Assessing English for Academic Purposes (EAP) Writing Readiness among Tertiary Students: Attitudes and Perspectives

Abstract

Contemporary literature related to academic writing for EAP in tertiary students points to notable deficiencies in the writing standards of tertiary students, far from levels required for successful study at university. Research indicates that students who have access to specialised English language instruction may develop successful strategies for discipline specific writing (Arkoudis & Doughney, 2014). This paper examines existing literature on EAP instructional methods, and tertiary students’ attitudes towards writing for academic purposes, and attempts to identify successful strategies and attitudes that address EAP writing deficits. A qualitative inquiry premised in interpretive-hermeneutics was applied to complete a meta-analysis of relevant studies in EAP for tertiary students. The paper draws upon thematic analysis of studies conducted in the area to identify emerging patterns and concepts regarding tertiary students’ EAP proficiency. The main findings suggest the following pertinent points: 1) the importance of raising self-awareness of EAP proficiency among tertiary students, 2) efficient specialised instructional methods or pedagogies, and 3) institutional policies for provision of learning support. EAP writing readiness among tertiary students may be facilitated with the development of an efficient framework in the areas of specialised instruction, strategies for self-awareness of EAP proficiency levels, and good institutional policies for learning support.