[1]
K. Hyland and P. Shaw, Eds., The Routledge handbook of English for academic purposes, vol. Routledge handbooks in applied linguistics. London: Routledge Handbooks Online, 2016 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315657455
[2]
Alexander, Olwyn, Argent, Sue, and Spencer, Jenifer, EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet, 2008.
[3]
Hyland, Ken, English for academic purposes: an advanced resource book, New Ed., vol. Routledge applied linguistics. Abingdon, UK ; New York, NY: Routledge, 2006 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203006603
[4]
M. Charles, D. Pecorari, and Ebooks Corporation Limited, Introducing English for academic purposes, vol. Routledge Introductions to English for Specific Purposes. London: Routledge, 2016 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4185925
[5]
Jordan, R. R., English for academic purposes: a guide and resource book for teachers, vol. Cambridge language teaching library. Cambridge: Cambridge University Press, 1997 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9780511733062
[6]
Bruce, Ian, 1953-, Theory and concepts of English for academic purposes. Basingstoke, UK: Palgrave Macmillan, 2011.
[7]
‘UEfAP: EAP Background Reading’. [Online]. Available: http://www.uefap.com/bgnd/biblfram.htm
[8]
D. Nunan and R. Carter, The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press, 2001 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9780511667206
[9]
‘BALEAP Competency Framework for  Teachers of English for  Academic Purposes’. [Online]. Available: https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf
[10]
‘University of Glasgow :Graduate Attributes’. [Online]. Available: http://www.gla.ac.uk/students/attributes/
[11]
‘UEfAP: EAP Background Reading’. [Online]. Available: http://www.uefap.com/bgnd/biblfram.htm
[12]
R. R. Jordan, ‘English for Academic Purposes (EAP)’, Language Teaching, vol. 22, no. 03, Jul. 1989, doi: 10.1017/S026144480001483X.
[13]
K. Hyland and L. Hamp-Lyons, ‘EAP: issues and directions’, Journal of English for Academic Purposes, vol. 1, no. 1, pp. 1–12, Jan. 2002, doi: 10.1016/S1475-1585(02)00002-4.
[14]
J. Flowerdew and M. Peacock, Eds., Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 2005 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9781139524766
[15]
M. C. Pennington and J. C. Richards, ‘Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors’, RELC Journal, vol. 47, no. 1, pp. 5–23, Apr. 2016, doi: 10.1177/0033688216631219.
[16]
C. Coffin and J. P. Donohue, ‘Academic Literacies and systemic functional linguistics: How do they relate?’, Journal of English for Academic Purposes, vol. 11, no. 1, pp. 64–75, Mar. 2012, doi: 10.1016/j.jeap.2011.11.004.
[17]
C. Coffin and J. P. Donohue, ‘English for Academic Purposes: Contributions from systemic functional linguistics and Academic Literacies’, Journal of English for Academic Purposes, vol. 11, no. 1, pp. 1–3, Mar. 2012 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com./science/article/pii/S147515851100083X
[18]
M. R. Lea and B. V. Street, ‘Student writing in higher education: An academic literacies approach’, Studies in Higher Education, vol. 23, no. 2, pp. 157–172, Jan. 1998, doi: 10.1080/03075079812331380364.
[19]
A. Ding, I. Bruce, and Dawson Books, The English for academic purposes practitioner: operating on the edge of academia. Cham: Palgrave Macmillan, 2017 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9783319597379
[20]
K. Hyland, ‘Academic publishing and the myth of linguistic injustice’, Journal of Second Language Writing, vol. 31, pp. 58–69, Mar. 2016, doi: 10.1016/j.jslw.2016.01.005.
[21]
‘Internationalisation, higher education and the growing demand for English: An investigation into the English medium of instruction (EMI) movement in China and Japan | TeachingEnglish | British Council | BBC’. [Online]. Available: https://www.teachingenglish.org.uk/article/internationalisation-higher-education-growing-demand-english-investigation-english-medium?_ga=2.227124890.646124926.1546860984-134281338.1540228783
[22]
E. Macaro, S. Curle, J. Pun, J. An, and J. Dearden, ‘A systematic review of English medium instruction in higher education’, Language Teaching, vol. 51, no. 01, pp. 36–76, Jan. 2018, doi: 10.1017/S0261444817000350.
[23]
R. West, ‘Needs analysis in language teaching’, Language Teaching, vol. 27, no. 01, Jan. 1994, doi: 10.1017/S0261444800007527.
