Given the disparity between the amount of scholarship on WCF versus scholarship on discourse level feedback,this presentation reports on a study surveying scholars about the factors that influence the type(s) of feedback they research, plans for future research, and the gaps they identify in the existing body of research.
This presentation explores how EAP instruction can benefit from incorporating insights from cognitive linguistics (CL) delivered through activities grounded in concept-based language instruction (CBLI) upon the example of English cohesive devices of contrast.
This study reports on the author’s ongoing experience in overcoming difficulties posed by a standardized undergraduate EAP curriculum in Japan. Success in teaching academic writing was achieved through research-informed instruction with a focus on nominalization/noun phrases and finding a balance between requirements and freedom while using a designated textbook.
