A Mixed-Methods Study Into the Discipline-Specific Effect of Critical EAP on Reading Comprehension
Although critical English for academic purposes (CEAP) has grown theoretically, more research is needed to explore it in more depth. This sequential mixed-methods study primarily aimed to examine whether the CEAP and traditional English for academic purposes (EAP) have different impacts on Irani...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2024-11-01
|
| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3342_0e74da2a45df699d30d35625fa1aeb8b.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Although critical English for academic purposes (CEAP) has grown
theoretically, more research is needed to explore it in more depth. This
sequential mixed-methods study primarily aimed to examine whether
the CEAP and traditional English for academic purposes (EAP) have
different impacts on Iranian university students' English reading
comprehension, and (if yes) whether it is discipline-specific. This study
also intended to explore how traditional EAP students’ preferences
aligned with the CEAP principles. To this end, a sample of 100 Iranian
university students of computer sciences and architecture with
intermediate level of English proficiency was initially selected through
convenience sampling. They were then randomly assigned to two
control groups and two experimental groups, consisting of 25
participants each. Then, two piloted researcher-made reading tests were
administered to all groups as a pre-test. The experimental computer
sciences and architecture groups were taught using the CEAP
pedagogy. Hence, the syllabus was negotiated based on the CEAP
principles. The control computer sciences and architecture groups
received the traditional EAP as their placebos. They were taught the
curricular textbooks. After the treatment, all groups were asked to
complete their posttests. Two-way ANOVA results indicated that the
CEAP groups significantly outperformed the traditional EAP groups on
the posttests. It was also found that the effect of the CEAP pedagogy
was not discipline-specific. Additionally, the results of qualitative data
analysis revealed a lack of preference for the traditional EAP programs
among the interviewees in favor of the CEAP. Implications are offered
for EAP teachers, students, and material developers. |
|---|---|
| ISSN: | 2676-5357 |