American Journal Of Social Sciences And Humanity Research
18
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue07 2025
PAGE NO.
18-20
10.37547/ajsshr/Volume05Issue07-05
24
The Impact of Various Approaches to The Process of
Learning and Teaching EAP. How To Make Portfolio In
EAP
Xakimova Muxayyo G’ulomjonovna
EFL and ESL teacher at Wise school in Tashkent, Uzbekistan
Received:
13 May 2025;
Accepted:
09 June 2025;
Published:
11 July 2025
Abstract:
This article discovers the impact of diverse approaches to teaching and learning English for Academic
Purposes (EAP). It focuses on the combination of corpus-based approaches, systematic functional linguistic
approaches and needs analysis.
Keywords:
Approach, English, EAP, COCA, corpora, CALL, language, vocabulary, needs analysis, method, essay,
learners.
Introduction:
Corpus based approaches.
As many target learners have limited vocabulary of
some particular subjects in English and there are often
gaps when they give speech about one specific topic,
the role of using corpora is important. Corpus of
Contemporary American English (COCA) types of
corpora is used instead of dictionary. As Charles, M.
and Pecorari, D. (2015) informed that corpora plays
very important role in EAP and both a direct and an
indirect role are widespread in language learning.
Indirect role of corpora is the foundation of dictionaries
and reference grammars (p. 46). I recommend utilizing
COCA to learners, because they struggle lack range of
especially academic vocabulary that they are required
to know and use. By searching words in COCA is
appropriate solution for this problem as there are given
a number of relevant phrases, texts, concepts of
grammatical themes.
On the other hand, learners often have difficulties and
mistakes in writing essays that they forget or could not
use academic words appropriately. COCA is the very
one that can be widely used in writing to choose and
differentiate academic words from common used ones.
Learners can easily identify them by the help of corpus.
Systematic functional linguistic approach.
At the same time of using corpora I try to use
systematic functional linguistic approach as well. This
approach is one of the genre-based approaches. It
consists of teaching-learning cycle, genre families and
social functions. When I use teaching-learning cycle,
firstly I identify t
he genre in learners’ work, for example
in writing essays. Then we analyze the genre together
with the students. And again the students write a new
example for this topic. For this time they know their
mistake and try not to repeat them in a new sample. It
is easy to improve one’s knowledge of the content and
context of the genre, and it is aimed to increase a
critical approach in the direction of it (Charles, M. &
Pecorari, D. 2015, pp. 51-52).
Needs analysis.
In needs analysis which is very productive and
demanded part of EAP, instructor identifies weak
points, strong points and needs of students. As Deutch,
Y. (2003) referred that needs analysis could be resulted
successfully when the needs of academic language are
accurately identified. As for my IELTS course learners, I
used triangular method that students, needs and
methods are relevant to each other. Firstly, I intend to
take a questionnaire and testing method in order to
define correct usage of grammatical constructions in
writing essays and letters. In that method I distribute
some grammar tests that is made up step by step from
easy to difficult. Secondly, I address to interview with
American Journal Of Social Sciences And Humanity Research
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
each member of the course. I prepare some topics to
speak like profession, your favorite book, your favorite
singer, about your weekend, unforgettable day in your
life and others that could clarify speaking level of the
students, fluency of their speech and the range of
academic words in their spoken discourse. Thirdly, I
offer to each participant of the group to take a text
from a corpus. Students have to read and retell the text
briefly what they understand.
As a result of these three methods I clarify weakness,
strength and needs of the learners. For example, some
students demonstrate lack knowledge of writing, but
they perform good result from speaking. Some of them
can easily understand what the text about is and retell
it fluently, in contrast, it is difficult to skim, to
comprehend the text because of lack of academic
vocabulary. All the problems and difficulties that
related to the academic knowledge of learners come
out. As the performance of the learners I conduct the
classes choosing appropriate materials and soures.
Learning objectives.
After doing needs analysis, learning objectives follow.