[24]
K. Hyland, English for academic purposes: An advanced resource book, vol. Routledge Applied Linguistics. Hoboken, New Jersey: Taylor & Francis, 2006 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203006603
[25]
P. A. Duff, ‘Language Socialization into Academic Discourse Communities’, Annual Review of Applied Linguistics, vol. 30, pp. 169–192, Mar. 2010, doi: 10.1017/S0267190510000048.
[26]
U. Wingate, ‘Doing away with “study skills”’, Teaching in Higher Education, vol. 11, no. 4, pp. 457–469, Oct. 2006, doi: 10.1080/13562510600874268.
[27]
H. Basturkmen, Developing courses in English for specific purposes. Basingstoke, Hampshire: Palgrave Macmillan, 2010 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518
[28]
G. Humphreys and M. Wyatt, ‘Helping Vietnamese university learners to become more autonomous’, ELT Journal, vol. 68, no. 1, pp. 52–63, Jan. 2014, doi: 10.1093/elt/cct056.
[29]
Peacock, Matthew and Flowerdew, John, Research perspectives on English for academic purposes, vol. Cambridge applied linguistics series. Cambridge: Cambridge University Press, 2001.
[30]
P. Benson, ‘Autonomy in language teaching and learning’, Language Teaching, vol. 40, no. 01, Jan. 2007, doi: 10.1017/S0261444806003958.
[31]
Alexander, Olwyn, Argent, Sue, and Spencer, Jenifer, EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet, 2008.
[32]
‘University of Glasgow :Graduate Attributes’. [Online]. Available: http://www.gla.ac.uk/students/attributes/
[33]
Dexter, Phil, Sheerin, Susan, and International Association of Teachers of English as a Foreign Language, Learner independence worksheets 2. Whitstable: IATEFL, 1999.
[34]
Ellis, Gail and Sinclair, Barbara, Learning to learn English: a course in learner training : learner’s book. Cambridge: Cambridge University Press, 1989.
[35]
J. D. Brown and Ebooks Corporation Limited, Introducing needs analysis and English for specific purposes, vol. Routledge introductions to English for specific purposes. London: Routledge, 2016 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4332718
[36]
U. Wingate, Academic literacy and student diversity: the case for inclusive practice, vol. 42. Bristol: Multilingual Matters, 2015 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=2000150
[37]
M. Kettle, International student engagement in higher education: transforming practices, pedagogies and participation. Bristol: Multilingual Matters, 2017.
[38]
J Dearden, ‘English as a medium of instruction – a growing global phenomenon’. [Online]. Available: https://www.britishcouncil.org/sites/default/files/e484_emi_-_cover_option_3_final_web.pdf
[39]
S. Gardner and H. Nesi, ‘A Classification of Genre Families in University Student Writing’, Applied Linguistics, vol. 34, no. 1, pp. 25–52, Feb. 2013, doi: 10.1093/applin/ams024.
[40]
R. Neumann, S. Parry, and T. Becher, ‘Teaching and Learning in their Disciplinary Contexts: a conceptual analysis...’, Studies in Higher Education, vol. 27, no. 4, pp. 405–417, 2002 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=7362300&site=ehost-live
[41]
P. Samuels, ‘Promoting Learning Development as an Academic Discipline’, Journal of Learning Development in Higher Education, no. 5, 2013, doi: 10.47408/jldhe.v0i5.146. [Online]. Available: https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/146
[42]
H. Nesi and S. Gardner, Genres across the disciplines: student writing in higher education, vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press, 2012.
[43]
‘LearnEnglish | British Council | Genre Families’. [Online]. Available: https://learnenglish.britishcouncil.org/
[44]
B. A.W., ‘Teaching in a Digital Age’ [Online]. Available: https://opentextbc.ca/teachinginadigitalage/
[45]
T. Becher, ‘Towards a definition of disciplinary cultures’, Studies in Higher Education, vol. 6, no. 2, pp. 109–122, Jan. 1981, doi: 10.1080/03075078112331379362.
[46]
T. Becher, ‘The significance of disciplinary differences’, Studies in Higher Education, vol. 19, no. 2, pp. 151–161, Jan. 1994, doi: 10.1080/03075079412331382007.
[47]
J. Flowerdew and T. Costley, Eds., Discipline-specific writing: theory into practice. London: Routledge, 2017.
[48]
P. Durrant, ‘Discipline and Level Specificity in University Students’ Written Vocabulary’, Applied Linguistics, vol. 35, no. 3, pp. 328–356, Jul. 2014, doi: 10.1093/applin/amt016.
[49]
I. Bruce, ‘Cognitive genre structures in Methods sections of research articles: A corpus study’, Journal of English for Academic Purposes, vol. 7, no. 1, pp. 38–54, Jan. 2008, doi: 10.1016/j.jeap.2007.12.001.
