All Things EAP

In this episode, EAP practitioners Jen McDougall, Katrien Dereoy, and Milada Walkova discuss the challenges and strategies in designing effective materials for English for Academic Purposes (EAP). The conversation highlights the importance of context, the role of feedback, and the necessity of both theoretical underpinnings and practical applications in materials design. They also touch on personalization for diverse student groups, the influence of AI, and incorporating inclusivity and diversity in EAP materials. The speakers offer practical advice for new and experienced EAP practitioners alike, emphasizing the value of collaboration, research, and continual learning.Host:Laura Richards, University of LeedsGuests:Jennifer McDougall, University of GlasgowKatrien Dereoy, University of LuxemburgMilada Walkova, University of LeedsReferences:Charles, M. & Frankenberg-Garcia, A. (eds.) (2021) Corpora in ESP/EAP Writing Instruction: Preparation, Exploitation, Analysis. Abingdon, Oxon: Routledge.Karpenko-Seccombe, T. (2020) Academic Writing with Corpora: A Resource Book for Data-Driven Learning. Abingdon, Oxon: Routledge.Mishan, F. & Timmis, I. (2015) Materials Development for TESOL. Edinburgh: Edinburgh University Press.Sinclair, J. (2004) Trust the Text: Language, Corpus and Discourse. London: Routledge.Tomlinson, B. (ed.) (2013) Developing Materials for Language Teaching. 2nd edn. London: Bloomsbury Academic.Tomlinson, B. (2011) Materials Development in Language Teaching. 2nd edn. Cambridge: Cambridge University Press.Walková, M. (2024) Teaching Academic Writing for EAP: Language Foundations for Practitioners. London: Bloomsbury Academic.

This episode explores the challenges of teaching and learning discipline-specific vocabulary in EAP contexts. Alex Runchman interviews four colleagues working across University College Dublin's satellite campuses in China, which teach diverse disciplines including finance, engineering, biological sciences, and environmental policy. The guests discuss the challenges of teaching technical terminology, strategies for vocabulary learning, the role of technology and AI, the unique partnership subject lecturers and EAP practitioners can enter into.Hosts:Xiaoqing Bi, Xi'an Jiaotong - Liverpool UniversityAlex Runchman, University College DublinGuests:Huang Zixia, School of Biology and Environmental Science, University College Dublin; teaches at Guangzhou Dublin International CollegeAndy Merton, Beijing Dublin International CollegeJoy Chu Ming-shi, Chang'an Dublin International College; background in environmental engineeringSally Ou Yali, Chang'an Dublin International CollegeReferences:Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). University of Michigan Press.Toogood, C., & Hale, K. (2025). Empowering professional identity and positive outcomes through Third Space collaboration: A subject lecturer and EAP practitioner case study. Journal of Learning Development in Higher Education, (33). https://doi.org/10.47408/jldhe.vi33.1196Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.

In this episode, Michelle talks to experienced EAP practitioners in Turkey who discuss challenges, institutional differences, and the evolving role of practitioners in their context. Guests discuss their routes into EAP, curriculum autonomy, professional development, and the impact of native speakerism. The conversation gives a vital glimpse into the need for context-sensitive resources and greater institutional support for EAP professionals in differing contexts.Hosts:Michelle Evans, University of LeedsLaura Richards, University of LeedsGuests: Derya Alinmakas, MEF University (Istanbul, Turkey)Yasemin Oral, Istanbul University-Cerrahpaşa (Istanbul, Turkey)Simon Mumford, Izmir University of Economics (Izmir, Turkey)References:Topkaya, E. Z. and Çelik, H. (eds.) (2024). Teaching English for Academic Purposes : Theory into Practice. Springer Nature: Switzerland. https://doi.org/10.1007/978-3-031-72545-6On the transition from EGP to EAP teacherCampion, G. C. (2016). 'The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, 59–70. https://doi.org/10.1016/j.jeap.2016.06.003On EAP teacher developmentFitzpatrick, D., Costley, T., & Tavakoli, P. (2022). Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development. Journal of English for Academic Purposes, 59, 101140. https://doi.org/10.1016/j.jeap.2022.101140On EAP teacher identity reconstructionDikilitaş, K., & Mumford, S. (2023). Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation. Reflective Practice, 24(3), 265–278. https://doi.org/10.1080/14623943.2023.2170342On the specific problems of EAP writing in TurkeyÖzdemir-Yılmazer, M. (2022). Exploring students’ developing perception of writing in an EAP program of an English-medium university in Turkey. The Reading Matrix: An International Online Journal, 22(2).On the benefits of writing up teacher researchDikilitaş, K., & Mumford, S. E. (2016). Supporting the writing up of teacher research: Peer and mentor roles. ELT Journal, 70(4), 371–381. https://doi.org/10.1093/elt/ccw014

