Rethinking EAP Reading Courses: Insights from Student Feedback

Abstract

English for Academic Purposes (EAP) programs are crucial for developing language skills in academic settings, and course evaluation plays a key role in assessing their impact, meeting student needs and improving the curriculum and instruction. This study evaluates an EAP Reading Course implemented in an English Language Preparatory Program in a Turkish higher education institution, seeking to enhance curriculum and instruction through student feedback. Using a qualitative case study approach, a focus group interview gathered data from a student group at the end of the academic year. Inductive content analysis revealed noteworthy findings in course components like content, materials, technology integration, and duration. This research informs EAP reading course development, curricula, and materials in English Language preparatory programs in higher education, offering insights to enhance similar courses and ultimately improve students’ overall educational experiences.