[50]
R. Neumann, ‘Disciplinary Differences and University Teaching’, Studies in Higher Education, vol. 26, no. 2, pp. 135–146, Jun. 2001, doi: 10.1080/03075070120052071.
[51]
K. Uhrig, ‘Business and legal case genre networks: Two case studies’, English for Specific Purposes, vol. 31, no. 2, pp. 127–136, 2012, doi: 10.1016/j.esp.2011.09.001.
[52]
R. Neumann, S. Parry, and T. Becher, ‘Teaching and Learning in their Disciplinary Contexts: a conceptual analysis...’, Studies in Higher Education, vol. 27, no. 4, pp. 405–417, 2002, doi: 10.1080/0307507022000011525.
[53]
I. Bruce, ‘Results sections in sociology and organic chemistry articles: A genre analysis’, English for Specific Purposes, vol. 28, no. 2, pp. 105–124, 2009, doi: 10.1016/j.esp.2008.12.005.
[54]
T. Becher, Academic tribes and territories: intellectual enquiry and the cultures of disciplines. Buckingham: Society for Research into Higher Education & Open University Press, 1989 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780335230648
[55]
‘What’s disciplinary epistemology got to do with EAP? | Teaching EAP’. [Online]. Available: https://teachingeap.wordpress.com/2012/07/20/whats-disciplinary-epistemology-got-to-do-with-eap/
[56]
U. Wingate, ‘Academic literacy across the curriculum: Towards a collaborative instructional approach’, Language Teaching, pp. 1–16, Oct. 2016, doi: 10.1017/S0261444816000264.
[57]
Y.-C. Sun, ‘Do journal authors plagiarize? Using plagiarism detection software to uncover matching text across disciplines’, Journal of English for Academic Purposes, vol. 12, no. 4, pp. 264–272, Dec. 2013, doi: 10.1016/j.jeap.2013.07.002.
[58]
K. Hyland and M. Bondi, Eds., Academic discourse across disciplines, vol. Linguistic Insights : Studies in Language and Communication. Bern, Switzerland: Peter Lang AG, 2006 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1053948
[59]
K. Hyland, Disciplinary identities: individuality and community in academic discourse, vol. Cambridge applied linguistics. Cambridge: Cambridge University Press, 2012.
[60]
N. Groom, ‘Pattern and meaning across genres and disciplines: An exploratory study’, Journal of English for Academic Purposes, vol. 4, no. 3, pp. 257–277, Jul. 2005, doi: 10.1016/j.jeap.2005.03.002.
[61]
Dr Armin Krishnan, ‘What are Academic Disciplines?    Some observations on the Disciplinarity vs.  Interdisciplinarity debate’. [Online]. Available: http://www.forschungsnetzwerk.at/downloadpub/what_are_academic_disciplines2009.pdf
[62]
R. Woodward-Kron, ‘More than just jargon – the nature and role of specialist language in learning disciplinary knowledge’, Journal of English for Academic Purposes, vol. 7, no. 4, pp. 234–249, Oct. 2008, doi: 10.1016/j.jeap.2008.10.004.
[63]
T. Yakhontova, ‘Cultural and disciplinary variation in academic discourse: The issue of influencing factors’, Journal of English for Academic Purposes, vol. 5, no. 2, pp. 153–167, Apr. 2006, doi: 10.1016/j.jeap.2006.03.002.
[64]
B. Samraj, ‘Discourse features of the student-produced academic research paper: variations across disciplinary courses’, Journal of English for Academic Purposes, vol. 3, no. 1, pp. 5–22, Jan. 2004, doi: 10.1016/S1475-1585(03)00053-5.
[65]
A. Biglan, ‘The characteristics of subject matter in different academic areas.’, Journal of Applied Psychology, vol. 57, no. 3, pp. 195–203, 1973 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=12361480&site=ehost-live
[66]
N. Morita, ‘Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program’, TESOL Quarterly, vol. 34, no. 2, Summer 2000, doi: 10.2307/3587953.
[67]
S P Corder, ‘PURE AND APPLIED RESEARCH IN LINGUISTICS: IS THE DIFFERENCE MERELY ONE OF MOTIVATION?’, Studies in Second Language Acquisition, vol. 1, no. 2, Mar. 1979, doi: 10.1017/S0272263100000838. [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.cambridge.org/core/services/aop-cambridge-core/content/view/80E92B0E3412C690A7894CCC798A3A98/S0272263100000838a.pdf/div-class-title-pure-and-applied-research-in-linguistics-is-the-difference-merely-one-of-motivation-div.pdf
[68]
O. Alexander, S. Argent, and J. Spencer, EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet Publishing Ltd, 2008.
[69]
‘Journal of English for Academic Purposes’, vol. 10, no. 2 (Listening in EAP) [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/10/2
[70]
J. Flowerdew and M. Peacock, Eds., Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 2005 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9781139524766
[71]
Flowerdew, John, Academic listening: research perspectives, vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press, 1994.