In this episode of All Things EAP, hosts Xiaoqing and Michelle explore the question of whether EAP teachers should pursue a doctorate. They are joined by guests Steve Kirk, Qingyang Sun, and David Collett, who share their diverse perspectives and experiences. The discussion delves into the social and structural aspects of doctorate study, individual motivations, and the impact of doctoral qualifications on personal and professional development. They also discuss the challenges of doctorate research, the role of institutional and national culture in decision-making, and offer practical advice for EAP teachers considering this academic path.Hosts:Xiaoqing Bi, Xi'an Jiaotong - Liverpool UniversityMichelle Evans, University of LeedsGuests:Steve Kirk, Durum UniversityQingyang Sun, Xi'an Jiaotong - Liverpool University David Collett, De Montfort University Kazakhstan References:Bell, D. (2025) Strengthening the nexus between English for Academic Purposes (EAP) and Academic Literacies (Ac Lits): A win-win outcome for all concerned? Presented at the Academic Literacies SIG event, BALEAP, 1 May.Campion, G.C. (2016) ‘The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, pp.59-70.Ding, A. and Bruce, I. (2017) The English for academic purposes practitioner: Operating on the Edge of Academia. London: Springer, 10, pp.978-3.

In this episode of All Things EAP, Madhu Neupane Bastola, Angeliki Apostolidou, Peter Davidson, and Monalisha explore the complexities of giving and receiving feedback on academic writing. Drawing on their diverse contexts and roles as researchers, teachers, and students, they discuss feedback literacy, emotional responses to critique, the role of AI, and the evolving responsibilities of the feedback provider in fostering autonomy, dialogue, and learning.Hosts:Sanchia Rodrigues, Xiaoqing BiGuests:Madhu Neupane Bastola, Hong Kong Polytechnic UniversityAngeliki Apostolidou, American College of GreecePeter Davidson, Zayed University in DubaiMonalisha, University of Hyderabad in IndiaReferencesCareless, D. and Boud, D., 2018. The development of student feedback literacy: Enabling uptake of feedback. Assesment & Evaluation in Higuer Education, 43 (8), 1315-1325 [online]Hyland, K. and Hyland, F. eds., 2019. Feedback in second language writing: Contexts and issues. Cambridge university press.Winstone, N.E., Nash, R.A., Parker, M. and Rowntree, J., 2017. Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational psychologist, 52(1), pp.17-37.Sutton, P., 2012. Conceptualizing feedback literacy: Knowing, being, and acting. Innovations in Education and Teaching International, 49(1), pp.31-40.

With a full heart and sore head, we bid farewell to the 2025 BALEAP Conference with reactions and reflections on what has been a fantastic event organised by the University of Plymouth team.

Challenging the status quo, reflecting on inspiring talks and more in this coverage of Day 3.

A kindness keynote, SIG love, a exciting journal announcement and the (precarity-shaped) elephant in the room.

Join us for a little peek at Day 1 of the BALEAP Conference at the University of Plymouth, UK.

