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dc.contributor.supervisor Schmidt, Clea (Curriculum, Teaching and Learning) en_US
dc.contributor.author Guo, Lihui
dc.date.accessioned 2012-08-31T14:01:15Z
dc.date.available 2012-08-31T14:01:15Z
dc.date.issued 2012-08-31
dc.identifier.uri http://hdl.handle.net/1993/8593
dc.description.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. en_US
dc.subject Chinese EAL Learner en_US
dc.subject Pre-university EAP writing en_US
dc.subject Coping Strategy en_US
dc.title Chinese EAL learners’ perceptions of academic writing practices in a Canadian university en_US
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Morin, Francine (Curriculum, Teaching and Learning) Dyck, Garry (English Language Center) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note October 2012 en_US


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