All Things EAP

In this episode, Michelle talks to the team behind the newly published English Language Good Practice Guide - a collaboration BALEAP and BUILA - which focuses on examining English language qualifications and tests; EAP provision on pre-sessional and pathway programmes; and approaches to in-sessional EAP. Thuy, Tim and Sora discuss the findings of the project, as well as how they hope it will highlight the positive impact of EAP provision on academic standards and student success.

We also hear from Hannah Jones, BALEAP Chair, who discusses the origins of the project and how it surfaces the excellent work EAP departments do to support international students, as well as the steps being taken to raise BALEAP's profile and influence in policy and media conversations.

Hosts:

Michelle Evans, University of Leeds (UK)

Laura Richards, University of Leeds (UK)

Alex Runchman, University College Dublin (Ireland)

Guests:

Timothy Chapman, Goldsmiths (UK)

Thuy Thai, University of Leeds (UK)

Sora Zushi, Kings College London (UK)

Hannah Jones (Chair of BALEAP)

Related Resources:

British Universities International Liaison Association (BUILA)

BALEAP BUILA English Language Good Practice Guide

Tibbetts, N. A. and Chapman, T. (2023) A guide to in-sessional EAP: Paradigms and practices. (presentation slides)

Restoring Control over the Immigration System May 2025

UK Quality Code for Higher Education

BAS Accreditation - BALEAP

Student sponsor compliance (accessible) - GOV.UK

Student visa : Overview - GOV.UK

Our Vision and Values - BALEAP

Following on from 2024 episode on Machine Translation and GenAI, we explore a critical question: is generative AI really inevitable in education—or have we simply accepted a narrative? Our panel challenges the assumption that AI's dominance in higher education is a foregone conclusion. Rather than asking "how do we use AI?", they ask more fundamental questions: What does it mean for AI to be designed without commitment to truth? How do we preserve the productive difficulty that enables learning? And who sets the agenda—educators or edtech companies? They discuss the politics of academic writing, the importance of friction in learning, institutional massification, and what it means to centre values (rather than tools) in teaching and assessment.

Hosts:

Xiaoqing Bi, Xian-Jiaotong Liverpool University, China

Paul Breen, University College London, UK

Laura Richards, University of Leeds, UK

Guests:

Ayanna Prevatt-Goldstein, University College London, UK

Mike Groves, Lingnan University, HK

Klaus Mundt, University of Nottingham, UK

Julia Molinari, The Open University, UK

References:

Beetham, H. (2026) 'Student writing as "passing" in a time of synthetic text', in Prevatt-Goldstein, A. and Mallows, D. (eds.) Critical perspectives on academic writing: The politics and practices of writing development in UK higher education. London: UCL Press, pp. 122–145. Available at: https://doi.org/10.14324/111.9781806550746

Groves, M. and Mundt, K. (2026) 'Progressive academic writing literacies: the constructive use of machine translation and generative AI as graduate competences', in Prevatt-Goldstein, A. and Mallows, D. (eds.) Critical perspectives on academic writing: The politics and practices of writing development in UK higher education. London: UCL Press, pp. 90–120. Available at: https://doi.org/10.14324/111.9781806550746

Molinari, J. (2026) 'Academic writing as political', in Prevatt-Goldstein, A. and Mallows, D. (eds.) Critical perspectives on academic writing: The politics and practices of writing development in UK higher education. London: UCL Press, pp. 25–51. Available at: https://doi.org/10.14324/111.9781806550746

Prevatt-Goldstein, A. and Mallows, D. (eds.) (2026) Critical perspectives on academic writing: The politics and practices of writing development in UK higher education. London: UCL Press. Available at: https://doi.org/10.14324/111.9781806550746

Turner, J. (2018) On writtenness: The cultural politics of academic writing. London: Bloomsbury Academic. Available at: https://doi.org/10.5040/9781474219051

BALEAP YouTube Channel

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In this episode, Sanchia talks to the organisers behind some of the longest-running conferences in EAP: Mark Carver (St Andrews), Kristin Solli (NFEAP) and Tom Muir (NFEAP, EATAW). Together, they explain the vital role of conferences in EAP and uncover some of the hidden work that goes into organising them, with the conversation touching on topics from collaboration, theme-setting and accessibility, to the "personality" of a conference and, of course, the importance of coffee and cake! The episode finishes with our guests' reflections on a few memorable moments from conferences they've attended over the years, as well as practical advice to anyone about to attend a conference for the first time.Hosts:

Sanchia Rodrigues, University of Warwick

Xiaoqing Bi, Xi'an Jiaotong-Liverpool University

Guests:

Mark Carver, University of St Andrews

Kristin Solli, OsloMet

Tom Muir, OsloMet

Resources:

St Andrews EAP Conference, an annual conference in St Andrews, Scotland

Norwegian Forum for EAP, an annual conference in Oslo, Norway

European Association for the Teaching of Academic Writing, a biennial conference to be held in Skopje, North Macedonia for 2027

Feminism x EAP, a biennial "slow conference" (online, free)

In this episode, EAP practitioners Jen McDougall, Katrien Dereoy, and Milada Walkova discuss the challenges and strategies in designing effective materials for English for Academic Purposes (EAP). The conversation highlights the importance of context, the role of feedback, and the necessity of both theoretical underpinnings and practical applications in materials design. They also touch on personalization for diverse student groups, the influence of AI, and incorporating inclusivity and diversity in EAP materials. The speakers offer practical advice for new and experienced EAP practitioners alike, emphasizing the value of collaboration, research, and continual learning.

Host:

Laura Richards, University of Leeds

Guests:

Jennifer McDougall, University of Glasgow

Katrien Dereoy, University of Luxemburg

Milada Walkova, University of Leeds

References:

Charles, M. & Frankenberg-Garcia, A. (eds.) (2021) Corpora in ESP/EAP Writing Instruction: Preparation, Exploitation, Analysis. Abingdon, Oxon: Routledge.

Karpenko-Seccombe, T. (2020) Academic Writing with Corpora: A Resource Book for Data-Driven Learning. Abingdon, Oxon: Routledge.

Mishan, F. & Timmis, I. (2015) Materials Development for TESOL. Edinburgh: Edinburgh University Press.

Sinclair, J. (2004) Trust the Text: Language, Corpus and Discourse. London: Routledge.

Tomlinson, B. (ed.) (2013) Developing Materials for Language Teaching. 2nd edn. London: Bloomsbury Academic.

Tomlinson, B. (2011) Materials Development in Language Teaching. 2nd edn. Cambridge: Cambridge University Press.

Walková, M. (2024) Teaching Academic Writing for EAP: Language Foundations for Practitioners. London: Bloomsbury Academic.

This episode explores the challenges of teaching and learning discipline-specific vocabulary in EAP contexts. Alex Runchman interviews four colleagues working across University College Dublin's satellite campuses in China, which teach diverse disciplines including finance, engineering, biological sciences, and environmental policy. The guests discuss the challenges of teaching technical terminology, strategies for vocabulary learning, the role of technology and AI, the unique partnership subject lecturers and EAP practitioners can enter into.

Hosts:

Xiaoqing Bi, Xi'an Jiaotong - Liverpool University

Alex Runchman, University College Dublin

Guests:

Huang Zixia, School of Biology and Environmental Science, University College Dublin; teaches at Guangzhou Dublin International College

Andy Merton, Beijing Dublin International College

Joy Chu Ming-shi, Chang'an Dublin International College; background in environmental engineering

Sally Ou Yali, Chang'an Dublin International College

References:

Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). University of Michigan Press.

Toogood, C., & Hale, K. (2025). Empowering professional identity and positive outcomes through Third Space collaboration: A subject lecturer and EAP practitioner case study. Journal of Learning Development in Higher Education, (33). https://doi.org/10.47408/jldhe.vi33.1196

Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.

In this episode, Michelle talks to experienced EAP practitioners in Turkey who discuss challenges, institutional differences, and the evolving role of practitioners in their context. Guests discuss their routes into EAP, curriculum autonomy, professional development, and the impact of native speakerism. The conversation gives a vital glimpse into the need for context-sensitive resources and greater institutional support for EAP professionals in differing contexts.

