TY - CHAP

T1 - Technology-Enhanced Instruction into Extensive L2 Academic Reading for Specific Purposes within the ESP/ESAP Course for Postgraduate Language Pedagogy Students

AU - Kogan, Marina

AU - Kopylovskaya, Maria

AU - Gavrilova, Anna

AU - Vdovina, Elena

N1 - Conference code: 24

PY - 2022/11/25

Y1 - 2022/11/25

N2 - Abstract. Teaching and learning to read domain specific texts and research articles within the course of academic English for specific/academic purposes (ESAP) is often underestimated and outsourced to students’ independent study with minimal instructors’ intervention. Students often demonstrate inability to gain knowledge about basic conventions established in the international academic communities such as research article (RA) structure, style, rules of citation and referencing etc. while reading RAs. The study undertaken by researchers of Saint Petersburg State University (SPbSU) and Peter the Great Saint Petersburg Polytechnic University (SPbPU) showed that a specially designed extensive academic reading module (EARM) can help solve this problem. In the first part, the paper describes the underlying rationale for the development of the EARM, its syllabus, and itsexperimental approbation in the spring term of 2021–22 academic year with two academic groups of postgraduate language pedagogy students taking their master program at SPbSU and SPbPU. The second part of the paper focuses on the analysis of the data collected, namely two questionnaires completed by the experiment participants, their reports about extensive reading of RAs selected, and analysis of some structural and linguistic features of 36 RAs selected by the students which was conducted by the researchers. The role of technology in teaching the EARM is stressed. The positive attitude of students to the EARM and improvement of sometheir micro academic skills, e.g. pre-reading self-questioning, during the half-term experiment allow the authors to recommend including teaching academic reading module in ESAP course for postgraduate students on a regular basis. Further research steps are outlined

AB - Abstract. Teaching and learning to read domain specific texts and research articles within the course of academic English for specific/academic purposes (ESAP) is often underestimated and outsourced to students’ independent study with minimal instructors’ intervention. Students often demonstrate inability to gain knowledge about basic conventions established in the international academic communities such as research article (RA) structure, style, rules of citation and referencing etc. while reading RAs. The study undertaken by researchers of Saint Petersburg State University (SPbSU) and Peter the Great Saint Petersburg Polytechnic University (SPbPU) showed that a specially designed extensive academic reading module (EARM) can help solve this problem. In the first part, the paper describes the underlying rationale for the development of the EARM, its syllabus, and itsexperimental approbation in the spring term of 2021–22 academic year with two academic groups of postgraduate language pedagogy students taking their master program at SPbSU and SPbPU. The second part of the paper focuses on the analysis of the data collected, namely two questionnaires completed by the experiment participants, their reports about extensive reading of RAs selected, and analysis of some structural and linguistic features of 36 RAs selected by the students which was conducted by the researchers. The role of technology in teaching the EARM is stressed. The positive attitude of students to the EARM and improvement of sometheir micro academic skills, e.g. pre-reading self-questioning, during the half-term experiment allow the authors to recommend including teaching academic reading module in ESAP course for postgraduate students on a regular basis. Further research steps are outlined

KW - ESAP course

KW - Extensive Academic Reading module (EARM)

KW - structure of research articles

KW - title of research articles

KW - reference lists

KW - self-questioning

KW - Padlet

KW - VersaText

UR - https://link.springer.com/chapter/10.1007/978-3-031-22131-6_26

UR - https://doi.org/10.1007/978-3-031-22131-6_26

M3 - Chapter

SN - 978-3-031-22130-9

T3 - Lecture Notes in Computer Science book series (LNCS)

SP - 331

EP - 346

BT - HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games

A2 - Meiselwitz , G.

A2 - , et al.

PB - Springer Nature

CY - Cham

Y2 - 26 June 2022 through 1 July 2022

ER -