L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course

This study examines second language (L2) learners’ perceptions of their writing strategies on an intensive English for Academic Purposes (EAP) programme at a British university. The participants were 14 Chinese pre-undergraduate students who engaged in interviews and completed reflective journal entries. results the analyses indicate that after four weeks studying EAP course, believed they started to apply broader range strategies, such as reading extensively, using exemplars student inform own assignments, revising more focused manner appreciating tutor feedback writing. Thus, perceived increase use various is indicative potential effectiveness short pre-sessional course.