Slides can be accessed by clicking on the presenter name.
A5 McCarthy – What can we do with corpus-based information about academic speaking?
A6 Nesi, Matheson & Basturkmen – University literature essays in the UK, New Zealand and the USA: Implications for EAP
A7 Swales – Does EAP need a concept of Discourse Community?
A8 Ding – The EAP Practitioner: Examining an unexamined life
A9 Davis – Publishing research in EAP: The motivations and challenges from the perspectives of EAP practitioners, Heads of EAP departments and journal editors
A10 Furneaux – Working together with international Masters students to learn how they develop academic writing skills in English: Two case studies
A11 Kirk – Between page and pedagogy: Exploring curriculum enactment in the EAP classroom
A12 Northcott & Caulton – EAP and Subject specialist academic writing feedback collaboration
A13 Page – English Medium Instruction (EMI): Why EAP practitioners should engage
B1 Levrai & Bolster – Essays with benefits: Undergraduate collaborative writing
B2 Bottomley – Talking Movies: An intermediary Community of Practice
B3 Edwards&Barakat – International students as curriculum advisers for academic writing courses: Developing and implementing staff-student partnerships
B4 Gazeley-Eke – Academic skills for MA: Developing a student-driven, subject specific, EAP support programme for PG students
B5 Groves – Can students design their own lexical curriculum?
B8 Tavakoli – The impact of collaborative pedagogy on student engagement
B10 John & Soe – Linking continents and bridging cultures: embedding intercultural competencies into the pre-sessional EAP programme
B12 Smith – Bringing learners and tutors together in the writing process through dialogic feedback
B13 Harwood and Petric – Experiencing Master’s dissertation supervision: Findings from a longitudinal case study, lessons for EAP practitioners
C1 Barclay – Improving the quality and consistency of EAP assessment through inter-university collaboration
C3 Benigno – Use of the CEFR in higher education: Developing descriptors of academic English
C4 Grimley and Manzie – Breaking down barriers: Increasing student engagement in writing feedback through inter-module and international collaboration
C5 Smith – Uneven language proficiency: How spiky can a spiky profile be?
C6 Wattam & Mason – Creating TELP: An online skills assessment that gives comprehensive analysis of international students’ needs
C7 Seburn & Guerson – Interactivity between a first-year content course and EAP course assignment for skill transferability
C8 Dennis – Don’t do wjat I say; do what I do!
C9 Richardson, Humphreys, Schutter – An investigation into the student’s learning experience of a collaborative research and seminar project in a pre-sessional EAP course
C10 Van Geyte – Expectations and perceptions of L2 writing
C11 Hunter et al – Building a Tailor-Made Digital Placement Test
C12 Cowling and Holt – From ghostwriting to learner engagement in pre-sessional writing assessment: How can an open book exam help?
C13 Joe & Connor – Collaborative practice in an integrated accounting and English language programme
D1 Riley-Jones – “There’s a disease, and it’s called Goldsmiths”
D2 Smart – “At your service”? Can collaboration between UK EAP and Subject teachers obviate Raimes’ so-called “Butler stance”?
D4 Irvine – Facilitating participation in HE: New pathways for asylum-seekers and refugees
D5 Forbes, Butler & Heyns – Routes, realities and rewards: A collaborative exploration of EAP teacher observation and development
D6 Bond and Whong – A combined offer: Collaborative development through a content-based presessional programme
D9 Davis, Perrin & Marr – Towards an EAP teaching future in China: Professional development and the first National Certificate in Teaching EAP
D11 Bellhouse – Strategies for speaking tests: Corpus-based tips for preparing students
D12 Kavanagh A – Collaborating with postgraduates on providing 1:1 academic support: Who benefits and how?
E1 Wattam & Bissoondeal – “Job talk”: Designing a module to help international students respond effectively to the demands of current recruitment methods
E2 Vincent & Trklja – Investigating student awareness of hedging in context
E5 Grynchuk & Lauterbach – Academic literacy in a pool of academic literacies? Intercultural needs of students and the role of EAP teachers
E6 Davis and Morley – Launch, toolkit, lifesaver: The use of metaphors by staff and students to conceptualise the role of formulaic phrases
E7 Hackett – The development of national International Foundation Year (IFY) awards
E8 Nicholls and Procter – Commuters to collaborators: Using EAP approaches with home students
E9 Nunan & Runchman – Student progress on a pre-sessional programme: Student perception, teacher perception and student results
E12 Nowlan – A critical evaluation of role assignment in collaborative writing tasks that use a scale-up approach
F1 Webster – Critical thinking and EAP writing (BALEAP Dissertation Award winner)
F2 Johnson – What can corpus-based research tell teachers? A case study on the citation skills of Chinese L1 speakers at novice level in UK Academia
F3 Gamble – Experiences of student co-authorship and review in creating an inclusive and relevant study skills service
F5 Kavanagh M – Teaching home students: Teachers’ attitudes to a new challenge
F6 Johar – Collaborate to accelerate
F10 Mathew, Nesi & Vincent – Corpus from scratch: Collecting and processing a sizeable EAP corpus in a (relatively) resource-poor context
F11 Mandalios – EAP and translanguaging: Profiting from students’ other languages
F12 Lee – Listening in lectures: Are they transferring the skills and strategies from pre-sessional to Masters’ lectures?
F13 Heeney – From patchwriting to paraphrasing to synthesising: A rhetorical journey
G1 Colclough, Driscoll & Fox – The uses of literature in three academic disciplines
G4 Cronin & Hawthorne – Developing academic literacy: A team teaching approach with Health and Human Sciences
G5 Vermeire & Rewhorn – The hard job of trying to please everybody: Putting the S into EGAP
G7 Teale – Integrating an English for Specific Acacemic Purposes (ESAP) component into an English for General Academic Purposes (EGAP) course
G8 Henry – Defining communicative purpose: Views of students, EAP and Subject lecturers on assessed writing tasks for Business modules
G9 Greener – Departments, discipline specificity and logistical complexity: How do you solve a problem like Pre-Sessional?
H4 Bruce & Ding – State of the union: Evaluating the current and envisioning the future knwledge base of EAP
H7 Macallister – EAP as a political arena: Uniting the political and “results focused” communications of EAP through Critical Teaching
H8 Lewis – Co-Marketing: A collaborative approach
H10 Lee et al. – Informed student voice: A four-way collaboration
H11 Awad – EAP practice and second language research
H13 Bolster & Levrai – Sustainable Development Goals for a sustainable EAP course
I3 Cooper – Active reading: A collaborative approach
I6&7 Finegan & Pearson-Fischer – Using Google Docs for formative assessment
J3&4 High & Ruck Keene – Enabling all teaching staff to deliver outstanding course programmes
J6&7 Gardos & Yamamoto – Non-native teachers and multilingualism in EAP