The most common misconceptions about EAP among International Students

In my entire career as an English for academic purposes tutor (since 2012), I taught over 250 international students, the majority of whom were from China. What they all have in common are some misconceptions about learning English for academic purposes. Despite the fact that many of them are successful communicators in English, they still experience lack of confidence in communicating, which hinders their progress and has a massive negative impact on their overall ability and success at a UK university. Over the years I have observed my students and have come up with these common misconceptions:

1. Emphasising grammar over communication: Many international students believe that mastering English grammar is the key to success(!) I understand this, grammar is important, but what is more important is the ability to communicate effectively and fluently in academic settings and beyond. I understand that this belief comes from their formal education, which was most likely based on passing exams and tests. The problem with this pedagogy is that it is very limited in measuring students' language skills. It is much easier to have standardised tests that check how well someone has mastered grammar, rather than the real ability to use the language in real-world contexts. I do not accept this view and I think it does more harm than good to students. Therefore, my teaching focuses on developing my students' ability to communicate effectively.

2. Direct translation: Some students think that it is enough to translate their thoughts directly from their native language into English. This could not be further from the truth. Different languages have structures and expressions that cannot be translated into English. This can lead to awkward expressions and misunderstandings. Translating is a good way to check your understanding when you are working with difficult concepts, but in the long run it is not a sustainable practice. I believe that a student who is already at an intermediate level (B1, B2 according to the Common European Framework of Reference for Languages) is more than capable of learning words from context, which is my next observation.

3. Vocabulary memorisation: Many of my students often focus on memorising extensive vocabulary lists (from their academic fields). I agree that knowing subject specific vocabulary is crucial for academic success, but in my approach I combine learning efficient reading with the added bonus of learning words in their context. This means that students are better able to use vocabulary because they understand where a particular word fits in terms of context. I think this is one of the most important strategies to master. Not only do you learn how to read efficiently, but you also learn (and know how to use) words in their contexts across all skills (speaking, writing and listening)!

4. Test Preparation Focus: I was shocked when, early in my career as an EAP tutor, one of my students told me he had taken IELTS 5 times. Over the years I have learnt that this is common practice among international students. I really feel for my students as this must be so stressful for them. They put so much effort into passing IELTS, they don't get the results they want and many of them spend even more money on pre-sessional courses just to achieve their goal of studying at their dream university. If students had invested this energy and effort in developing broader language skills, they would be better than the average native English speaker! And how well do tests like IELTS prepare students for critical thinking, argumentation and academic writing? Not at all.

5. Underestimating the cultural context: Another misconception is that many students overlook the importance of understanding cultural norms and academic conventions in the UK. While I understand that we tend to assume similarities, especially in education, there can be striking differences that can cause students a lot of unnecessary stress and problems. For example. Many of my students come from China, and just one example of the organisation of academic writing illustrates the point well. Chinese academic writing tends to have a flexible structure, with ideas presented more cyclically. British academic writing is very linear, which means that ideas are expected to be presented in a logical and straightforward way. Another example is participation in discussions. Although many of my Chinese students take part in seminar discussions in their country, these discussions never look the same as they do in the UK. My students are always shocked at the fact that they have to present logical points with evidence (not to mention references!).

6. Neglect of speaking and listening skills: While reading and writing are often prioritised, speaking and listening skills are equally important but rarely practised. This puts many international students at a significant disadvantage as they are unable to reap the same benefits as their counterparts. Effective participation in seminars, discussions and presentations requires strong oral communication skills, which many of my students lack before working with me. In my teaching I focus on creating a safe environment where students feel they can step out of their comfort zone and practise neglected listening and speaking skills. Learning a foreign language is an act of courage and my role is to facilitate this for my students.

7. Belief in native-like perfection: The native speaker norm is the only accepted standard in all the materials my students have been exposed to in their formal education. It is therefore not surprising that there is a strong correlation between their goal and their belief. Research on English as a Lingua Franca (ELF) shows that this belief is very strong among many students and teachers (Galloway and Rose, 2013; Jenkins, 2009), and that many of these English language users would rather sound like native English speakers than be able to communicate freely but with an accent, because sounding like a native is associated with prestige. Other research on English language attitudes, including my own MA thesis on ELF and identity, shows that for many English language users (especially students), being able to communicate successfully is more important than sounding like a native speaker. I understand the desire to sound native, in many places it is a tangible advantage. However, striving for native-like perfection in English can lead to unrealistic expectations and self-doubt that hinder students' progress in developing strong speaking skills. Although I am not an advocate of learning English to sound like a native speaker, I do offer pronunciation help for anyone who wants to improve their intelligibility.

8. Formality and academic tone: Some students believe that academic English must always be very formal. While formality is necessary in certain contexts, effective academic writing also requires clarity, conciseness and engagement with the audience. The last point, engagement with the audience, is particularly neglected by many international students, leading to poorer academic results.

The last three points are not directly related to English language skills per se, but are still relevant. 

9. Ignoring the importance of critical thinking: Academic success in the UK requires critical thinking, analysis and the ability to construct coherent arguments. Some students focus too much on language mechanics and not enough on developing these higher order thinking skills. I cannot stress this enough, it is about thinking and producing original input rather than repeating what others have said. All my students have critical thinking skills, they just don't know it because these skills tend to be vaguely defined and are not taught in many education systems around the world. The good news is that there are many resources available to help you understand the general meaning of critical thinking, one of them is my recent blog post which you can find here.  

10. Relying on classroom learning alone: I cannot stress this enough, attending classes is not enough for language acquisition. The assumption that coming to an English-speaking country to study will magically improve your English is a very common misconception. Firstly, without active engagement outside the classroom, such as joining clubs, participating in study groups and engaging in discussions and small talk, language improvement is impossible.

11. Underestimating the time required: Finally, learning academic English to a proficient level takes time and consistent effort. It is a skill, or rather a set of skills, that takes time to develop. However, some students underestimate the amount of practice and dedication required to reach a level where they can comfortably complete academic tasks. In addition, the use of different software and AI does not always help progress, and can actually hinder learning. The ethical use of AI will be the subject of a future blog post.

Overall, these misconceptions about learning English for academic purposes are not just obstacles. They are opportunities for growth and improvement for both students and teachers. Students can understand and address these misconceptions to become more engaged in learning English for academic purposes and reap the benefits of UK education. Teachers can create a more effective and supportive environment where students feel safe to express themselves and practice their skills. In my teaching, I make these misconceptions explicit and, as a result, adapt to the real needs of my students. Contact me to find out how I can help you achieve your learning goals. I wish you every success in your academic journey!

I would love to hear your thoughts on this topic. Do you share any of these misconceptions? Let me know in the comments section below.

References: 

Bas, M. (2010). Identity negotiation among the users of English as a lingua franca in continental Europe. [Unpublished master’s thesis]. University of Southampton. 

Galloway, N., & Rose, H. (2013). They envision going to New York, not Jakarta”: the differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan. Journal of English as a Lingua Franca, 2(2), 229-253. 

Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.