Chinese EAL learners’ perceptions of academic writing practices in a Canadian university

Abstract

English as an Additional Language (EAL) students’ perceptions of academic writing practices play an essential role in helping to better understand their academic literacy development processes and in meeting their actual learning needs in second language (L2) EAP writing (Leki, 1995). However, there is a scarcity of research pertaining to pre-university EAL students’ perceptions of academic writing learning experiences in English-medium higher education settings. This study investigated pre-university EAL students’ perceptions of coping strategies of academic writing practices in an EAP program in a Canadian university with case study. Findings indicated that Chinese EAL students in this study employed different coping strategies to deal with their EAP writing challenges. Also, Chinese EAL students specified their urgent learning needs in academic writing at the EAP program. Meanwhile, some pedagogical recommendations proposed to EAL academic writing instructors and EAP program administrators to impact teaching objectives and practices in pre-university EAP academic programs.