In this episode of 'All Things EAP', Carrie Qian and Paul Breen explore the meaning and relevance of translanguaging in today’s higher education and EAP environments. They do this through an interview with both academics and students, including Professor Li Wei, the Director and Dean of the UCL Institute of Education (IOE). This is truly global episode in which we hear voices from Europe, eastern Asia and The Middle East discussing the subject from a range of perspectives including pedgaogical, ideological and technological considerations. We unlock the mystery and make this highly contemporary academic term accessible to everyone.Hosts:Carrie Qian, Xi'an Jiaotong-Liverpool University (XJTLU)Paul Breen, UCL Centre for Languages and International Education.Guests:Professor Li Wei, UCL Institute of Education (IOE).Anh Nguyet Luu, PhD student, University of Roehampton. Arhadi Shawish (Ahed), undergraduate student in Palestine.References and suggested further readings or resources:Breen, P. and Le Roux, M. (eds). (2024). Social Justice in EAP and ELT Contexts: Global Higher Education Perspectives. London, Bloomsbury Academic.Carroll, K.S. (2022). Translanguaging for transformation: Resisting monolingual ideologies. In Linguistic identities in the Arab Gulf states (pp. 183-197). Routledge.Luu, N., (2024). The White Gaze and Translanguaging: Getting Multilingual Students’ Voices Heard. Social Justice in EAP and ELT Contexts: Global Higher Education Perspectives. London, Bloomsbury Academic.Wei, L. (2018). Translanguaging as a practical theory of language. Applied linguistics, 39(1), pp.9-30.Wei, L. (2024). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching, 57(2), pp.203-214.Presentation by Kelly Webb-Davies: 'Translanguaging in EAP' - BALEAP TELSIG 23-02-2024Presentation by Dylan Williams: 'The Role of Trust in South Korean EMI Translanguaging Practices' - BALEAP Conference 2021: University of Glasgow 6-10 April.

In this episode of 'All Things EAP', Laura speaks to Hannah Jones (incoming BALEAP chair) and Rachel Heasley (Senior Lecturer) about what EAP looks like and the challenges around leading in the currrent UK HE climate. They touch on how EAP leadership differs from the rest of HE and what we bring to leadership as teachers and individuals.Hosts:Xiaoqing Bi, Laura RichardsGuests:Hannah Jones (University of Edinburgh, UK)Rachel Heasley (University of Manchester, UK)References and resourcesBBC. (2024). "Universities enrolling foreign students with poor English, BBC finds" 3 December 2024Curtis, A. (2022). Reflecting on Leadership in Language Education. University of Toronto Press.Tuck, J. (2018). ‘I’m nobody’s Mum in this university’: The gendering of work around student writing in UK higher education. Journal of English for academic purposes. 32, pp.32–41.Whong, M. (2021). Melinda Wong: Leadership (and Management) inEAP: Whose Job is it?Link to playlist for Leadership PIM at Durham 2021Listen to Lorraine Mighty's Provocation on 'non-promotable tasks' for Feminism x EAP Slow Conference May 2024

In this episode of 'All Things EAP', Olive Nabukeera, Quanisha Charles, Geoffrey Nsanja and Laurietta Essien discuss what it is to be a Black academic in EAP. They explore how these experiences have shaped their teaching practices and research interests, in a conversation that ranges from themes of identity, equity and representation to wider issues of epistemic disobedience, capitalism and decolonisation.Hosts:Xiaoqing Bi, Sanchia Rodrigues, Laura RichardsGuests:Olive Nabukeera (University of Leeds)Geoffrey Nsanja (University of Leeds)Quanisha Charles (North Central College, Illinois, US)Laurietta Essien (University of Leeds)ReferencesAdichie, C. N. (2013). Americanah. HarperCollins UKCharles, Q. (2024). Transnational Black feminism: LOVE as a practice of freedom, equity, and justice in English language teaching. TESOL Journal, e831.Ding, A. and Monbec, L. (2024). A socio-analysis of English for Academic Purposes. In Ding, A and Monbec, L. Eds. Practitioner agency and identity in English for Academic Purposes. London: Bloomsbury, pp.11-46.Varaidzo (2016). A Guide to Being Black. In Shukla, N. (Ed.), The Good Immigrant (pp.10-21). Unbound Publishing.BALEAP Materials Design PIM programmeLink to further reading resources