As Charles, M and Pecorari, D. (2015) stated that
learning outcomes are required to be reflected as a
certain field that learners are expected what thy will be
able to do at the end of the course (p. 66). As for my
target learners, they could differentiate five types of
essays and easily write samples for them using
academic vocabulary individually. They obtain wide
range of academic words and can utilize during their
speech that meet the standards of EAP. On the other
hand, it will not take long time to read and comprehend
academic texts, articles and will provide appropriate
answers to given tasks.
Curriculum and syllabus: timing and delivering.
I design my classes plan according to needs of the
learners. I put the themes progressively from easy to
difficult that at the end there should not be gaps
between the learners’ outcomes and what they are
able to do.
As from the needs of the learners I plan that the course
will continue three months length. For the reason of I
work at commercial center, I set my classes time
according to free time of my learners. The students
have to come to classes three times in a week, on
Monday, Wednesday and Friday. The classes are held
from 10 am to 11:30 am. Half an hour duration class is
enough. Out of the class they are recommended to be
busy with assessment and tasks. Also they can connect
with me by the help of online platform Zoom to do
activities and taking group discussions. It is planned not
to be held at the same time of other groups that I teach.
At the end of each week, on Friday we will have
deadline.
Teaching and learning activities.
Teachers and students follow teaching and learning
activities (TLAs) in order to gain their desire in learning
objectives (Charles, M. & Pecorari, D, 2015, p. 68). At
the beginning of the course the learners are given
samples of essays, simple texts to read and analyze,
easy topics for speaking and listening. Step by step they
become more difficult, learners’ abilities also increase
progressively. Assignments are required to do out of
the class. Essays are also written out of the class.
I do not use lectures at all. Students have to read all
tasks and texts at home, when something is
misunderstandable then I may give short and quick
explanation in order to save time for other activities
too. We have discussion on particular topics,
sometimes in small groups sometimes individually. I
offer to take debates too dividing the students into two
groups. I organize students to take interview from their
partners, it is more productive way to improve
speaking skill.
Assessment.
As I referred in the timing and delivery section, at the
end of each week students have deadline. They are
assessed to identify what they learn, how much they
could learn and so on. Once in each week of the last
month there are will be mock tests. It is like a
Diagnostic test, that clarifies English proficiency of
learners. In this assessment learners are required to
demonstrate ability on four skills. In speaking they are
given three topics and some time to get ready, then
they should speak about those topics as possible as
they can. In listening they are presented audio
materials that student should fill in the gaps listening
these items. In reading and writing students should do
without interrupting of teacher.
Evaluation.
Actually, courses are evaluated when they are going to
finish. It is usually done anonymously. I ask my students
to write advantages and disadvantages of my methods,
activities all that I use during the last three months
course to teach them. In addition, in our center a
teacher who is free from class for an hour or so is
required to observe another co-
worker’s lesson.
Observation is useful for both teachers. We can
exchange experience teaching in an academic field. The
teacher who observes my lesson shows my
shortcomings and give advice how to rid of it or in
contrast she/he represents my wins and gives
motivation by promoting my lesson. By this
observation I come correct conclusion and try to solve
my shortcomings, to avoid faults or as I am encouraged
American Journal Of Social Sciences And Humanity Research
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
I try to find new methods and approaches to my
academic work.
Teaching materials.
Using different kind of materials make EAP sphere clear
and comprehensible and leads learners to achieve their
goal in a close way. During my three months length
course I use authentic, published and CALL materials. I
distribute samples of essays, video and audio materials,
research articles and others. Out of class students have
to read published materials individually. Although it
takes much time anyway I do it. Because it is more
efficient and I can use them for another group of
learners in future as well. As major language learning
centers are well resourced with technology, teachers
can often use CALL materials. Especially by the help of
corpora, they can do various activities.
REFERENCES
Charles, M., Pecorari, D. (2015). Introducing English for
Academic Purposes (1st ed.). Routledge.
Hyland, K. (2008). Genre and academic writing in the
disciplines. Institute of Education, University of
London.
Deutch, Y. (2003). Needs analysis for academic legal
English courses in Israel: a model of setting priorities.
Netanya Academic College.
Rajendram, Sh., Shi, W. (2022). Supporting
international graduate students’ academic language
and literacies development through online and hybrid
communities of practice.
