Browsing by Subject "EAP"
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Item Open Access Guidelines for developing writing instruction framework within the context of English For Academic Purposes (EAP) as informed by Academic Literacies: a critical interpretive meta synthesis(Bilkent University, 2021-10) Arslan, FundagülThis thesis aimed to provide guidelines for developing writing instruction framework within the context of teaching English for Academic Purposes (EAP) as informed by Academic Literacies (Ac Lits). To this end, the researcher explored the empirical articles focusing on teaching writing published in the Journal of English for Academic Purposes (JEAP). A research synthesis method was employed to review, analyze, and synthesize 109 research articles, using a spreadsheet program for categorizing and coding qualitative data. The researcher analyzed the purposes and results of these studies, using Noblit and Hare’s (1988) meta-ethnographic approach to interpretive synthesis as adapted by Dixon-Woods et al. (2006), called critical interpretive synthesis, and Schütz’s (1973) notion of second and third order constructs. In the end, the researcher highlighted a number of principles for guiding writing instruction within the context of EAP as informed by Academic Literacies.Item Open Access Teacher and student interest, quality of motivation and engagement in content-based EAP classes(Bilkent University, 2020-06) Doğdu, Ecem MerveThe present study sought to investigate if there was a relation among ENG 101/ 102 instructors’ and students’ interest, quality of motivation (i.e., autonomous versus controlled motivation) and students’ engagement in content-based EAP classes. The study was carried out at an English-speaking private university located in Ankara. The participants of the study were 52 freshmen (51% female, 49% male; Mean age = 19.59, SD = 0.5) taking ENG 101 and 102 classes which are compulsory English and essay composition courses. The results of the hierarchical regression analyses demonstrated that students’ interest in the theme of their ENG 101/102 classes was a significant and positive predictor for students’ autonomous motivation as well as their agentic and behavioral engagement. Furthermore, instructors’ perceived quality of motivation in teaching the content of ENG 101/102 classes was significantly and positively linked to students ‘quality of motivation. On the other hand, while instructors’ and students’ interest and enthusiasm in the themes of ENG 101/102 classes were significant and positive predictors of students’ agentic engagement, students’ behavioral engagement was only predicted by autonomous student motivation and student interest in the themes of their class. The implications for practice were provided in the light of the findings.Item Open Access Turkish university EFL students' oral expression of critical thinking in classroom discussions(Bilkent University, 2008) Tarakçıoğlu, Buket EsraThis study was designed to investigate the amount of the expression of critical thinking (CT) and the nature of L2 in tasks that require critical thinking in English for academic purposes (EAP) classrooms in Turkish universities. This study was conducted with two advanced-level EAP classes, including 34 students in total, at Middle East Technical University, Turkey. The data was collected by video-taping the students’ discussion in class and analyzing their transcripts in terms of critical thinking and nature of language. The results indicated that students can express their critical thinking skills orally in L2 to a certain extent but they have difficulty in doing so as a result of their lack of necessary language. This study suggests the need for further work on oral expression of CT in EAP classrooms in Turkish universities in terms of the vocabulary and grammar students need to express themselves more accurately while engaged in tasks that invite CT in their oral L2.