Transfer climate and EAP education Mark Andrew James Arizona State University Presentation slides and recording will be posted on my website: mjames6

Transfer climate and EAP educationTransfer climate and EAP education

Mark Andrew JamesMark Andrew James

Arizona State UniversityArizona State University

Presentation slides and recording Presentation slides and recording

will be posted on my website: will be posted on my website: www.public.asu.edu/~mjames6www.public.asu.edu/~mjames6

BackgroundBackground

• A fundamental goal in EAP education is that students A fundamental goal in EAP education is that students transfer learningtransfer learning to mainstream courses. to mainstream courses.

• Learning transfer can be Learning transfer can be difficult to stimulatedifficult to stimulate..

• Learning transfer is influenced by Learning transfer is influenced by various factorsvarious factors

(e.g., similarity between situations; motivation).(e.g., similarity between situations; motivation).

• One factor worth focusing on is One factor worth focusing on is transfer climate transfer climate (i.e., (i.e., the support for learning transfer that an individual the support for learning transfer that an individual perceives in the target context of instruction). perceives in the target context of instruction).

What is transfer climate?What is transfer climate?

• In workplace training research, transfer climate involves In workplace training research, transfer climate involves workers’ perceptions of:workers’ perceptions of:(a) support from supervisors, coworkers, and/or supervisees in the

form of ...• expectations that training outcomes will transfer; • demonstration of training outcomes;• encouragement to transfer training outcomes;• attention to connections between workplace and training;• positive reactions to transfer;• positive attitudes toward training.

(b) personal outcomes of learning transfer (e.g., salary raises, promotions).

Transfer climate in EAP education?Transfer climate in EAP education?

• Transfer climate seems relevant here because ...Transfer climate seems relevant here because ...

(a) the mainstream academic settings that EAP (a) the mainstream academic settings that EAP instruction prepares students for:instruction prepares students for:– are similar to workplaces in that students have to do work

(i.e., coursework) and deal with supervisors (i.e., instructors, TAs) and coworkers (i.e., classmates).

– are complex and may present hurdles to learning transfer.

(b) EAP educators are interested in understanding (b) EAP educators are interested in understanding mainstream academic settings, and a transfer climate mainstream academic settings, and a transfer climate lens can help them do that.lens can help them do that.

Definition and research questionDefinition and research question

• The definition of transfer climate in EAP education is:The definition of transfer climate in EAP education is:– learners’ perceptions of characteristics of their

mainstream academic courses that may facilitate or inhibit the application of learning outcomes from an EAP course.

• The research question for this study is:The research question for this study is:– What can a transfer climate perspective reveal

about challenges EAP students face in a mainstream academic setting?

The settingThe setting

• A 1-semester, 3-credit university EAP writing course.A 1-semester, 3-credit university EAP writing course.

• 8 sections (with 19 students each) of the course were 8 sections (with 19 students each) of the course were offered.offered.– ... students from 5 of those sections participated.

• All sections had 4 formal written assignments.All sections had 4 formal written assignments.– ... these assignments were 3-4 page essays involving self-

reflection and/or primary/secondary research.– ... for each project, the students had to create a rough draft

that was peer- and/or instructor-reviewed, and then revise the rough draft to create a final draft.

The participantsThe participants

• 52 students participated.52 students participated.

• Most were in their first year of university study.Most were in their first year of university study.

• 29 were male and 23 were female.29 were male and 23 were female.

• They represented 22 different nationalities, the most They represented 22 different nationalities, the most common being Saudi Arabian (12 participants), South common being Saudi Arabian (12 participants), South Korean (11), Indian (5), and Chinese (3).Korean (11), Indian (5), and Chinese (3).

• They represented a range of majors, the most They represented a range of majors, the most common being business (15 participants), common being business (15 participants), engineering (11), and the natural sciences (5). engineering (11), and the natural sciences (5).

Data collectionData collection

• Each student participated in 1 semi-structured Each student participated in 1 semi-structured interview. The main questions were:interview. The main questions were:– Do instructors in other courses ...

• expect strong writing skills?• provide feedback on students’ writing skills?• react positively to your use of skills from the EAP course?

– Are classmates in other courses concerned about writing?– Do instructors / classmates in other courses ...

• use the same kind of writing you have been learning in the EAP course?• talk about connections between those courses and EAP courses?• encourage students to transfer learning from EAP courses?• have positive attitudes toward EAP courses?

– Will using skills from the EAP course help you get higher grades and / or work faster in other courses?













