Writing Instruction in English for Academic Purposes Classrooms During the COVID-19 Pandemic: A Review of Current Evidence

Dennis Foung (The University of British Columbia, Canada) and Joanna Kwan (The Hong Kong Polytechnic University, Hong Kong)
Copyright: © 2022 |Pages: 248
EISBN13: 9781668476147|DOI: 10.4018/978-1-6684-4148-0.ch010
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The shift from face-to-face to online/blended teaching forced by the COVID-19 pandemic has given rise to studies of English for Academic Purposes (EAP) instruction during the pandemic, but few have explored EAP writing instruction. This chapter aims to synthesize the current evidence on EAP writing instruction in higher education during the pandemic and to identify the challenges and opportunities presented by such instruction. A total of 189 papers were identified in the literature search. After screening, 13 studies were included in the review. Their results indicated that, in general, writing instruction was conducted satisfactorily during the pandemic, and writing instruction was delivered more effectively than speaking and listening instruction in EAP classes. The opportunities and challenges of writing instruction were similar to those experienced before the pandemic. Planning, activity design, and the provision of feedback will remain key factors in EAP instruction after the pandemic and require continual improvement.
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