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This study explores undergraduate students&rsquo; perspectives of experiencing tutorial-based dialogic feedback (DF) aimed at enhancing their academic writing skills required for successful completion of English for Academic Purposes (EAP) writing courses. To achieve this aim, an interview-based qualitative study was conducted in a renowned institution of higher education in Bangladesh. The generated data were analysed using an inductive thematic analysis approach, which yielded the findings of this study. The key findings suggest that DF has possible significant prospects to be employed in EAP writing courses working alongside written corrective feedback (WCF). DF helps students better comprehend and effectively apply WCF in both the revised and final drafts of their assignments, potentially resulting in enhanced academic writing. The successful implementation of the DF framework, as proposed by Yang and Carless (2013), may ultimately lead to improvements in academic writing skills. Consequently, this study contributes South Asian evidence-based research to the existing body of knowledge on the pedagogical use of DF.&nbsp;

frsl.2024.02.01.pdf

Original Research 

frsl.2024.02.01.xml

Undergraduate students’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills

This qualitative study explores the perceived academic differences encountered by Asian postgraduate students studying in British universities and their impacts on the students’ academic achievements. To achieve this aim, semi-structured interviews were conducted with five postgraduate students of diverse Asian background studying at a prominent British university. The results indicate that the assessment, teaching and learning methodologies, and communication systems are perceived as the major areas of differences. Consequently, the perceived differences lead to challenges in adapting to the demanding requirements of critical academic writing, using specialized language for disciplinary communications, and embracing independent study patterns. The findings also highlight some positive outcomes associated with the experience of studying within a Western education system, as reported by the learners. The implications of this study are significant for British universities as they underscore the importance of recognizing the underlying challenges faced by international students while studying in the UK.&nbsp;

sem.2024.15.02.pdf

sem.2024.15.02.xml

International Postgraduate Students’ Perceptions of Learning Difficulties and Their Impact on Academic Performance in British Universities

This study explores EAP teachers’ views of underlying problems in teaching listening skills and the strategies adopted by them to overcome problems at the tertiary level in EFL contexts. The study is based on the theoretical assumption of listening perception processes and its role in language development as hypothesised by Richards (2008). In this instrumental case study, one EAP teacher was purposively interviewed to identify their understanding of the investigated issue. The generated data were analysed following the basic qualitative analysis method. The findings demonstrate that in teaching listening skills both the top-down and bottom-up approaches should be adopted to integrate process-based listening skills teaching, which promotes target language acquisition in and out of the classroom. The findings may make the EAP practitioners reconsider incorporating the bottom-up approach to improve the existing strategies of teaching listening skills at the tertiary level.

J-LTRQ-22-00260-SI-JCR.pdf

ltrq.2023.33.10.xml

Rethinking Teaching Listening Skills: A Case Study

Guest-editors: 
Carol Griffiths, PhD, Girne American University, North Cyprus
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Jack C. Richard’s Six-decade Contribution to Language Teaching