[72]
J. Chen and C. Intaraprasert, ‘Reading Strategies Employed by University Business English Majors with Different Levels of Reading Proficiency’, English Language Teaching, vol. 7, no. 4, Mar. 2014, doi: 10.5539/elt.v7n4p25.
[73]
C. Shanahan, T. Shanahan, and C. Misischia, ‘Analysis of Expert Readers in Three Disciplines’, Journal of Literacy Research, vol. 43, no. 4, pp. 393–429, Dec. 2011, doi: 10.1177/1086296X11424071.
[74]
S.-F. Lai, C.-H. Li, and R. Amster, ‘Strategically Smart Or Proficiency-Driven? An Investigation Of Reading Strategy Use Of EFL College Students In Relation To Language Proficiency’, Contemporary Issues in Education Research (CIER), vol. 6, no. 1, Jan. 2013, doi: 10.19030/cier.v6i1.7606.
[75]
D. Malcolm, ‘Reading strategy awareness of Arabic-speaking medical students studying in English’, System, vol. 37, no. 4, pp. 640–651, Dec. 2009, doi: 10.1016/j.system.2009.09.008.
[76]
G. Mathew Nalliveettil, ‘Assessing Reading Strategies of Engineering Students: Think Aloud Approach’, English Language Teaching, vol. 7, no. 5, Apr. 2014, doi: 10.5539/elt.v7n5p38.
[77]
K. Hyland, English for academic purposes: an advanced resource book. London: Routledge, 2006.
[78]
J. M. Swales and C. B. Feak, Academic writing for graduate students: essential tasks and skills, 3rd ed., vol. Michigan series in English for academic&professional purposes. Ann Arbor, Mich: University of Michigan Press, 2012.
[79]
D. Biber, S. Conrad, R. Reppen, P. Byrd, and M. Helt, ‘Speaking and Writing in the University: A Multidimensional Comparison’, TESOL Quarterly, vol. 36, no. 1, Spring 2002, doi: 10.2307/3588359.
[80]
D. Biber, S. Conrad, and Askews & Holts Library Services, Register, genre, and style, vol. Cambridge textbooks in linguistics. Cambridge: Cambridge University Press, 2009 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781107210073
[81]
Biber, Douglas, University language: a corpus-based study of spoken and written registers, vol. Studies in corpus linguistics. Amsterdam: J. Benjamins, 2006.
[82]
‘Academic Word List - School of Linguistics and Applied Language Studies - Victoria University of Wellington’. [Online]. Available: http://www.victoria.ac.nz/lals/resources/academicwordlist/
[83]
S. Hunston, Corpora in applied linguistics, vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press, 2002 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524773
[84]
J. Lave and E. Wenger, Situated learning: legitimate peripheral participation, vol. Learning in doing. Cambridge: Cambridge University Press, 1991.
[85]
M. Aguilar, ‘The peer seminar, a spoken research process genre’, Journal of English for Academic Purposes, vol. 3, no. 1, pp. 55–72, Jan. 2004, doi: 10.1016/S1475-1585(03)00043-2.
[86]
Helen Basturkmen, Author Vitae, ‘Negotiating meaning in seminar-type discussion and EAP’, Negotiating meaning in seminar-type discussion and EAP, vol. 21, no. 3, pp. 233–242, 2002 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/article/pii/S0889490601000242
[87]
H. Basturkmen, ‘Dialogic interaction’, in The Routledge Handbook of English for Academic Purposes, K. Hyland and P. Shaw, Eds. 2016, pp. 152–164 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315657455.ch12
[88]
‘Journal of English for Academic Purposes’, vol. 2 (Spoken Academic English), no. 1 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/2/1
[89]
D. Ferris, ‘Students’ Views of Academic Aural/Oral Skills: A Comparative Needs Analysis’, TESOL Quarterly, vol. 32, no. 2, Summer 1998, doi: 10.2307/3587585.