Data analysisData analysis

• Quantitative: I coded each response as “yes”, “no”, Quantitative: I coded each response as “yes”, “no”, “varied”, “don’t know”, or “unclear”. For example ...“varied”, “don’t know”, or “unclear”. For example ...Researcher: Do your instructors expect strong writing skills?

Student: In some courses they do, but in others, no.

code: Varied.

• Qualitative: I identified reasons students gave for Qualitative: I identified reasons students gave for unsupportive aspects of transfer climate and coded them unsupportive aspects of transfer climate and coded them into categories. For example ...into categories. For example ...Student: My professors don’t expect strong writing skills. I make

grammar mistakes on my lab reports, and they don’t take off any marks.

code: No connection between language use and grades.

Findings from quantitative analysisFindings from quantitative analysisAspect of transfer climate Yes Varied No Don’t

knowUnclear/no resp.

Instructors ... expect strong writing skills 17 48 31 0 4

... give feedback on quality of writing 2 37 62 0 0

... use learning outcomes targeted in EAP course 29 40 27 2 2

... have positive attitudes toward EAP courses 29 15 15 39 2

... make connections to EAP courses 2 10 89 0 0

... encourage transfer from EAP course 4 21 73 0 2

... react positively to transfer from EAP course 39 33 27 0 2

Classmates ... are concerned about writing skills 19 29 42 10 0


... have positive attitude toward EAP courses 12 54 17 15 2



Transfer has (or will have) a positive impact on grades. 35 60 6 0 0

Transfer has (or will have) a positive impact on efficiency. 27 29 44 0 0

Student’s response




















































1. Explicit negative reference to 1. Explicit negative reference to EAP writing coursesEAP writing courses

Researcher: What about other students? [How do they feel about Researcher: What about other students? [How do they feel about EAP writing courses?]EAP writing courses?]

Student:Student: Some of my friends took [another EAP writing Some of my friends took [another EAP writing course]. course]. They told me it is kind of a waste of timeThey told me it is kind of a waste of time. So . So they feel negative. they feel negative.

(Student 12) (Student 12)

2. Explicit negative reference to academic writing2. Explicit negative reference to academic writing

Researcher:Researcher: How do you think your professors feel about How do you think your professors feel about freshman writing courses?freshman writing courses?

Student:Student: Some I would say, my math teacher, she doesn't feel Some I would say, my math teacher, she doesn't feel too good about it, kind of negative, being in math and too good about it, kind of negative, being in math and all.all.

Researcher:Researcher: How do you know that?How do you know that?

Student:Student: I remember when she said, “the writing”, she said, I remember when she said, “the writing”, she said, “this is the only writing, I'm sorry, this is the only “this is the only writing, I'm sorry, this is the only writing you will ever have to do in math. I was never writing you will ever have to do in math. I was never good in writing.” She was explaining the course. good in writing.” She was explaining the course. She said, “in this part of the course, She said, “in this part of the course, you'll have to do you'll have to do a little bit of writing, and I'm sorry for thata little bit of writing, and I'm sorry for that.”.”

(Student 23)(Student 23)

3. Effective language use3. Effective language use

Researcher:Researcher: Do you think the students are concerned about Do you think the students are concerned about writing skills?writing skills?

Student:Student: I don't know. No, I don't think so.I don't know. No, I don't think so.

Researcher:Researcher: Why do you think they're not? Do they say anything? Why do you think they're not? Do they say anything? Have you heard anything? Have you heard anything?

Student:Student: I think for them, most of the students I know, they are I think for them, most of the students I know, they are native English speakers. So they're not very native English speakers. So they're not very concerned about English. concerned about English. They know it, so they use it They know it, so they use it very easily. It's not a big thingvery easily. It's not a big thing..


4. Ineffective or careless language use4. Ineffective or careless language use

Student: Student: So I don't think some of them are positive, because So I don't think some of them are positive, because they are always absent, they come late to the class. they are always absent, they come late to the class. And And they do their projects and homework in really they do their projects and homework in really short time. So they don't spend that much timeshort time. So they don't spend that much time..


5. Little or no connection between 5. Little or no connection between language use and gradeslanguage use and grades

Researcher:Researcher: How do you know [instructors] don't expect students How do you know [instructors] don't expect students to have good writing skills?to have good writing skills?

Student:Student: Yes, I sometimes write my opinion in [a Human Yes, I sometimes write my opinion in [a Human Services courses] casually, and Services courses] casually, and sometimes I make a sometimes I make a mistake with grammar, but she doesn't care. She mistake with grammar, but she doesn't care. She gives me full pointsgives me full points..


6. Unrelated activities6. Unrelated activities

Researcher:Researcher: If you tried to use the skills from [the EAP writing If you tried to use the skills from [the EAP writing course] in these courses, what impact would it have course] in these courses, what impact would it have on your grades?on your grades?

