| Summary: | 碩士 === 國立中正大學 === 英語教學研究所 === 102 === Abstract
A number of studies have investigated English for academic purposes (EAP) curriculum design and English writing instruction. However, not enough research has been conducted on comparing academic writing curriculum design in the settings of English as a second language (ESL) and English as a foreign language (EFL) learning contexts.
In order to answer the research question about the similarities and differences of the academic English writing curriculum design in the two selected universities in the UK and in Taiwan, two research methods were adopted: (a) interviewing teacher-participants on curriculum design and teaching principles; (b) a questionnaire on students’ perceptions of the course and their perceived learning outcomes. The respondents were 2 teacher-participants in Taiwan and 3 in the UK; 41 student-participants in the UK and 19 in Taiwan. The findings were generated from analyzing the interview summaries and questionnaire results.
The interview data suggested that the course goals and objectives in both countries were similar, but the teaching principles and methods, ways of assessments/feedback and the selection of teaching materials were different. The questionnaire results showed that students from both learning contexts agreed they have learned the academic conventions, and academic vocabulary and phrases.
The implication of this research is that even though ESL and EFL share similar goals and objectives, learners’ culture and academic backgrounds should be carefully considered in ESL learning contexts; whereas, in the EFL context, constant writing and reading practice will compensate for the lack of English exposure.
Keywords: academic English writing, EAP curriculum design, EFL, ESL
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