[90]
S. Walsh, ‘Analyzing university spoken interaction: a CL/CA approach. Applying Corpus Linguistics’, Applying Corpus Linguistics, vol. 16, no. 3, 2011 [Online]. Available: https://dspace.mic.ul.ie/bitstream/handle/10395/1795/Morton,%20T.%20Walsh,%20S.%20and%20O’Keeffe,%20A.%20(2011).%20Analyzing%20university%20spoken%20interaction%20a%20corpus%20linguisticsconversation%20analysis%20approach(Journal%20Article)(Pre-Published%20Version).pdf;jsessionid=B0A4740596B3C8B0377875ADC0C2EC6A?sequence=2
[91]
B. Weissberg, ‘The graduate seminar: Another research-process genre’, English for Specific Purposes, vol. 12, no. 1, pp. 23–35, Jan. 1993, doi: 10.1016/0889-4906(93)90025-J.
[92]
N. Morita, ‘Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program’, TESOL Quarterly, vol. 34, no. 2, Summer 2000, doi: 10.2307/3587953.
[93]
Nesi, Hilary, Genres across the disciplines: student writing in higher education, vol. (The Cambridge applied linguistics serie. Cambridge: Cambridge University Press, 2012.
[94]
J. M. Swales, Genre analysis: English in academic and research settings, vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press, 1990.
[95]
C. Coffin, Teaching academic writing: a toolkit for higher education. London: Routledge, 2003.
[96]
D. Pecorari, Teaching to avoid plagiarism: how to promote good source use. Maidenhead, Berks: Open University Press, 2013 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1336595
[97]
R. Badger and G. White, ‘A process genre approach to teaching writing’, ELT Journal, vol. 54, no. 2, pp. 153–160, Apr. 2000, doi: 10.1093/elt/54.2.153.
[98]
M. Charles, D. Pecorari, and S. Hunston, Eds., Academic writing: at the interface of corpus and discourse. London: Continuum, 2009 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781441135803
[99]
K. Hyland, Teaching and researching writing, Third edition., vol. Applied Linguistics in Action. New York: Routledge, 2016.
[100]
Hyland, Ken, Disciplinary discourses: social interactions in academic writing, vol. Applied linguistics and language study. Harlow: Longman, 2000.
[101]
J. Z. Xing, Teaching and learning Chinese as a foreign language: a pedagogical grammar. Hong Kong: Hong Kong University Press, 2006 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.5790/hongkong/9789622097629.001.0001
[102]
M. Davies and R. Barnett, The Palgrave handbook of critical thinking in higher education. Basingstoke: Palgrave Macmillan, 2015 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://link.springer.com/book/10.1057/9781137378057
[103]
Paul, R, ‘Critical Thinking Movement: 3 Waves’, 2011. [Online]. Available: http://www.criticalthinking.org/pages/critical-thinking-movement-3-waves/856
[104]
T. J. Moore, ‘Critical thinking and disciplinary thinking: a continuing debate’, Higher Education Research & Development, vol. 30, no. 3, pp. 261–274, Jun. 2011, doi: 10.1080/07294360.2010.501328.
[105]
K. Hyland and C. Sancho Guinda, Eds., Stance and voice in written academic genres. Basingstoke: Palgrave Macmillan, 2012 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781137030825
[106]
D. Atkinson, ‘A Critical Approach to Critical Thinking in TESOL’, TESOL Quarterly, vol. 31, no. 1, Spring 1997, doi: 10.2307/3587975.
[107]
B. W. Davidson, ‘Comments on Dwight Atkinson’s “A Critical Approach to Critical Thinking in TESOL”: A Case for Critical Thinking in the English Language Classroom’, TESOL Quarterly, vol. 32, no. 1, Spring 1998, doi: 10.2307/3587906.
[108]
C. Thompson, ‘Teaching Critical Thinking in EAP Courses in Australia’, TESOL Journal, vol. 11, no. 4, pp. 15–20, 2011 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1002/j.1949-3533.2002.tb00104.x/pdf
[109]
‘Journal of English for Academic Purposes’, vol. 8, no. 2 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/journal/14751585/8/2
[110]
H. Basturkmen, Developing courses in English for specific purposes. Basingstoke, Hampshire: Palgrave Macmillan, 2010 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518
[111]
J. D. Brown and Ebooks Corporation Limited, Introducing needs analysis and English for specific purposes, vol. Routledge introductions to English for specific purposes. London: Routledge, 2016 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4332718
[112]
L. Woodrow, Introducing course design in English for specific purposes. London: Routledge, 2018 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781351389174
[113]
Basturkmen, Helen, Ideas and options in English for specific purposes, vol. ESL and applied linguistics professional series. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 2006.