Student:Student: Maybe negative. Maybe negative.

Researcher:Researcher: Why?Why?

Student:Student: Because they are different writing stylesBecause they are different writing styles. Just as, you . Just as, you can't wear a T-shirt to a job interview at a business, a can't wear a T-shirt to a job interview at a business, a company. company.


7. Unrelated disciplines7. Unrelated disciplines

Student: But I wouldn't think the Student: But I wouldn't think the people in architecture people in architecture would be would be very concerned about English. Mostly they are right-very concerned about English. Mostly they are right-brained people.brained people.


8. Limited resources8. Limited resources

Researcher:Researcher: So how do you know, or why do you think, you said So how do you know, or why do you think, you said the other students are maybe not so concerned the other students are maybe not so concerned [about their writing skills], how do you know that?[about their writing skills], how do you know that?

Student: Student: I don't think they really have, I'm not trying to be, I don't think they really have, I'm not trying to be, I I think they're just short on timethink they're just short on time, to concentrate on the , to concentrate on the studying, so whenever they're doing writing, I don't studying, so whenever they're doing writing, I don't think they have time to concentrate. Same as me, think they have time to concentrate. Same as me, I I don't really have any time to consider my grammar don't really have any time to consider my grammar skills when I do history, because I'm kind of focusing skills when I do history, because I'm kind of focusing on what is going on in that areaon what is going on in that area. So it's based on that.. So it's based on that.


9. Low-level courses9. Low-level courses

Researcher:Researcher: Do you think the professors expect students to have Do you think the professors expect students to have strong English writing skills?strong English writing skills?

Student:Student: I'm not sure about that. But from my perspective, I I'm not sure about that. But from my perspective, I think think these are 100-level courses, it looks like these are 100-level courses, it looks like professors don't really expect too much from the professors don't really expect too much from the studentsstudents..


SummarySummary

• A transfer climate perspective can shed useful light A transfer climate perspective can shed useful light on challenges EAP students face in a mainstream on challenges EAP students face in a mainstream academic setting ...academic setting ...– EAP students can perceive support for learning transfer in a

variety of ways; but, they can also perceive a lack of support for learning transfer in a variety of ways.

– Various concrete features of a mainstream academic setting can contribute to negative transfer climate (e.g., explicit negative references to academic writing; little or no connection between language use and grades), and therefore might be added to a list of challenges EAP students face in mainstream academic settings.

Implications for researchImplications for research

• By examining By examining students’ perceptionsstudents’ perceptions, this study , this study complements research that has examined complements research that has examined mainstream academic settings from other angles mainstream academic settings from other angles (e.g., faculty perspectives). (e.g., faculty perspectives).

• By examining By examining a broad range of features of a broad range of features of mainstream academic settingsmainstream academic settings, this study , this study complements research that has examined students’ complements research that has examined students’ perceptions of language-related difficulties.perceptions of language-related difficulties.

• By examining By examining support for learning transfersupport for learning transfer, this study , this study complements research that has examined students’ complements research that has examined students’ perceptions of interactions with teachers/peers.perceptions of interactions with teachers/peers.

Implications for teachingImplications for teaching

• This study sheds light on the challenges EAP This study sheds light on the challenges EAP students face in mainstream academic courses.students face in mainstream academic courses.• ... opportunities to apply learning outcomes from an EAP

course do not occur in a vacuum: They occur in situations in which students may feel varying degrees of support.

• So, EAP instructors may want to assess transfer So, EAP instructors may want to assess transfer climate, in order to:climate, in order to:(a) raise students’ awareness of the variation they may perceive

in support for learning transfer;

(b) help students decide how to react appropriately in these situations.

LimitationsLimitations

• The data were gathered only through interviews with The data were gathered only through interviews with EAP students. EAP students. – ... Would instructors and other students perceive transfer

climate in a similar way?

• The students were not divided into subgroups.The students were not divided into subgroups.– ... Would transfer climate be consistent across subgroups

based on level of study or discipline?

ConclusionConclusion

• The transfer climate construct The transfer climate construct can can illuminate in a illuminate in a particularly meaningful way the experiences of EAP particularly meaningful way the experiences of EAP students in mainstream academic settings.students in mainstream academic settings.

• Future research might investigate questions such as:Future research might investigate questions such as:– ... Does transfer climate correlate with actual learning

transfer from EAP courses?– ... How does this relationship vary across EAP settings?

Documents

Transfer climate and EAP education Mark Andrew James Arizona State University Presentation slides and recording will be posted on my website: mjames6