Exploring EAP Teacher Development in a Transnational Education Context: Beliefs and Practices of EAP Teachers

Abstract

This small-scale action research project focuses on the teaching practices of three EAP teachers delivering a pre-sessional course to pre-MSc students going on to study STEM subjects at a Chinese partnership TNE institution located in Eastern China. The course was created by the home UK higher education institution, but the teachers were recruited by the Chinese partnership institution. However, their experience and knowledge of teaching were unfamiliar to the home UK institution pre-sessional course developers. Consequently, this project seeks to understand what features of EAP teaching these participants report and display in their practice, while identifying areas to guide further development for teachers delivering pre-sessional courses in this TNE context. Through lesson observations, semi-structured interviews and respondent checking methods, the data revealed that all participants showed an understanding of the differences between General English and EAP, appreciating the need to support students in developing key academic skills. However, the data highlighted mismatches between beliefs and practice along with gaps in practice, relating to awareness of lesson aims; scaffolding tasks effectively so these aims could be met; and greater awareness of transferable academic skills to students’ subject disciplines. These areas will guide interventions to support ongoing EAP teaching development in this TNE context.