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1- PhD Student, Department of English Language and Literature, Faculty of Literature and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2- Associate Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran ،zshooshtari@scu.ac.ir
3- Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2- Associate Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran ،
3- Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده: (1062 مشاهده)
Transfer of learning from English course to other contexts is one of the most fundamental objectives of EAP instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduates learning ESAP assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. 60 engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.
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