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
