Practitioners’ teaching preferences from an online English for Academic Purposes pre-sessional programme: what worked, what didn’t, and what’s promising
Practitioners’ teaching preferences from an online English for Academic Purposes pre-sessional programme: what worked, what didn’t, and what’s promising
Before the COVID-19 pandemic, English for Academic Purposes (EAP) pre-sessional programmes used to be exclusively delivered in-person at UK universities using fairly traditional teaching and learning methods. When the coronavirus lockdown happened in 2020, such courses had to be swiftly re-designed for students who were all around the world and tutors from around the UK. Most of these EAP practitioners were unfamiliar with online education but had to quickly upskill and adapt their pedagogy to their new Emergency Remote Teaching (ERT) contexts. This study looks at one pre-sessional programme and
discusses the experiences of and reflections from its practitioners in terms of what teaching and learning activities or approaches they felt worked well online and which ones they felt are best suited for in-person environments. Data were collected from pre-sessional practitioners (n = 63) via an online questionnaire. Results show a preference for more individual and reflective activities to take place online, such as running tutorials, giving individual feedback, supporting students to develop their writing skills, watching lectures and taking notes; and for group activities, such as discussions and group work, and student monitoring to take place in person.
Academic English, e-Learning, Pre-sessional, Higher Education, Emergency Remote Teaching
7-22
De Lima Guedes, Karla Kerlley
5c7f7565-9a71-4c0b-891f-f87d58be67e0
10 March 2023
De Lima Guedes, Karla Kerlley
5c7f7565-9a71-4c0b-891f-f87d58be67e0
De Lima Guedes, Karla Kerlley
(2023)
Practitioners’ teaching preferences from an online English for Academic Purposes pre-sessional programme: what worked, what didn’t, and what’s promising.
Professional and Academic English Journal, 29 (2), .
Abstract
Before the COVID-19 pandemic, English for Academic Purposes (EAP) pre-sessional programmes used to be exclusively delivered in-person at UK universities using fairly traditional teaching and learning methods. When the coronavirus lockdown happened in 2020, such courses had to be swiftly re-designed for students who were all around the world and tutors from around the UK. Most of these EAP practitioners were unfamiliar with online education but had to quickly upskill and adapt their pedagogy to their new Emergency Remote Teaching (ERT) contexts. This study looks at one pre-sessional programme and
discusses the experiences of and reflections from its practitioners in terms of what teaching and learning activities or approaches they felt worked well online and which ones they felt are best suited for in-person environments. Data were collected from pre-sessional practitioners (n = 63) via an online questionnaire. Results show a preference for more individual and reflective activities to take place online, such as running tutorials, giving individual feedback, supporting students to develop their writing skills, watching lectures and taking notes; and for group activities, such as discussions and group work, and student monitoring to take place in person.
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Published date: 10 March 2023
Keywords:
Academic English, e-Learning, Pre-sessional, Higher Education, Emergency Remote Teaching
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Local EPrints ID: 482730
URI: http://eprints.soton.ac.uk/id/eprint/482730
PURE UUID: 11e673d6-da5c-409b-bb57-3a1ee49350e9
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Date deposited: 12 Oct 2023 16:36
Last modified: 17 Mar 2024 03:26
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