Hosts:

Michelle Evans, University of Leeds

Laura Richards, University of Leeds

Guests:

 Derya Alinmakas, MEF University (Istanbul, Turkey)

Yasemin Oral,  Istanbul University-Cerrahpaşa (Istanbul, Turkey)

Simon Mumford, Izmir University of Economics (Izmir, Turkey)

References:

Topkaya, E. Z. and Çelik, H. (eds.) (2024). Teaching English for Academic Purposes : Theory into Practice. Springer Nature: Switzerland. https://doi.org/10.1007/978-3-031-72545-6

On the transition from EGP to EAP teacher

Campion, G. C. (2016). 'The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, 59–70. https://doi.org/10.1016/j.jeap.2016.06.003

On EAP teacher development

Fitzpatrick, D., Costley, T., & Tavakoli, P. (2022). Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development. Journal of English for Academic Purposes, 59, 101140. https://doi.org/10.1016/j.jeap.2022.101140

On EAP teacher identity reconstruction

Dikilitaş, K., & Mumford, S. (2023). Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation. Reflective Practice, 24(3), 265–278. https://doi.org/10.1080/14623943.2023.2170342

On the specific problems of EAP writing in Turkey

Özdemir-Yılmazer, M. (2022). Exploring students’ developing perception of writing in an EAP program of an English-medium university in Turkey. The Reading Matrix: An International Online Journal, 22(2).

On the benefits of writing up teacher research

Dikilitaş, K., & Mumford, S. E. (2016). Supporting the writing up of teacher research: Peer and mentor roles. ELT Journal, 70(4), 371–381. https://doi.org/10.1093/elt/ccw014

In this episode of All Things EAP, hosts Xiaoqing and Michelle explore the question of whether EAP teachers should pursue a doctorate. They are joined by guests Steve Kirk, Qingyang Sun, and David Collett, who share their diverse perspectives and experiences. The discussion delves into the social and structural aspects of doctorate study, individual motivations, and the impact of doctoral qualifications on personal and professional development. They also discuss the challenges of doctorate research, the role of institutional and national culture in decision-making, and offer practical advice for EAP teachers considering this academic path.

Hosts:

Xiaoqing Bi, Xi'an Jiaotong - Liverpool University

Michelle Evans, University of Leeds

Guests:

Steve Kirk, Durum University

Qingyang Sun, Xi'an Jiaotong - Liverpool University

David Collett, De Montfort University Kazakhstan

References:

Bell, D. (2025) Strengthening the nexus between English for Academic Purposes (EAP) and Academic Literacies (Ac Lits): A win-win outcome for all concerned? Presented at the Academic Literacies SIG event, BALEAP, 1 May.

Campion, G.C. (2016) ‘The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23, pp.59-70.

Ding, A. and Bruce, I. (2017) The English for academic purposes practitioner: Operating on the Edge of Academia. London: Springer, 10, pp.978-3.

In this episode of All Things EAP, Madhu Neupane Bastola, Angeliki Apostolidou, Peter Davidson, and Monalisha explore the complexities of giving and receiving feedback on academic writing. Drawing on their diverse contexts and roles as researchers, teachers, and students, they discuss feedback literacy, emotional responses to critique, the role of AI, and the evolving responsibilities of the feedback provider in fostering autonomy, dialogue, and learning.

Hosts:

Sanchia Rodrigues, Xiaoqing Bi

Guests:

Madhu Neupane Bastola, Hong Kong Polytechnic University

Angeliki Apostolidou, American College of Greece

Peter Davidson, Zayed University in Dubai

Monalisha, University of Hyderabad in India

References

Careless, D. and Boud, D., 2018. The development of student feedback literacy: Enabling uptake of feedback. Assesment & Evaluation in Higuer Education, 43 (8), 1315-1325 [online]

Hyland, K. and Hyland, F. eds., 2019. Feedback in second language writing: Contexts and issues. Cambridge university press.

Winstone, N.E., Nash, R.A., Parker, M. and Rowntree, J., 2017. Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational psychologist, 52(1), pp.17-37.

Sutton, P., 2012. Conceptualizing feedback literacy: Knowing, being, and acting. Innovations in Education and Teaching International, 49(1), pp.31-40.

With a full heart and sore head, we bid farewell to the 2025 BALEAP Conference with reactions and reflections on what has been a fantastic event organised by the University of Plymouth team.

Challenging the status quo, reflecting on inspiring talks and more in this coverage of Day 3.