[114]
A. J. Gillett, ‘Designing an EAP Syllabus: English Language Support for Further and Higher Education.’, Journal of Further and Higher Education, vol. 13, no. 2, pp. 92–104, Jun. 1989, doi: 10.1080/0309877890130210.
[115]
S. Benesch, ‘Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach’, TESOL Quarterly, vol. 30, no. 4, Winter 1996, doi: 10.2307/3587931.
[116]
L. Flowerdew, ‘Integrating traditional and critical approaches to syllabus design: the “what”, the “how” and the “why?”’, Journal of English for Academic Purposes, vol. 4, no. 2, pp. 135–147, Apr. 2005, doi: 10.1016/j.jeap.2004.09.001.
[117]
M. P. Breen, ‘Contemporary Paradigms in Syllabus Design. Part I’, Language Teaching, vol. 20, no. 02, Apr. 1987, doi: 10.1017/S0261444800004365.
[118]
M. P. Breen and A. Littlejohn, Classroom decision-making: negotiation and process syllabuses in practice, vol. Cambridge language teaching library. Cambridge: Cambridge University Press, 2005.
[119]
B. Tomlinson, Developing materials for language teaching, 2nd ed. London: Bloomsbury Academic, 2013.
[120]
D. Nunan, Syllabus design, vol. Language teaching: a scheme for teacher education. Oxford: Oxford University Press, 1988.
[121]
J. B. Biggs, C. S. Tang, Society for Research into Higher Education, and Ebooks Corporation Limited, Teaching for quality learning at university: what the student does, Fourth edition. Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=798265
[122]
L. Woodrow, Introducing course design in English for specific purposes. London: Routledge, 2018 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781351389174
[123]
‘BALEAP Can Do Framework for EAP syllabus design and assessment’. [Online]. Available: https://www.baleap.org/wp-content/uploads/2016/04/Can_Do_Framework__with_sample_activities_April_2013.pdf
[124]
A. Manning, Assessing EAP: theory and practice in assessment literacy. Reading: Garnet Education, 2016.
[125]
‘BALEAP Guidelines on English Language Tests for University Entry’. [Online]. Available: https://www.baleap.org/wp-content/uploads/2016/04/BALEAP_Guidelines_on_English_Language_Tests_for_University_AGM_v19_May_2012.pdf
[126]
D. M. Horowitz, ‘What Professors Actually Require: Academic Tasks for the ESL Classroom’, TESOL Quarterly, vol. 20, no. 3, Sep. 1986, doi: 10.2307/3586294.
[127]
C. J. Weir, Language testing and validation: an evidence-based approach, vol. Research and Practice in Applied Linguistics. Basingstoke, Hampshire: Palgrave Macmillan, 2005 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230514577
[128]
J. Banerjee and D. Wall, ‘Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity’, Journal of English for Academic Purposes, vol. 5, no. 1, pp. 50–69, Jan. 2006, doi: 10.1016/j.jeap.2005.11.003.
[129]
A. Cooper and D. Bikowski, ‘Writing at the graduate level: What tasks do professors actually require?’, Journal of English for Academic Purposes, vol. 6, no. 3, pp. 206–221, Jul. 2007, doi: 10.1016/j.jeap.2007.09.008.
[130]
B. A. Green and M. S. Andrade, ‘Guiding principles for language assessment reform: A model for collaboration’, Journal of English for Academic Purposes, vol. 9, no. 4, pp. 322–334, Dec. 2010, doi: 10.1016/j.jeap.2010.06.003.
[131]
L. Hamp-Lyons and W. Condon, Assessing the portfolio: principles for practice, theory, and research, vol. Written language series. Cresskill, New Jersey: Hampton Press, Inc, 2000.
[132]
Bell, Roger T., An introduction to applied linguistics: approaches and methods in language teaching. London: Batsford, 1981.
[133]
Biber, Douglas, Leech, Geoffrey N., and Conrad, Susan, Longman student grammar of spoken and written English. Harlow: Longman, 2002.
[134]
Robinson, Pauline C. and British Council, Academic writing: process and product, vol. ELT documents. Basingstoke: Modern English Publications in association with the British Council, 1988.
[135]
Bourdieu, Pierre, Passeron, Jean-Claude, Saint Martin, Monique de, Baudelot, Christian, and Vincent, Guy, Academic discourse: linguistic misunderstanding and professional power. Cambridge: Polity, 1994.
[136]
Byram, Michael and Morgan, Carol, Teaching-and-learning language-and-culture, vol. Multilingual matters (Series). Clevedon: Multilingual Matters, 1994.
