Proceedings of the 2019 BALEAP Conference – Abstracts

Introduction

Section I: Course delivery

Formative feedback for academic writing: Stuck in the mud?
Lisa Robinson, Sandra Leigh and Richard Lee

Pre-sessional listening assessment: Construct, content and graduateness
John Wrigglesworth

Teaching academic integrity: Lessons learned from a Canadian EAP program
James Corcoran and Bruce Russell

Reviewing the literature: The genesis of a writing course for PhD students
Cathy Benson and Kenneth Anderson

Guidelines for EAP tutors in supporting postgraduate international students in their critical academic writing
Andrew Drybrough

Exploring transition markers in class
Milada Walková

Gamifying vocabulary learning: A Moodle-based learning activity for the Academic Word List
Mark Sinnott and Ling Xia

First steps towards a blended pre-sessional: Challenges and reflections
Debra Jones and Hazel Newton

Are we talking about the same thing? Researcher and practitioner perspectives of student collaboration
Averil Bolster and Peter Levrai

Section II: Academic practice

EAP teachers working in, with and through the creative arts: Reflections on a conference workshop aimed at exploring current practices
Clare Carr, Clare Maxwell, Ania Rolinska and Jennifer Sizer

What can cognitive linguistics do for the EAP community?
Sally Zacharias

EAP student perspectives on using real-world activities within their courses
Paul Breen

Understanding student writing: Issues in combining text analyses and discourse-based interviews
Qingyang Sun

Section III: The student

International students’ use of online translation tools
Rina F. de Vries and Jake Groves

Chinese speakers’ vocabulary size: Correlations with IELTS scores and implications for textual coverage
Andrew Drummond

Transforming oracy on a pre-sessional programme: Language for learning in classroom discussions
Rachel Elmslie

Researching language and social media use in multilingual groups working on academic group assignments
Sarah Brewer

An ‘imagined community’: Re-imagining students’ expectations of academic study
Elisabeth Wilding

An investigation into how L2 international postgraduate students select reading sources for their academic assessments
Deborah Durmus

Section IV: Programme development

A shift from handmaidens to enlightened waiters: EAP practitioners for a grassroots sanctuary movement
Aleks Palanac

Exploring the ecosystem from within: An ecological approach to EAP curriculum design
Neil Adam Tibbetts

Is it time for Team-Based Learning in EAP?
Joy Robbins and Beck McCarter

Section V: Professional development and scholarship

Exploring approaches to teacher observation on an intensive EAP pre-sessional course
Carole MacDiarmid

Lecturer training for English-medium instruction: What and how?
Katrien L. B. Deroey

Information overload to knowledge development: Transforming tutor induction on a summer pre-sessional
Catherine Beswick

What counts as preparation practices for English Across the Curriculum (EAC) among South African student teachers?
Nhlanhla Mpofu and Mncedisi C. Maphalala

Scholarly activity and EAP professional identity: Tensions and alignments
Sarah Taylor

Countering commodification in EAP: The need to explore, innovate and transform
Ian Bruce and Alex Ding

Notes on the contributors

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