International Journal of Academic Research in Business and Social Sciences

search-icon

English for Academic Purposes (EAP) Students’ Approaches to Learning in Responding to an Annotation Task

Open access
In reading, students should pay close attention to the purpose of reading because this will help them to identify appropriate strategies. Similarly, students in the English for Academic Purposes (EAP) classroom should know why and how to read, as academic reading goes beyond simply understanding a text. Hence, understanding students’ approaches to learning in the EAP classroom is important because it provides insights to instructors on their motives for learning and the strategies they use to learn. This study used the qualitative method to explore students’ approaches to learning in responding to an annotation task in the EAP classroom. A delayed stimulated recall interview and students’ written samples were used for data acquisition. The data were analysed using thematic analysis. The findings showed how the students read, made sense of reading materials, and responded to the task. Moreover, the findings also showed that the students adopted a surface motive in learning and a mix of surface and deep strategies in responding to the task.
Abd Hamid, Z. A., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2020). Assessing the metacognitive awareness of online reading strategies among pre-university students. International Journal of Language, Literacy and Translation, 3(2), 19–31.
Anderson, N. J. (2015). Academic reading expectations and challenges. In N. W. Evans, N. J. Anderson, & W. G Eggington (Eds.), ESL readers and writers in higher education: Understanding challenges, providing support (pp.95–109). Routledge.
Ashwin, P., & Trigwell, K. (2012). Evoked prior experiences in first-year university student learning. Higher Education Research and Development, 31(4), 449–463. DOI:10.1080/07294360.2011.634384
Balasooriya, C., Hughes, C., & Toohey, S. (2009). Impact of a new integrated medicine program on students’ approaches to learning. Higher Education Research & Development, 28(3), 289–302. DOI: 10.1080/07294360902839891
Bell, D. E. (2022). Methodology in EAP: Why is it largely still an overlooked issue?. Journal of English for Academic Purposes, 55, 1-11. https://doi.org/10.1016/j.jeap.2021.101073
Biggs, J. B. (1987). Student approaches to learning and studying. Australian Council for Educational Research.
Biggs, J. B. (2001). Enhancing learning: A matter of style or approaches? In L. Zhang & R. J. Sternberg (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 73–102). Lawrence Erlbaum Associates Publishers.
Biggs, J. B. (2003). Teaching for quality learning at university: What the student does (2nd ed.). Open University Press.
Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149. https://doi.org/10.1348/000709901158433
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). Society for Research into Higher Education.
Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39, 468–479. https://doi.org/10.1016/j.system.2011.10.016
Cipra, C., & Muller-Hilke, B. (2019). Testing anxiety in undergraduate medical students and its correlation with different learning approaches. PloS ONE, 14(3), 1–11. https://doi.org/10.1371/journal.pone.0210130
Damayanti, A. (2020). Annotation text as strategy to teach reading for general communication. A Journal of English Language Teaching, Linguistics, and Literature, 3(1), 1–10.
Delaney, Y. A. (2008). Investigating the reading-to-write construct. Journal of English for Academic Purposes, 7, 140–150. DOI: 10.1016/j.jeap.2008.04.001
Devine, J. (1993). The role of metacognition in second language reading and writing. In J. G. Carson & I. Leki (Eds.), Reading in the composition classroom, second language perspectives (pp. 105–127). Heinle and Heinle.
Edward, E. I., Pudin, C. S. J., & Din, W. A. (2020). The usage of reading strategies between male and female Malaysia undergraduate students: A preliminary study. International Journal of Advanced Research in Education and Society, 2(1), 42–48. https://myjms.mohe.gov.my/index.php/ijares/article/view/8375
Entwistle, N., McCune, V., & Walker, P. (2001). Conceptions, styles, and approaches within higher education: Analytic abstractions and everyday experience. In R. J. Sternberg & L. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles. Lawrence Erlbaum Associates Publishers
Feito, J. A., & Donahue, P. (2008). Minding the gap: Annotation as preparation for discussion. Arts & Humanities in Higher Education, 7(3), 295–307. DOI:10.1177/1474022208094413
Grabe, W., & Stoller, F. L. (2011). Teaching and Researching Reading. In C. N. Candlin, & D. R. Hall (Series Eds.), Applied linguistics in action series (2nd ed.). Pearson Education.
Holmes, A. (2018). The role of interest and enjoyment in determining students’ approach to learning. Educational Process: International Journal, 7(2), 140–150. DOI: 10.22521/edupij.2018.72.4
Horwitz, E. K. (1986). It ain’t over ’til it’s over: On foreign language anxiety, first language deficits, and the confounding of variables. The Modern Language Journal, 84(2), 256–259. https://doi.org/10.1111/0026-7902.00067
Kember, D., Ho, A., & Hong, C. (2010). Characterising a teaching and learning environment capable of motivating student learning. Learning Environments Research, 13(1), 43–57. https://doi.org/10.1007/s10984-009-9065-8
LeVan, K. S., & King, M. E. (2017). Self-annotation as a course practice. Teaching English in the Two-Year College, 44(3), 289–305.
Liao, H., & Wang, Y. (2015). Creating a positive learning environment for students with English classroom anxiety. Psychological Reports, 116(2), 631–646. DOI: 10.2466/11.PR0.116k21w8
Liu, K. (2006). Annotation as an index to critical writing. Urban Education, 41(2), 192–207. https://doi.org/10.1177/0042085905282261
Lloyd, Z. T., Kim, D., Cox, J. T., Doepker, G. M., & Downey, S. E. (2022). Using the annotating strategy to improve students' academic achievement in social studies. Journal of Research in Innovative Teaching & Learning, 15(2), 218–231. https://doi.org/10.1108/JRIT-09-2021-0065
Mackey, A., & Gass, S. M. (2016). Second language research: Methodology and design (2nd ed.). Lawrence Erlbaum Associates
Megat Abdul Rahim, P. R. (2017). Fostering reading comprehension skill among ESL tertiary level students through discourse engagement. International Journal of Advanced and Applied Sciences, 4(12), 263–272. DOI:10.21833/ijaas.2017.012.045
Papinczak, T. (2009). Are deep strategic learners better suited to PBL? A preliminary study. Advances in Health Sciences Education, 14(3), 337–353. https://doi.org/10.1007/s10459-008-9115-5
Porter-O'Donnell, C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. English Journal, 93(5), 82–89.
Rao, Z., & Liu, F. (2011). Effect of academic major on students' use of language learning strategies: a diary study in a Chinese context. The Language Learning Journal, 39(1), 43–55.
Rasool, U., Qian, J., & Aslam, M. Z. (2023). An investigation of foreign language writing anxiety and its reasons among pre-service EFL teachers in Pakistan. Frontiers in Psychology, 13, 1–13. https://doi.org/10.3389/fpsyg.2022.947867
Vijayan, B. N. (2019). Malaysian tertiary students’ perceptions of constructive alignment in learning in EAP classrooms: A qualitative study [Doctoral dissertation, Victoria University of Wellington]. https://openaccess.wgtn.ac.nz/articles/thesis/Malaysian_Tertiary_Students_Perceptions_of_Constructive_Alignment_in_Learning_in_EAP_Classrooms_A_Qualitative_Study/17142191
Yin, R. (2014). Case study research: Design and methods (5th ed.). SAGE.
Zywica, J., & Gomez, K. (2008). Annotating to support learning in the content areas: Teaching and learning science. Journal of Adolescent & Adult Literacy, 52(2), 155–165. DOI:10.1598/JAAL.52.2.6