Investigating English for Academic Purposes provision in South Asian higher education: current trends and future needs

Abstract

This study investigates understandings and practices around English for Academic Purposes (EAP) in higher education (HE) in four South Asian countries in which English is the primary medium of instruction in HE: Bangladesh, Nepal, Pakistan and Sri Lanka.
The study aimed to establish the extent to which critical thinking, the use of source materials and the avoidance of plagiarism were perceived as useful by three stakeholder groups, and whether and how these are taught in university English courses. Questionnaires, interviews and focus groups were conducted with students, EAP tutors and subject lecturers at 14 HE institutes in Bangladesh, Nepal, Pakistan and Sri Lanka. Observations of teaching were also carried out, and syllabuses, policy documents and teaching materials were examined. Findings revealed that, despite all three stakeholder groups reporting that these aspects of EAP were important for students to learn, they were not systematically taught nor included in syllabuses.
English teaching in universities focused on general and some professional English rather than EAP, and teacher-centred styles of teaching meant that students enjoyed few opportunities to speak. The key concepts explored in this study were poorly
understood by staff and students, and teaching staff were hindered from teaching EAP by lack of training and poor communication with academic departments.