In this episode, Michelle speaks to Carole McDiarmid, Lindsay Knox and Yanhua Liu about two projects examing how practitioners currently engage with both CPD and EAP resources. They explain their motivation for their projects, how they got started and what the findings of their projects tell us about practitioner education and development around the globe.Hosts:Laura Richards (University of Leeds)Paul Breen (King's College London)Michelle Evans (University of Leeds)Guests:Carole McDiarmid (University of Glasgow)Lindsay Knox (University of Edinburgh)Yanhua Liu (Hong Kong University of Science and Technology in Guangzhou)Recommended resources:Fitzpatrick, D., Costley, T., & Tavakoli, P. (2022). Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development. Journal of English for Academic Purposes, 59, 101140Knox, L., MacDiarmid, C., & Apostolidou, A. (2024). Exploring Opportunities for EAP Teacher Development. In Katsampoxaki-Hodgetts, K. (Ed.). Proceedings of the 4th International EAPCRETE Conference: Options and practices of EAP, ESP and EMI multiliteracies and their pedagogical implications, 26-28 April 2024. University of Crete. DOI 10.5281/zenodo.13329373 In https://eapcrete.wordpress.com/2024/08/05/eapcrete2024-book-of-proceedings/

In this episode, Michelle speaks to Carole McDiarmid, Lindsay Knox and Yanhua Liu about two projects examing how practitioners currently engage with both CPD and EAP resources. They explain their motivation for their projects, how they got started and what the findings of their projects tell us about practitioner education and development around the globe.Hosts:Laura Richards (University of Leeds)Paul Breen (King's College London)Michelle Evans (University of Leeds)Guests:Carole McDiarmid (University of Glasgow)Lindsay Knox (University of Edinburgh)Yanhua Liu (Hong Kong University of Science and Technology in Guangzhou)

In this episode of 'All Things EAP, Xiaoqing Bi and Sanchia Rodrigues explore the implications of machine translation and generative AI in EAP. Joined by experts Mike Groves and Andy McIntosh, they delve into how these technologies are reshaping the landscape of language learning, addressing issues like academic integrity, student reliance on AI, and the ethical considerations for educators. This episode offers valuable insights into the evolving role of technology in EAP teaching and learning, and invites listeners to consider the future of these tools in education.Hosts:Xiaoqing Bi (Xi'an Jiaotong-Liverpool University)Sanchia Rodrigues (University of Warwick)Guests:Mike Groves (Lingnan University)Andy McIntosh (Xi'an Jiaotong-Liverpool University)Recommended resources:Groves, M. and Mundt, K.(2021) 'A ghostwriter in the machine? Attitudes of academic staff towards machine translation use in internationalised higher education', Journal of English for Academic Purposes, 50, p. 100957.Cai, L., 2024. How does ChatGPT Compare with Conventional Neural Machine Translation Systems in Performing a Chinese to English Translation Task?. Journal of Translation Studies, 4(1), pp.25-45.Liu, C. and Chen, M., 2024. Beyond seeking equivalents: exploring Chinese master’s students’ use of machine translation as a translanguaging process in EAP writing. Innovation in Language Learning and Teaching, pp.1-16.Timestamps:[00:55] Episode introduction[02:13] Feature discussion[02:22] What are the attitudes of EAP practitioners and the students towards machine translation in your contexts?[05:53] Do you think the lecturers in other disciplines tend to have the same opinions or they hold different perspectives on the use of machine translation?[07:21] How to guide students to use machine translation critically?[09:59] How would you compare generative AI tools like ChatGPT with machine translation in terms of EAP teaching and learning?[14:58] What ethical considerations should EAP teachers and students be aware of when using machine translation, and how can this impact the teaching and learning process?[21:13] Should machine translation be included in teachers professional development? If so, how?[25:02] Should EAP teachers be more accepting of non standard variants of global Englishes? And how can machine translation deal with this?[28:43] What do you envision for the future of machine translation within the field of EAP?[34:14] Wrap up and how to get in touch

