Impact of Contract Learning on Learning to Write in an EAP Class: Case Studies of Four International Graduate Students' Experience
The findings, presented in individual case studies and a cross-case discussion, revealed that the individual students' writing needs were significantly different depending on their educational backgrounds and prior writing experiences, and that contract learning could be an effective tool to address these diverse writing needs and facilitate the students' learning field-specific writing in an EAP course. Nevertheless, several contextual variables were also found that constrained successful implementation of contract learning in the EAP writing course. These findings suggest that EAP writing teachers need to consider these variables and plan an adequate support system before implementing contract learning in their courses in order to minimize the possible pitfalls of contract learning and better serve the students' diverse demands for academic writing.
University of Illinois - Urbana-Champaign
Networked Digital Library of Theses and Dissertations
University of Illinois at Urbana-Champaign