Pedagogy and beyond: A scrutiny of the ecosystem of postgraduate English for Academic Purposes (EAP) reading and writing modules

Purpose: It has been observed that the scholarly literature in TESOL and EAP has focused predominantly on research-oriented topics instead of teaching practices, leading to a divide between research and practice [Bell, D. E. (2022). Methodology in EAP: Why is it largely still an overlooked issue? Journal of English for Academic Purposes, 55, 101073; Rose, H. (2019). Dismantling the ivory tower in TESOL: A renewed call for teaching-informed research. TESOL Quarterly, 53(3), 895–905]. To address this need for more teaching-oriented EAP literature, we evaluated two connected postgraduate EAP reading and writing modules across two years in a transnational university in China, and critically examined the overall learning and teaching environment. Methodology: We collected data from course-related documents, focus groups with students and interviews with teachers to understand stakeholders' perceptions of the courses. Findings: Students were found to be mostly satisfied with course design, materials and assessments, but wished for more discipline-specific content. Complex contextual issues of preferred learning and teaching styles, students' willingness to interact in class, course management dynamics, mode of delivery (online/onsite), timing and grouping were all influential in this ecosystem of EAP teaching practice. Originality/value: This study highlights the complexity of an ecosystem surrounding the development of EAP courses. For effective course improvement, EAP teachers need to engage with the systems to create conducive conditions for learning.