[137]
A. Gillett and C. Weetman, ‘Investigation of the perceived usefulness of a StudyNet group discussion facility by students in higher education’, Journal for the Enhancement of Learning and Teaching, vol. 2, no. 1, pp. 36–43, 2005 [Online]. Available: https://uhra.herts.ac.uk/bitstream/handle/2299/2597/902908.pdf?sequence=1
[138]
A. Gillett, L. Wray, and British Association of Lecturers in English for Academic Purposes, Assessing the effectiveness of EAP programmes. London: BALEAP, 2006.
[139]
Nunan, David and Carter, Ronald, The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press, 2001 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9780511667206
[140]
Hyland, Ken, Disciplinary discourses: social interactions in academic writing, vol. Applied linguistics and language study. Harlow: Longman, 2000.
[141]
‘Principles and practices in second language aquisition’. [Online]. Available: http://www.sdkrashen.com/content/books/principles_and_practice.pdf
[142]
Lynch, Brian K., Language program evaluation: theory and practice, vol. The Cambridge applied linguistics series. Cambridge [England]: Cambridge University Press, 1996.
[143]
Musumeci, Diane, Breaking tradition: an exploration of the historical relationship between theory and practice in second language teaching, vol. The McGraw-Hill second language professional series. New York: McGraw-Hill, 1997.
[144]
P. Nation, ‘The Four Strands’, Innovation in Language Learning and Teaching, vol. 1, no. 1, pp. 2–13, Apr. 2007, doi: 10.2167/illt039.0.
[145]
Robinson, Pauline C. and British Council, Academic writing: process and product, vol. ELT documents. Basingstoke: Modern English Publications in association with the British Council, 1988.
[146]
‘Subject benchmark statements: Languages and related studies’. [Online]. Available: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Languages-and-related-studies.aspx
[147]
Robinson, Pauline C., ESP today: a practitioner’s guide, vol. Language teaching methodology series. London: Prentice Hall, 1991.
[148]
R. W. SCHMIDT, ‘The Role of Consciousness in Second Language Learning1’, Applied Linguistics, vol. 11, no. 2, pp. 129–158, Jun. 1990, doi: 10.1093/applin/11.2.129.
[149]
S. M. Gass, C. G. Madden, and Conference on Applied Linguistics, Input in second language acquisition, vol. Series on Issues in Second Language Research. Cambridge, MA: Newbury House, 1985.
[150]
R. Watson Todd, ‘EAP or TEAP?’, Journal of English for Academic Purposes, vol. 2, no. 2, pp. 147–156, Jan. 2003, doi: 10.1016/S1475-1585(03)00014-6.
[151]
‘Bloomsbury - Academic Writing’. [Online]. Available: http://www.bloomsbury.com/uk/academic-writing-9781441112361/
[152]
Pecorari, Diane, Teaching to avoid plagiarism: how to promote good source use. Maidenhead, Berks: Open University Press, 2013.
[153]
D. Allwright, ‘Exploratory Practice: rethinking practitioner research in language teaching’, Language Teaching Research, vol. 7, no. 2, pp. 113–141, Jun. 2003, doi: 10.1191/1362168803lr118oa.
[154]
Dick Allwright, ‘Developing Principles for Practitioner Research: The Case of Exploratory Practice’, The Modern Language Journal, vol. 89, no. 3, pp. 353–366 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3588663
[155]
Allwright, Dick, The developing language learner: an introduction to exploratory practice, vol. Research and practice in applied linguistics. Houndmills, Basingst: Palgrave Macmillan, 2009.
[156]
Gieve, Simon and Miller, Inés K., Understanding the language classroom. Basingstoke: Palgrave Macmillan, 2006.
[157]
R. Zhang, ‘Using the principles of Exploratory Practice to guide group work in an extensive reading class in China’, Language Teaching Research, vol. 8, no. 3, pp. 331–345, Sep. 2004, doi: 10.1191/1362168804lr142xx.
[158]
‘Understanding class blogs as a tool for language development’. [Online]. Available: http://ltr.sagepub.com/content/12/4/517
[159]
T. Wright, ‘Second language teacher education: Review of recent research on practice’, Language Teaching, vol. 43, no. 03, pp. 259–296, Jul. 2010, doi: 10.1017/S0261444810000030.
[160]
‘Teachers’ beliefs’ [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/eltj/article/55/2/186/3114052
[161]
S. Borg, ‘Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do’, Language Teaching, vol. 36, no. 2, pp. 81–109, Apr. 2003, doi: 10.1017/S0261444803001903.
[162]
‘Towards reflective teaching’. [Online]. Available: http://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf
[163]
Wajnryb, Ruth, Classroom observation tasks: a resource book for language teachers and trainers, vol. Cambridge teacher training and development. Cambridge: Cambridge University Press, 1992.
