TAILIEUCHUNG - Academic Writing Development of ESL/EFL Graduate Students in NUS

Each unit is structured so that it can be delivered without the need for extensive preparation by the group leader. This might be the English and/or Welsh language coordinator of a primary or special school and/or the appropriate head(s) of department in a secondary school, a member of the school’s senior management team (SMT) or the LA advisory team, or a tutor in initial teacher training. The development of writing skills should be part of a whole-school strategy, led by a senior teacher, that involves every teacher in the school. The document aims to provide material that might form part of whole-school training as well as work in LAs. | Academic Writing Development of ESL EFL Graduate Students in NUS Deng Xudong Lee Kooi Cheng Chitra Varaprasad and Lim Meng Leng National University of Singapore ABSTRACT -------------------------------------------------------------------- This paper aims to investigate the impact of an English for Academic Purposes course on the development of academic writing abilities of ESL EFL graduate students at the National University of Singapore. In particular the study compared the essays students wrote prior to taking the course and after it in terms of grammar accuracy fluency academic vocabulary use and overall essay bands. The study found that while not much progress had been made by these students in terms of grammar accuracy and fluency they over the course of one semester were able to use more academic vocabulary gained more than half a band in their overall essay quality and improved their language band significantly. In addition the study also administered a questionnaire to elicit these participants views on the usefulness of the course for developing their academic writing skills and for writing their other course-work related assignments as well as on any potential benefits other than the development of English language skills that the course may bring to them. The questionnaire analysis somewhat corroborates with our findings on grammar accuracy as students reported that the course did not help them improve their grammar accuracy. But apart from this the majority of the students found the course to be useful for the enhancement of their academic writing skills. They also found the course to be of great benefit in helping them to gain confidence in writing for their core modules and in writing academic research papers. Besides students reported some byproducts of the course including their general English skills such as listening speaking reading and writing emails as well as collaborating with other people. KEYWORDS Academic writing English for academic .

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