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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education Dinh, Ngoc Anh. - : Auckland University of Technology, 2022 BASE Show details 2 Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study Shannaq, Alena. - : Auckland University of Technology, 2021 BASE Show details 3 Communicating identities Barkhuizen, Gary Patrick; Strauss, Pat. - London : Routledge, 2020 BLLDB UB Frankfurt Linguistik Show details 4 Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand Junina, Ahmed Kamal. - : Auckland University of Technology, 2019 BASE Show details 5 Responses of Female Non-native Speakers to English Compliments: A Cross-generational Study of Saudi Arabian University Students and Lecturers Alharbi, Randa. - : Auckland University of Technology, 2017 BASE Show details 6 The academic journeys of returning postgraduate students: perceptions of appropriate educational provision for their web-based learning Angove, Nancy Christine. - : Auckland University of Technology, 2016 BASE Show details 7 The academic writing challenges faced by Saudi students studying in New Zealand Ankawi, Ayman. - : Auckland University of Technology, 2015 BASE Show details 8 Exploring the attitudes and perceptions of Chinese students towards their tertiary studies in New Zealand Peng, BingYao. - : Auckland University of Technology, 2014 BASE Show details 9 Examining the perceptions of the supervisory relationship between Chinese-speaking postgraduate students and English-speaking supervisors at New Zealand universities Edmonds, Anna. - : Auckland University of Technology, 2013 BASE Show details 10 "Active agents of change"?: Mandarin-speaking students in new Zealand and the thesis writing process Chang, Chiungying Evelyn; Strauss, Pat In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 24 (2010) 5, 415-429 BLLDB Show details 11 'Active agents of change?' Mandarin-speaking students in New Zealand and the thesis writing process Chang, Chiungying Evelyn; Strauss, Pat. - : Routledge, 2010 BASE Show details 12 The perceptions and experiences of immigrant teachers with regard to the literacy requirements of the New Zealand secondary school curriculum Crossan, Sue. - : Auckland University of Technology, 2009 BASE Show details 13 Using talkback to empower the L2 thesis writer Strauss, Pat In: ITL. - Amsterdam : Benjamins (2008) 156, 277-278 BLLDB Show details 14 Using Talkback to Empower the L2 Thesis Writer Strauss, Pat In: ITL. - Amsterdam : Benjamins (2008) 155, 277-278 OLC Linguistik Show details 15 “It’s my think”: exploring critical literacy with low level EAL students Harison, Rosemary. - : Auckland University of Technology, 2008 BASE Show details 16 The perceptions of a group of first year undergraduate Malawian students of the essay writing process Kalikokha, Chimwemwe. - : Auckland University of Technology, 2008 BASE Show details 17 An investigation into the thesis/dissertation writing experiences of Mandarin-speaking Masters students in New Zealand Chang, Evelyn Chiungying. - : Auckland University of Technology, 2007 BASE Show details 18 An investigation of assessed writing requirements at undergraduate level in the humanities Turner, Elizabeth. - : Auckland University of Technology, 2005 Abstract: English for Academic Purposes (EAP) courses play an increasingly important role in supporting non English speaking background students in their academic studies. Such courses have traditionally prioritised writing as the most significant literacy requirement (Johns, 1981). This prioritisation of writing reflects the perception that expertise in writing is an indication that students have acquired the cognitive skills demanded for university work (Weigle, 2002). It also reflects the fact that the majority of assessment tasks, which tend to drive student learning (Schwartz & Webb, 2002), require some form of writing. For EAP courses to be effective, curriculum design needs to be informed by knowledge of current academic discourse demands and writing requirements in relevant discipline areas. Analysis of previous studies indicates that written assessment tasks vary between discipline areas. Findings also suggest that the most frequent assessment types vary over time as theoretical approaches to assessment change. This suggests the need to investigate the discipline-specific demands faced by different student cohorts enrolled on EAP courses. Some studies have identified the need for students to develop the skills involved in interpreting task instructions, as well as addressing the relevant topic and meeting the specific assessment requirements (Gravatt et al., 1997 and Carson, 2001). A key impetus for this study relates to this finding and was the fact that students enrolled on EAP courses were having difficulties interpreting instructions and marking criteria provided for some assessments in discipline-specific papers. The aims of this study were three-fold. The first was to investigate and analyse the type and form of written assessment tasks and related requirements, in three undergraduate courses. The second was to investigate lecturers' perceptions and intentions in producing these tasks. Thirdly, the study aimed to investigate and describe students' understandings and experiences of the same tasks. The study therefore involved a triangulated methodology in terms of data collection. The three methods employed were analysis of assessment documents, semi-structured interviews with the lecturers concerned, and questionnaire surveys of students enrolled on the three papers. The results of the study reinforce the findings of earlier studies in that there are considerable differences between discipline areas in assessment types and in the levels of associated cognitive demands. Although the study identifies what appears to be a new assessment type at undergraduate level - the 'literature review' assignment - lecturers' expectations for this assessment appear to vary between discipline areas. The differences identified appear to be influenced by lecturers' perceptions of the role of assessment, which in this case seem to be limited to the concept of assessment as the certification of learning, and as being predominantly summative in function. Furthermore the study shows that a significant proportion of student respondents found the majority of assessment instructions difficult to understand, and that only one of the papers provided assessment criteria. The findings suggest that the absence of explicit marking criteria appears to disadvantage non-English speaking background students in particular. The conclusions of the thesis focus primarily on the dual, 'critical pragmatic', role of EAP practitioners in seeking to inform curriculum design and also to influence assessment practice; the implications of the study for the university's assessment and academic literacy policies and their implementation; the implications of the findings for EAP curriculum design, and suggestions for future research. Keyword: Academic writing; Education URL: http://hdl.handle.net/10292/48 BASE Hide details 19 Teaching English literacy to members of the deaf community: insights for bilingual programming Thompson, Jackie. - : Auckland University of Technology, 2004 BASE Show details 20 'I'd rather vomit up a live hedgehog' - L2 students and group assessment in mainstream university programs Strauss, Pat. - : AMEP Research Centre, 2001 BASE Show details

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