In the spring of 2024, I conducted a series of surveys and interviews with over 500 EAP students and more than 100 teachers at Sino-foreign (transnational) tertiary institutions to explore their challenges and develop workshops for the instructors (Bradford 2025a; Bradford 2025b). One common theme was that there may be times when it is challenging to make EAP classes active and engaging. To address this issue, I designed and delivered the following workshop to EAP instructors at my university in addition to others.
The workshop had two main objectives: firstly, to improve participants’ understanding of why students may consider . . .
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