This paper will present the educational design of an English writing improvement programme for upper-intermediate/advanced English L2 writers at a doctoral level. It will provide an evidence-based explanation of the decisions made in the creation of this programme, touching upon factors such as entry standards, language support, and the student experience. The paper will also briefly summarise the results of the quasi-experimental pre- and post-test study conducted around the first iteration of the programme, with some comments made about the important changes noticed among students’ work.
Amanda Müller, Flinders University, Australia
Stream: Languages education and applied linguistics (ESL/TESL/TEFL)
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