[164]
Alexander, Olwyn, Argent, Sue, and Spencer, Jenifer, EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet, 2008.
[165]
Cottrell, Stella, Teaching study skills and supporting learning, vol. Palgrave study guides. Basingstoke: Palgrave, 2001.
[166]
Cottrell, Stella, Critical thinking skills: developing effective analysis and argument, 2nd ed., vol. Palgrave study skills. Basingstoke: Palgrave Macmillan, 2011.
[167]
Cottrell, Stella, The study skills handbook, 4th ed., vol. Palgrave study skills. Basingstoke: Palgrave Macmillan, 2013.
[168]
R. Woodward-Kron, ‘Critical analysis versus description? Examining the relationship in successful student writing’, Journal of English for Academic Purposes, vol. 1, no. 2, pp. 121–143, Jan. 2002, doi: 10.1016/S1475-1585(02)00013-9.
[169]
‘Critical Thinking: Where to Begin’. [Online]. Available: http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796
[170]
‘The University’s student guide to assessment’. [Online]. Available: http://www.gla.ac.uk/media/media_106264_en.pdf
[171]
‘UWF - Center for University Teaching, Learning, and Assessment - Assessment of Student Learning: Introduction to Bloom’s Taxonomy’. [Online]. Available: http://uwf.edu/cutla/assessstudent.cfm
[172]
‘Bloom’s taxonomy’. [Online]. Available: http://www.learningandteaching.info/learning/bloomtax.htm
[173]
Hyland, Ken and Hyland, Fiona, Feedback in Second Language Writing: Contexts and Issues, vol. Cambridge Applied Linguistics. Cambridge: Cambridge University Press, 2006 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524742
[174]
Tribble, Chris, Writing, vol. Language teaching : a scheme for teacher education. Oxford: Oxford University Press, 1996.
[175]
Weigle, Sara Cushing, Assessing writing, vol. Cambridge language assessment series. Cambridge: Cambridge University Press, 2002.
[176]
Alexander, Olwyn, Argent, Sue, and Spencer, Jenifer, EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet, 2008.
[177]
R. Badger and G. White, ‘A process genre approach to teaching writing’, ELT Journal, vol. 54, no. 2, pp. 153–160, Apr. 2000, doi: 10.1093/elt/54.2.153.
[178]
J. Bitchener and U. Knoch, ‘The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation’, Applied Linguistics, vol. 31, no. 2, pp. 193–214, May 2010, doi: 10.1093/applin/amp016.
[179]
K. Hyland and F. Hyland, ‘Feedback on second language students’ writing’, Language Teaching, vol. 39, no. 02, Apr. 2006, doi: 10.1017/S0261444806003399.
[180]
J. Muncie, ‘Using written teacher feedback in EFL composition classes’, ELT Journal, vol. 54, no. 1, pp. 47–53, Jan. 2000, doi: 10.1093/elt/54.1.47.
[181]
T. O’Brien, ‘Writing in a foreign language: teaching and learning’, Language Teaching, vol. 37, no. 1, pp. 1–28, Jan. 2004, doi: 10.1017/S0261444804002113.
[182]
P. Rollinson, ‘Using peer feedback in the ESL writing class’, ELT Journal, vol. 59, no. 1, pp. 23–30, Jan. 2005, doi: 10.1093/elt/cci003.
[183]
J. J. Wilson, How to teach listening, vol. How to--. Harlow: Pearson Longman, 2008 [Online]. Available: https://contentstore.cla.co.uk//secure/link?id=c44770ad-e340-e911-80cd-005056af4099
[184]
C. E. Nuttall, Teaching reading skills in a foreign language, [2nd ed.]., vol. Macmillan books for teachers. Oxford: Macmillan Education, 2005 [Online]. Available: https://contentstore.cla.co.uk//secure/link?id=c34770ad-e340-e911-80cd-005056af4099
[185]
O. Alexander, S. Argent, and J. Spencer, EAP essentials: a teacher’s guide to principles and practice. Reading: Garnet Publishing Ltd, 2008.
[186]
R. R. Jordan, English for academic purposes: a guide and resource book for teachers, vol. Cambridge language teaching library. Cambridge: Cambridge University Press, 1997 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9780511733062
[187]
M. Peacock and J. Flowerdew, Research perspectives on English for academic purposes, vol. Cambridge applied linguistics series. Cambridge: Cambridge University Press, 2001 [Online]. Available: https://contentstore.cla.co.uk//secure/link?id=750c9aa3-e340-e911-80cd-005056af4099