L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course

This study examines second language (L2) learners’ perceptions of their writing strategies on an intensive English for Academic Purposes (EAP) programme at a British university. The participants were 14 Chinese pre-undergraduate students who engaged in interviews and completed reflective journal entries. The results of the analyses indicate that after four weeks of studying on the EAP course, students believed that they started to apply a broader range of writing strategies, such as reading extensively, using exemplars of student writing to inform their own assignments, revising in a more focused manner and appreciating tutor feedback on their writing. Thus, the perceived increase in the use of various writing strategies is indicative of the potential effectiveness of a short EAP pre-sessional course.

本研究考察了英国一所大学学术用途英语（EAP）强化课程中，第二语言（L2）学习者对自身写作策略的认知。研究对象为14名中国本科预科生，他们参与了访谈并完成了反思日志。分析结果表明，在EAP课程学习四周后，学生们认为自己开始运用更广泛的写作策略，比如广泛阅读、借鉴学生优秀习作范例来完成自己的作业、更有针对性地进行修改，以及重视导师对其写作的反馈。因此，学生们在各类写作策略运用方面认知上的提升，表明短期的EAP学前课程具有潜在成效。