This paper examines a new first-year EAP course in a Hong Kong university. It utilizes teacher and student reflections to understand the course's strengths and weaknesses, aiming to enhance its design and delivery. The study employed a qualitative approach whereby textual analysis was used to interpret the data collected in the form of written teacher reflections, written student reflections, and notes of teacher reflective dialogue. The thematic categories for coding the data were established based on the course's main learning outcomes: Effective Learning, Spoken Language, and Written Language. Findings reveal that teachers were more critical of the course compared to learners. Teachers expressed dissatisfaction with the pedagogical approach to Effective Learning unit, insufficient time provided in the course to teach solo speaking, and the inability to cover too many organizational and linguistic features in the writing unit. Students, however, did not have much to reflect on about Effective Learning, had mixed views about Spoken Language with some worried about reading from notes, and wrote extremely positively about their learning of Written Language. Nonetheless, their views provide valuable insights for course improvement. Consequently, the paper advocates for a reflective pedagogy approach to EAP that considers both teacher and student reflections to enhance teaching and learning outcomes. Copyright © 2024 Routledge.

Considerable research on university undergraduates’ struggles to master English for academic purposes (EAP) has been undertaken, yet little attention has been paid to the motivational needs of this specific learner group, or the fulfilment of such needs in university EAP courses. This study examines motivational strategies used by teachers of undergraduate EAP classes, student-perceived ineffective characteristics of the strategies, and students’ suggestions for better strategy implementation, together with the relationships between the strategies and the ineffective characteristics/suggestions. Reflective journals were collected from 69 first-year undergraduates who were enrolled in EAP courses offered by a Hong Kong university. The major findings are: 1) The adopted motivational strategies correspond closely to those endorsed in an influential framework; 2) the student participants reported ineffective characteristics pertinent to difficulty, relevance, expected learning outcomes, fairness, and interest; 3) the main suggestions were increased strategy use and provision of more assistance, encouragement, and examples; and 4) most of the suggestions appear to be non-strategy-specific, so they can supposedly be applied to a wide range of motivational strategies. The findings confirm the overall effectiveness of motivational strategies in undergraduate EAP courses, as well as informing university EAP teachers of possible ways to further improve their motivational techniques. Copyright ©2024 Routledge.

The rapid development of generative artificial intelligence (GenAI) tools (e.g. ChatGPT) has elicited mixed reactions among English language instructors and learners. This study explores how first-year students in an English for Academic Purposes (EAP) course at a Hong Kong university perceive GenAI and traditional grammar-checking tools (e.g. Grammarly, MS Word). We employed a qualitative methodology grounded in the interpretivist paradigm, conducting semi-structured interviews with 14 students. The findings revealed the students perceived GenAI tools to be more comprehensive and authoritative, as they provide detailed explanations and contextual insights that enhance language proficiency. However, they also noted concerns about overreliance, data privacy and equitable access to premium features. The study examines the ethical and pedagogical implications of integrating GenAI tools into higher education, highlighting their potential and the necessity of institutional guidance. It contributes to the ongoing discourse on the role of GenAI in academic writing instruction. Copyright © 2024 The Author(s).

English-medium instruction (EMI) is taking hold within higher education in non-Anglophone settings, but there is insufficient research into the challenges students encounter when taking EMI courses online. This exploratory quantitative study conducted in Hong Kong examines the language and studying challenges faced by undergraduate students when in-person classes were suspended due to COVID-19. One hundred thirteen first- and second-year students completed a questionnaire, rating their perceived challenges in the areas of writing, speaking, reading, listening, and study skills. The results showed that they faced particular challenges with reading and study skills (especially self-motivation), as well as vocabulary range, which affected more than one skill. Corroborating existing research, students with less secondary school EMI experience reported greater challenges. As providing English for Academic Purposes (EAP) courses is a primary way to support the language skills of students in EMI settings, we offer guidance to EAP practitioners who seek to help their students overcome the challenges identified in this article. As online technology continues to deliver content in tertiary education, EAP courses must be closely aligned with the language and study skills needs of students in digital EMI environments. Copyright © 2023 by the authors.

Independent language learning is paramount for those wishing to develop proficiency in a second or foreign language. Language learners often have few opportunities to communicate and interact actively in their target language. In this two-phase study, a chatbot was developed to assist second-language learners at a tertiary education institution in Hong Kong with independent language learning. I employed a questionnaire (N = 128) followed by semi-structured interviews (N = 12) to gain holistic insight into learners' experiences with the chatbot. The results suggested that the participants enjoyed interacting with the chatbot both in and out of class and perceived that it improved their English skills. These findings have implications for language teachers and the future development of chatbots. Copyright © 2023 Inderscience Enterprises Ltd.

Despite English being a priority in China and extensive policy changes over the past decades, English language teaching and learning at Chinese tertiary institutions remains insufficient. College English (CE) courses focus on holistic and humanistic education by teaching English for general purposes. However, they are often inefficient and unable to serve university students’ needs. Researchers and practitioners alike call for a transition from CE to English for Academic Purposes (EAP). This study explored pre-service teachers’ perceptions of EAP provision in mainland China through a qualitative, interpretive approach. Sixteen pre-service teachers, who completed their bachelor's education in China and master's education in Hong Kong, participated in semi-structured interviews, sharing their experiences and discussing the challenges and opportunities for EAP to serve as a replacement for or supplement to CE. Thematic analysis revealed complexities comprising current education, the traditional, top-down system, learning styles, status, and lack of professional development opportunities. This paper discusses the challenges of implementing EAP in mainland China in an effort to help policymakers, researchers, and practitioners identify the way out. Copyright © 2022 The Author(s). Published by Elsevier Ltd.

Undergraduates are often advised to expand their discipline-specific vocabulary in order to cope with the rigor of reading and writing academic texts. For the students studying in English-medium settings, it is in their interest to acquire vocabulary in their disciplines as this is vital to academic success. While students recognize the importance of discipline-specific vocabulary acquisition, they are typically unable to do so due to their heavy work on learning and assessment tasks. With the advent of mobile technology, one way to address this problem is to create vocabulary apps. To meet this need, this paper presents a gamified, discipline-specific vocabulary learning app Books vs Brains@PolyU. It was developed to help busy undergraduates to build a repertoire of the vocabulary across seven disciplines. We explored students' perceptions and evaluation of this tool via interviews with sixteen student participants of the project. The results show that students found the tool useful and motivating, indicating the effectiveness of the app in helping busy undergraduates to build and expand their knowledge of discipline-specific vocabulary. Copyright © 2021 Hong Kong Bao Long Accounting And Secretarial Limited. All rights reserved.

Motivation has always been considered an important factor in language learning, and this is particularly crucial for first year undergraduates in the new four-year curriculum. With one year less English learning experience in secondary schools and one more year to study at universities, where English is usually used as a medium of instruction and a lingua franca for international knowledge exchange, this transition can be challenging. To bridge the gap, first year undergraduates are usually required to take courses of English for Academic Purposes (EAP). However, students are usually instrumentally motivated or not motivated at all. Therefore, course developers and teachers play vital roles in developing learners’ L2 learning motivation, and preparing them for further study in their own discipline using English. This paper investigates research in L2 learning motivation and how it can be applied to EAP classrooms to enrich the English learning experience of first year undergraduates. Findings of a study on the English learning experience in secondary school among 14 first year universities through narrative inquiry are highlighted with reference to shadow education (private supplementary tutoring). Practical strategies to motivate students to participate in classroom activities and out-of-class learning are suggested. Copyright © 2013 Centre for Applied English Studies, The University of Hong Kong.