It takes two: Individual consultations as a method of EAP learner support for academic writing

Abstract

The language learning plateau (Richards 2008) is well-recognised in the English language classroom. This study presents one EAP department's efforts to implement Individual Consultations (ICs) to help learners progress pass the plateau. ICs have been shown to have positive effects in terms of helping students improve academic writing skills and lexico-grammatical competence (Walkinshaw, Milford & Freeman, 2015). ICs have also been shown to positively impact more affective factors, such as confidence and perceptions of academic support (Wilson, Collins, Couchman, & Li, 2011). A positive view of academic support increase the likelihood that learners will take advantage of all available options. In addition, given an IC tutor’s ability to provide individualised feedback (Chanock, 2000), there is some suggestion that ICs can positively impact learner behaviour (potentially leading to improved academic outcomes).

This investigation into the effect of ICs seeks to answer three questions. Do ICs: • have a positive impact on academic writing assessment outcomes? • have a positive effect on student perceptions of academic support? • increase the usage of learner strategies to support academic writing?

This seminar will present findings from a pilot study on the effects of ICs as a complement to academic writing instructions in a university EAP pre-degree programme. The study in question covered a 3-month period in which 9 students received 2x25-minutes of ICs per week with an EAP tutor; with a focus on essay writing. The presentation will focus on the positive effects, the challenges and provide suggestions for those wishing to investigate provision of ICs.