Speaker's Abstract
Title:
"Examining the Impact of English for Academic Purposes (EAP) in Higher Education: Insights from the Canadian Context "
Students in English medium higher education navigate complex, multilingual teaching and learning environments that offer rich opportunities for language development. Yet universities continue to face challenges in supporting first year, first degree (FYFD) students, particularly those studying in an additional language. Although international students may meet minimum admission requirements through standardized English language proficiency (ELP) tests, sustained engagement with disciplinary learning and assessment is central to ongoing language development and academic success (Arkoudis et al., 2012; Barkaoui et al., 2024; Wingate, 2015).
Research in L2 writing and applied linguistics shows that, like their peers, international students must master discipline-specific genres, conventions, and modes of communication (Ferris et al., 2013; Flowerdew & Costley, 2016; Hyland, 2008). At the same time, studies highlight learning needs that extend beyond what standardized ELP tests measure, including academic literacies, reading and writing development, critical thinking, and the ability to negotiate meaning across languages and modalities (Marshall et al., 2012; Ou & Malmstrom, 2023; Wu & Lin, 2022).
Against this backdrop, many English medium universities in Canada offer multiple pathways to demonstrating ELP required for admission purposes, including achieving a minimum score on standardized assessments such as IELTS or TOEFL, or completion of a pre-admission English for Academic Purposes (EAP) program. Widely implemented in English speaking contexts, EAP programs aim to prepare academically qualified students who fall short of direct entry language requirements (Corcoran et al., 2022; Ruegg et al., 2021). While research consistently reports positive student perceptions of these programs, including greater confidence and awareness of academic expectations, impact on subsequent academic achievement during degree studies remains mixed.
This talk draws on findings from a longitudinal study conducted at a large Canadian university (Barkaoui, Holmes & Van Viegen, 2025) to examine the contributions of an EAP bridging program designed to support students’ general academic and disciplinary literacies. By comparing outcomes for students admitted through the EAP program and standardized ELP tests, as well as comparison with domestic students, the study offers insights EAP program design, assessment practices, and approaches to supporting multilingual learners in higher education.