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Results show limited gains in grammar accuracy and fluency, but stronger use of academic vocabulary and significant improvements in overall language band. A questionnaire supports these findings and highlights usefulness for writing core modules and research papers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/academic-writing-development-of-eslefl-graduate-students-in-nus-abstract-key-findings/427573/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/academic-writing-development-of-eslefl-graduate-students-in-nus-abstract-key-findings/427573.png","ImageObject",300,407,{"name":42,"@type":43},"jayni","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-09-29",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main research purpose of the study?","Question",{"text":63,"@type":64},"The study investigates the impact of an English for Academic Purposes (EAP) course on ESL/EFL graduate students’ academic writing abilities at NUS.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which aspects of writing does the study compare before and after the course?",{"text":68,"@type":64},"It compares essays in terms of grammar accuracy, fluency, academic vocabulary use, and overall essay bands.",{"name":70,"@type":61,"acceptedAnswer":71},"What improvements did the students show after one semester?",{"text":72,"@type":64},"Students used more academic vocabulary and improved their overall essay/language band significantly, though grammar accuracy and fluency showed limited progress.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},427573,1790695999,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":104},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Academic Writing Development of ESL/EFL Graduate Students in NUS  \nDeng Xudong, Lee Kooi Cheng, Chitra Varaprasad, and Lim Meng Leng  \nNational University of Singapore  \nABSTRACT ~~ ~~  \nThis paper aims to investigate the impact of an English for Academic Purposes course on the development of academic writing abilities of ESL/EFL graduate students atthe National University of Singapore. In particular, the study compared the essays students wrote prior to taking the course and after it in terms of grammar accuracy,fluency, academic vocabulary use, and overall essay bands. The study found that while not much progress had been made by these students in terms of grammar accuracy and fluency, they, over the course of one semester, were able to use more academic vocabulary, gained more than halfa band in their overall essay quality, and improved their language band significantly. In addition, the study also administered a questionnaire to elicit these participants’ views on the usefulness of the course for developing their academic writing skills and for writing their other course-work related assignments, as well as on any potential benefits (other than the development of English language skills) that the course may bring to them. The questionnaire analysis somewhat corroborates with our findings on grammar accuracy as students reported that the course did not help them improve their grammar accuracy. But apart from this, the majority of the students found the course to be useful for the enhancement of their academic writing skills. They also found the course to be of great benefit in helping them to gain confidence in writing for their core modulesand in writing academic research papers. Besides, students reported some ‘byproducts’ of the course, including their general English skills such as listening, speaking, reading, and writing emails as well as collaborating with other people.  \nKEYWORDS: Academic writing; English for academic purposes; Grammar accuracy; Language learning  \nThe Centre for English Language Communication (CELC) is entrusted by the National University of Singapore (NUS) with the mission of enhancing the English language and communication skills of its students, both undergraduatesand graduates. To this end, CELC has designed a number of English language and communication skills courses to cater to the different needs of NUS students.  \nWhile there is a great need to examine the effects or impacts ofall the courses CELC currently offers, the current study chooses to focus on the impact of the intermediate level graduate English course (i.e., ES5001A) on the academic writing development of ESL/EFL graduate students in NUS. This choice is deliberate for several reasons. First, the population of international graduate students from non  \nReflections on English Language Teaching, Vol. 9, No. 2, pp. 119–138  \n120 Deng Xudong, Lee Kooi Cheng, Chitra Varaprasad, and Lim Meng Leng  \nEnglish speaking backgrounds seems to be on the rise and the communicative competence in general and writing ability in particular, of these graduate students upon and after graduation will have a direct impact on NUS’ reputation. Students who are found to lack communication ability will reflect NUS poorly among employers, local and international. Second, provisions of English language and communication skills courses (including EAP courses) have over the years been subjected to calls for accountability, and in such terms as understandable to governing parties who tend not to be specialized in the ESL/EFL field. Thus it isabout time that the impact ofCELC courses be measured and demonstrated not just in elusive arguments but in measurable and identifiable patterns. Third, CELChas yet to conduct a systematic study of the impact of its graduate English courses upon the development of graduate students’ academic writing skills, despite some sporadic ones examining classroom practices and processes. A study of this kind is thus long overdue as it could pr","cbCaim90bJaWI4EF","https://ap.wps.com/l/cbCaim90bJaWI4EF","pdf",540615,"English","# Abstract\n## Research aims\n## Method and comparison measures\n## Key findings\n## Questionnaire insights","[{\"question\":\"What is the main research purpose of the study?\",\"answer\":\"The study investigates the impact of an English for Academic Purposes (EAP) course on ESL/EFL graduate students’ academic writing abilities at NUS.\"},{\"question\":\"Which aspects of writing does the study compare before and after the course?\",\"answer\":\"It compares essays in terms of grammar accuracy, fluency, academic vocabulary use, and overall essay bands.\"},{\"question\":\"What improvements did the students show after one semester?\",\"answer\":\"Students used more academic vocabulary and improved their overall essay/language band significantly, though grammar accuracy and fluency showed limited progress.\"}]","Academic Writing Development of ESL/EFL Graduate Students in NUS - ABSTRACT - Key Findings | PDF",1790644257]