Background TO EAP: bibliography

• An extensive EAP bibliography has been prepared by A. Gillet

Zhu, W. and J. Flaitz, 2005 

Using Focus Group Methodology to Understand International Students' Academic Language Needs: A Comparison of Perspectives

• from TESL-EJ

 Liyanage, I. and G. Birch 2001, QJER Vol 17

English for general academic purposes: Catering to discipline-specific needs
 

• Queensland Journal of Educational Research

Key Issues in English for Specific Purposes (ESP) Curriculum Development

• in Internet TESLJ October 2001

Kitao, K. and S. K.Kitao 1997

Selecting and Developing Teaching/Learning Materials  

• Internet TESL Journal 1V No 4

Krajka J. 2000

Some possibilities for using online newspapers in the ESL classroom

 

• Internet TESL Journal Vol V1 No 4  

Krajka J. 2000  

Using the Internet in ESL Writing Instruction  

 

• Internet TESL Journal Vol V1 No 11

McCabe R. V.

Tailoring EAP materials to the English second language needs of tertiary students from multilingual indigenous backgrounds

Sinclair Alice

When I say describe, i don't mean that you should just describe....

• Challenges that EAP students face at university

 Zhu, W. & F. Jeffra 2005
Using Focus Group Methodology to Understand International Students' Academic Language Needs: A Comparison of Perspectives

TESL EJ Vol 8/no 4

• Using Focus Group Methodology to Understand International Students' Academic Language Needs: A Comparison of Perspectives

Kimball, J.

• Needs Analysis for Medical Students

Nist & Simpson

Overview of Individual Differences in EAP

'It is well accepted both in theory and in practice that academically successful college students know how to study. Research suggests, however, that many students enter postsecondary institutions unprepared to meet the studying demands placed on them (e.g., Pressley, Yokoi, van Meter, Van Etten, & Freebern, 1997). This lack of preparation can be traced, in part, to the “hidden curriculum” at the secondary level (Mayer, 1996). That is, study strategies are “hidden” because teachers at all levels assume that their students already have a repertoire of studying behaviors when they enter the classroom. As a result of this lack of preparation, most colleges and universities offer courses or programs that teach students to be efficient and active learners (Maxwell, 1997).

We begin this discussion of college studying by examining models and taxonomies that have guided researchers as they have investigated studying. Using one model, we will then review the research factors related to studying at the college level: course characteristics, learner characteristics, and learning strategies. Finally, we conclude our discussion with implications for practice and offer suggestions for future research'

• excellent materials from the British Council and the BBC

• EAP Resources

• English for Specific Purposes World - web based journal