholar

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148-164.10.1016/j.jslw.2007.07.005Search in Google Scholar

Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22, 240–253.10.1016/j.jslw.2013.03.003Search in Google Scholar

Hyland, K. (2018). Sympathy for the devil? A defense of EAP. Language Teaching, 51(3), 383-399.10.1017/S0261444818000101Search in Google Scholar

Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1, 1-12.10.1016/S1475-1585(02)00002-4Search in Google Scholar

Hyland, K., & Jiang, F. (2021). A bibliometric study of EAP research: Who is doing what, where and when? Journal of English for Academic Purposes, 49, 100929.10.1016/j.jeap.2020.100929Search in Google Scholar

Hyland, K., & Shaw, P. (2016). The Routledge handbook of English for academic purposes. London: Routledge.10.4324/9781315657455Search in Google Scholar

Johns, A. M. (2008). Genre awareness for the novice academic student: An ongoing quest. Language Teaching, 41(2), 237-252. doi:10.1017/S0261444807004892.10.1017/S0261444807004892Search in Google Scholar

Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.10.1017/CBO9780511733062Search in Google Scholar

Kaivanpanah, S., Alavi, S. M., Bruce, I., & Hejazi, S. Y. (2021). EAP in the expanding circle: Exploring the knowledge base, practices, and challenges of Iranian EAP practitioners. Journal of English for Academic Purposes, 50, 100971.10.1016/j.jeap.2021.100971Search in Google Scholar

Khany, R., & Tarlani-Aliabadi, H. (2016). Studying power relations in an academic setting: Teachers’ and students’ perceptions of EAP classes in Iran. Journal of English for Academic Purposes, 21, 72-85.10.1016/j.jeap.2015.12.002Search in Google Scholar

Kirschner, M., & Wexler, C. (2002). Caravaggio: A design for an interdisciplinary content-based EAP/ESP unit. Journal of English for Academic Purposes, 1(2), 163-183.10.1016/S1475-1585(02)00014-0Search in Google Scholar

Kuzborska, I. (2011). Teachers’ decision-making processes when designing EAP reading materials in a Lithuanian university setting. Journal of English for Academic Purposes, 10, 223-237.10.1016/j.jeap.2011.07.003Search in Google Scholar

Li, Y., & Flowerdew, J. (2020). Teaching English for research publication purposes (ERPP): A review of language teachers’ pedagogical initiatives. English for Specific Purposes, 59, 29-41.10.1016/j.esp.2020.03.002Search in Google Scholar

Li, Y., Ma, X., Zhao, J., & Hu, J. (2020). Graduate-level research writing instruction: Two Chinese EAP teachers’ localized ESP genre-based pedagogy. Journal of English for Academic Purposes, 43, 100813.10.1016/j.jeap.2019.100813Search in Google Scholar

Lillis, T., & Tuck, J. (2016). Academic literacies: A critical lens on reading and writing within the academy., In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 30-43). Abingdon, England: Routledge.Search in Google Scholar

Luo, N., & Hyland, K. (2017). Intervention and revision: Expertise and interaction in text mediation. Written Communication, 34, 414-440.10.1177/0741088317722944Search in Google Scholar

Margic, B. D., & Vodopija-Krstanovic, I. (2018). Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes, 35, 31-41.10.1016/j.jeap.2018.06.005Search in Google Scholar

Poole, R. (2016). A corpus-aided approach for the teaching and learning of rhetoric in an undergraduate composition course for L2 writers. Journal of English for Academic Purposes, 21, 99-109.10.1016/j.jeap.2015.12.003Search in Google Scholar

Read, J. (2002). The use of interactive input in EAP listening assessment. Journal of English for Academic Purposes, 1(2), 105-119.10.1016/S1475-1585(02)00018-8Search in Google Scholar

Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63, 153-170.10.1111/j.1467-9922.2012.00742.xSearch in Google Scholar

So, B. P. (2005). From analysis to pedagogic applications: Using newspaper genres to write school genres. Journal of English for Academic Purposes, 4(1), 67-82.10.1016/j.jeap.2004.02.004Search in Google Scholar

Swales, J. (1985). Episodes in ESP: A source and reference book on the development of English for science and technology. Oxford. Pergamon.Search in Google Scholar

Swales, J. (2009). When there is no perfect text: Approaches to the EAP practitioner’s dilemma. Journal of English for Academic Purposes, 8, 5-13.10.1016/j.jeap.2008.11.003Search in Google Scholar

Swales, J. (2019). The futures of EAP genre studies: A personal viewpoint. Journal of English for Academic Purposes, 38, 75-82.10.1016/j.jeap.2019.01.003Search in Google Scholar

Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). Ann Arbor, MI: University of Michigan Press.10.3998/mpub.2173936Search in Google Scholar

Tajino, A., James, R., & Kijima, K. (2005). Beyond needs analysis: Soft systems methodology for meaningful collaboration in EAP course design. Journal of English for Academic Purposes, 4(1), 27-42.10.1016/j.jeap.2004.01.001Search in Google Scholar

Tan, M., & Lan, O. S. (2011). Teaching mathematics and science in English in Malaysian classrooms: The impact of teacher beliefs on classroom practices and student learning. Journal of English for Academic Purposes, 10, 5-18.10.1016/j.jeap.2010.11.001Search in Google Scholar

Tao, J., & Gao, X. (2018). Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes,49, 1-13.10.1016/j.esp.2017.09.003Search in Google Scholar

Tardy, C. M., Sommer-Farias, B., & Gevers, J. (2020). Teaching and researching genre knowledge: Toward an enhanced theoretical framework. Written Communication, 37(3), 287– 321.10.1177/0741088320916554Search in Google Scholar

Turner, J. (2004). English as academic purposes. Journal of English for Academic Purposes, 3(2), 95-109.10.1016/S1475-1585(03)00054-7Search in Google Scholar

Watson-Todd, R. (2003). EAP or TEAP? Journal of English for Academic Purposes, 2(2), 147-156.10.1016/S1475-1585(03)00014-6Search in Google Scholar

Wingate, U. (2012). “Argument!” helping students understand what essay writing is about. Journal of English for Academic Purposes, 11, 145-154.10.1016/j.jeap.2011.11.001Search in Google Scholar

Wood, D. C., & Appel, R. (2014). Multiword constructions in first year business and engineering university textbooks and EAP textbooks. Journal of English for Academic Purposes, 15, 1-13.10.1016/j.jeap.2014.03.002Search in Google Scholar