In this episode, Xiaoqing and Sanchia speak to Mike Groves and Andy McIntosh about how students and staff are adapting to advancements in machine translation and generative AI. They also discuss some findings from Mike's recent research that might just challenge what we think we know about these tools. Hosts:Xiaoqing Bi (Xi'an Jiaotong-Liverpool University)Sanchia Rodrigues (University of Warwick)Guests:Mike Groves (Lingnan University)Andy McIntosh (Xi'an Jiaotong-Liverpool University)

In this episode of "All Things EAP," Xiaoqing Bi and Paul Breen explore Transnational Education (TNE), discussing the delivery of EAP across various institutions. They highlight the opportunities and challenges for teachers and students, featuring insights from Sam Evans on TNE models in China and Magda Rostron on teaching in an international hub in Qatar.Hosts:Xiaoqing Bi (Xi'an Jiaotong-Liverpool University)Paul Breen (University College London)Guests:Sam Evans (Xi'an Jiaotong-Liverpool University)Magda Rostron (Georgetown University, Doha, Qatar)Recommended resources:Evans, S., Collett, D. & Hu, M. (2022). Exploring cultural influences on engagement in peer review through the lens of self-determination theory at a transnational university in China. International Journal of EAP. Spring Issue, pp.61-84.Government Action on Student VisasQuinn, C. (2020). More China TNE programs shifting towards fully in-country model. The Pie News. Available at: https://thepienews.com/news/china-tne-model-staff-country/Education City in QatarTimestamps:First Guest - Xi’an Jiaotong-Liverpool University, TNE Context in China[3:40] Can you explain the different models of Transnational Education (TNE)?[6:00] Why has the number of students enrolled in TNE increased significantly in recent years?[7:21] Why do some students prefer to stay in China for international education rather than going to the UK?[9:04] What attracts people to work at a TNE university, specifically in the context of XJTLU?[10:35] What advice would you give to EAP teachers interested in moving to China?[12:12] How does the typical makeup of teaching staff at British universities differ from that at XJTLU?[15:30] How has teaching EAP in China helped you develop as a teacher, and what scholarship opportunities are available at XJTLU?Second Guest - Georgetown University, TNE Context in Qatar[19:29] Can you share your background as an EAP practitioner and how you ended up in Qatar?[21:43] How do different cultures interact within the TNE context?[24:50] Why do students choose to study at a TNE university rather than at Qatari universities?[28:06] Can you discuss the EAP scholarship opportunities available?

In this first episode of 'All Things EAP' Laura, Sanchia and Carrie talk about how they got into teaching EAP, what they think the current issues are in EAP and where they think EAP might find itself in the future. They discuss the challenges and complexities of being an EAP practitioner with reference to their personal experiences and contexts.Host:Laura Richards, (University of Leeds)Guests:Sanchia Rodrigues (University of Warwick)Carrie Qian (Xi'an Jiatong-Liverpool University)Recommended resources:Bruce, I. & Bond, B.(eds) (2022) Contextualizing English for Academic Purposes in Higher Education: Politics, Policies and Practices. Bloomsbury.Kachru, B. (1985). Standards, codification and sociolinguistic realism: English language in the outer circle. In R. Quirk and H. Widowson (Eds.), English in the world: Teaching and learning the language and literatures (p. 11-36). Cambridge: Cambridge University Press.BALEAP 2023 Biennial Conference: Caution! EAP under DEconstructionTimestamps:[0:47] Episode introduction[03:18] Feature discussion[04:28] When someone asks you what you do for a living, how do you answer?[07:46] What do we as practitioners think of when we think of EAP?[12:34] Has the background of new EAP practitioners changed?[15:17] Are we diverse?[17:10 ] How do you feel about the distinction between native speaker and competent language teacher whose first language is not necessarily English?[21:04] Would an EAP specific qualification have made you feel more validated as a novice practitioner? \[24:31] Where do we think we will find ourselves as EAP practitioners in the next 5/10/20 years?[28:00] Voice notes from listeners[30:11] Wrap up and how to get in touch