Research design
Research questions
To examine the applicability of the ELP descriptors for English for Academic Purpose (EAP) writing in Higher Education in China, four research questions were asked:
- What are students’ and teachers’ perceptions of the ELP descriptors in terms of accessibility and usefulness?
- Are modifications to the ELP descriptors necessary to make them applicable for Chinese English learners and if so, what should these be?
- To what extent do learners’ self-assessment ratings agree with those of teacher assessment using the modified ELP descriptors?
- What are students’ and teachers’ perceptions of the feasibility and usefulness of the modified ELP descriptors for self-assessment of EAP writing?
Research phases
Participants
- 155 second-year students from four classes and three non-English programmes at the Zhejiang Shuren University (ZSU), China, participated in the project for one semester on a voluntary basis. Most of them had an approximate English proficiency level around B1-B2 judging by their entrance English exam scores, their writing scores at the end of the academic year and their tutors. They had very limited experience in self-assessment.
- Two tutors who had been working at the ZSU for more than 10 years and taught the academic reading and writing integrated module since its introduction in 2016.
- Both tutors and student participants are Chinese and speak English as a foreign language.