An investigation of language learning agency in English for academic purposes: The case of the Malawi University of Science and Technology

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dc.contributor.advisorSivasubramaniam, Sivakumar
dc.contributor.authorMkandawire, Kondwani Kelvin
dc.date.accessioned2021-03-18T08:02:13Z
dc.date.accessioned2024-04-17T10:37:59Z
dc.date.available2021-03-18T08:02:13Z
dc.date.available2024-04-17T10:37:59Z
dc.date.issued2020
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThere is general recognition regarding the importance of English for Academic Purposes (EAP) courses in assisting students acquire academic discourses appropriate to specific disciplines of study. However, undergraduate students in multilingual contexts, where English is a second or foreign language face challenges in managing the transition from secondary school into the university, where they are expected to appropriate as well as acclimate to new discourses of communication deemed to be essential for their survival in the academic world. Although studies show the importance of agency in language learning success, institutional demands have sometimes led to the adoption of teaching and assessment practices that ignore the learners’ English language learning history, background, experiences and needs, which impact on their sense of agency and voice in the EAP classroom and eventually their learning success.en_US
dc.identifier.urihttps://hdl.handle.net/10566/11163
dc.language.isoenen_US
dc.publisherUniversity of Western Capeen_US
dc.rights.holderUniversity of Western Capeen_US
dc.subjectAffordancesen_US
dc.subjectAgencyen_US
dc.subjectCritical pedagogyen_US
dc.subjectEnglish for academic purposesen_US
dc.subjectLearner empowermenten_US
dc.titleAn investigation of language learning agency in English for academic purposes: The case of the Malawi University of Science and Technologyen_US

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