Assessing EAP students’ language acquisition in higher education in Australia

Abstract

This paper explores the efficacy of English for Academic Purposes (EAP) programs in developing academic language skills among Non-English-Speaking-Background (NESB) international students, or second language (L2) learners of English, by analysing changes in language proficiency across five, ten, fifteen, and twenty-week intensive EAP programs at an Australian university. Data comprised of students’ results drawn from a collection of Pearson Versant English Placement Tests (VEPT) completed as an entry diagnostic and final assessment upon course completion. Data analysis indicated that Subcontinent Asian students’ entry scores in speaking, listening, and writing were generally higher than the East Asian students, while East Asian students’ entry scores in reading were generally higher. The improvements measured in speaking, listening, reading, and writing of East Asian students were higher. Participants benefited significantly through ten fifteen and twenty weeks of EAP study, but minimal improvements were observed in the five-week program. Overall, reading proficiency was the slowest skill to improve. Comparatively, writing skills dramatically improved following twenty weeks of EAP. Implications for EAP learning and teaching in the Asia Pacific context are discussed.