Assessing learning transfer and constraining issues in EAP writing practices

Abstract The aim of this study was to investigate what learners carry over from a general academic writing course to disciplinary writing settings and the variables constraining the quality of the outcome. Seven EFL university writing teachers and 58 students were selected using purposive and strati...

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Autor principal:	Abebe Yitbarek Wubalem
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Far learning transfer EGAP Alignment Academic writing Bridging Special aspects of education LC8-6691 Language acquisition P118-118.7
Acceso en línea:	https://doaj.org/article/54b588eb3529422a9b96c0146f5612f8
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spelling	oai:doaj.org-article:54b588eb3529422a9b96c0146f5612f82021-11-07T12:19:25ZAssessing learning transfer and constraining issues in EAP writing practices10.1186/s40862-021-00122-52363-5169https://doaj.org/article/54b588eb3529422a9b96c0146f5612f82021-11-01T00:00:00Zhttps://doi.org/10.1186/s40862-021-00122-5https://doaj.org/toc/2363-5169Abstract The aim of this study was to investigate what learners carry over from a general academic writing course to disciplinary writing settings and the variables constraining the quality of the outcome. Seven EFL university writing teachers and 58 students were selected using purposive and stratified sampling techniques. Data were generated using in-depth interview and document analysis. Thematic analysis and non-parametric statistical tools were employed to analyze the data. The findings showed that the students made limited learning transfer from the writing course to their writing settings across academic discourses. While surface level knowledge of grammatical features show better transfer, skills of discourse level writing processes, thinking strategies and vocabulary showed very poor transfer. A number of reasons are identified for the failure of learning transfer in the study setting. Among others, EAP teachers’ failure to bridge the EFL writing and content area writing practice contributed to this problem. The other variable causing this problem is students’ failure to make significant moves to adapt skills of writing processes and thinking strategies to new situations. Based on these evidences, alternative ways of improving the carryover impact of such courses have been put forward.Abebe Yitbarek WubalemSpringerOpenarticleFar learning transferEGAPAlignmentAcademic writingBridgingSpecial aspects of educationLC8-6691Language acquisitionP118-118.7ENAsian-Pacific Journal of Second and Foreign Language Education, Vol 6, Iss 1, Pp 1-22 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Far learning transfer EGAP Alignment Academic writing Bridging Special aspects of education LC8-6691 Language acquisition P118-118.7
spellingShingle	Far learning transfer EGAP Alignment Academic writing Bridging Special aspects of education LC8-6691 Language acquisition P118-118.7 Abebe Yitbarek Wubalem Assessing learning transfer and constraining issues in EAP writing practices
description	Abstract The aim of this study was to investigate what learners carry over from a general academic writing course to disciplinary writing settings and the variables constraining the quality of the outcome. Seven EFL university writing teachers and 58 students were selected using purposive and stratified sampling techniques. Data were generated using in-depth interview and document analysis. Thematic analysis and non-parametric statistical tools were employed to analyze the data. The findings showed that the students made limited learning transfer from the writing course to their writing settings across academic discourses. While surface level knowledge of grammatical features show better transfer, skills of discourse level writing processes, thinking strategies and vocabulary showed very poor transfer. A number of reasons are identified for the failure of learning transfer in the study setting. Among others, EAP teachers’ failure to bridge the EFL writing and content area writing practice contributed to this problem. The other variable causing this problem is students’ failure to make significant moves to adapt skills of writing processes and thinking strategies to new situations. Based on these evidences, alternative ways of improving the carryover impact of such courses have been put forward.
format	article
author	Abebe Yitbarek Wubalem
author_facet	Abebe Yitbarek Wubalem
author_sort	Abebe Yitbarek Wubalem
title	Assessing learning transfer and constraining issues in EAP writing practices
title_short	Assessing learning transfer and constraining issues in EAP writing practices
title_full	Assessing learning transfer and constraining issues in EAP writing practices
title_fullStr	Assessing learning transfer and constraining issues in EAP writing practices
title_full_unstemmed	Assessing learning transfer and constraining issues in EAP writing practices
title_sort	assessing learning transfer and constraining issues in eap writing practices
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/54b588eb3529422a9b96c0146f5612f8
work_keys_str_mv	AT abebeyitbarekwubalem assessinglearningtransferandconstrainingissuesineapwritingpractices
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Assessing learning transfer and constraining issues in EAP writing practices

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