EAP Pedagogy in an Unprecedented Era: A Dynamic Perspective

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Abstract

This paper presents the challenges imposed by the pandemic in the past three years and the adaptations made for the design and the delivery of a large EAP module in the School of Languages at XJTLU, China. This module serves for the development of English language and study skills for a student cohort of approximately 2,000 students in the International Business School in Suzhou, one of the largest schools in the university. The eruption of the pandemic has compelled the abrupt changes in various aspects of the module; moreover, the delivery mode of the module went through several transitions. The first transition was from onsite delivery to online delivery, which has caused the drastic adaptations of curriculum materials besides unfolding the various issues ensued caused by the heavy reliance on technology; the second transition was from online delivery to blended delivery, which revealed further complexities brought about by hybrid delivery. The unsettled pandemic situation thereafter impelled another round of online delivery and additional challenges. It is demonstrated through the constant adaptations of the module in this unprecedented era that “a dynamic perspective” is needed in contemporary EAP pedagogical practice. Most importantly, the “adaptability” of EAP pedagogy may be an important goal to be achieved in preparation for the unforeseeable emergencies in the future.
Original languageEnglish
Article numberdoi: 10.17265/2161-623X/2024.03.00
Pages (from-to)180
Number of pages11
JournalUS-China Education Review
Publication statusPublished - Mar 2024

Keywords

  • EAP pedagogy, adaptability, dynamic perspective

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