The study took place during a four-week pre-sessional English course designed for seventeen international students who were preparing to begin a Master’s degree in Manufacturing at a UK university. Pre-sessional courses of this kind are a common feature of British higher education, offering intensive academic language preparation before degree programmes begin. Rather than relying exclusively on teacher-led instruction, the course in this study encouraged students to make decisions about aspects of their learning based on their own needs, to work collaboratively with classmates, to reflect on their progress, and to investigate questions, described in the research as puzzles, that genuinely interested them.

Those puzzles were strikingly varied and rooted in the students’ real lives rather than in a syllabus. Examples included Why are we here?, Why is it hard to find accommodation around the university? and Why is it hard to come up with a good idea for our library project? Students pursued their questions using sources that included academic literature and the internet, discussed their findings with classmates, and presented what they had learned to the group. The approach meant that language learning was not confined to textbook exercises but was embedded in authentic inquiry into issues that mattered to the students themselves, from the practical challenges of settling into a new city to the intellectual demands of producing academic work.

Through analysing the students’ experiences, the research identified five key themes: learning through interaction and collaboration, student agency, working towards understanding, quality of life and joy, and integrating research into teaching and learning. Together, these themes paint a picture of a classroom in which the boundaries between language study, research training and everyday student life become permeable. Students did not simply practise academic English; they used academic English as a tool to understand and improve their own circumstances, which in turn gave their language development a purpose and immediacy that more conventional exercises can struggle to achieve.

Feedback from the students indicated that they valued being able to make decisions about their learning and to work together with their peers. Some students also reported that keeping a daily learning diary helped them reflect on what they had learned and consider what they wanted to do next, a practice that appears to have supported the development of self-regulation, a capacity widely regarded in educational research as central to successful study at postgraduate level. The exploratory activities also gave students opportunities to develop research and interpersonal skills. Students said they learned how to formulate questions, collect and organise information, interview people, and collaborate with classmates from different countries, abilities that map directly onto the demands of a UK Master’s programme.

Importantly, the study does not argue that students should simply be left to learn independently. Students themselves highlighted the value of guidance from the teacher, and some suggested that they would have welcomed more support when making decisions or working in groups. This finding is significant because debates about student-centred learning often polarise between advocates of full learner independence and defenders of traditional instruction. The research instead points towards a negotiated middle ground in which teacher expertise structures the opportunities for autonomy while students exercise meaningful choice within that structure.

The study’s author combined the two approaches deliberately to explore how they could complement one another. Learner autonomy, in this framing, provides a clear structure through which students can plan, carry out and evaluate their own learning. Exploratory Practice, an approach developed within language education that encourages teachers and learners to investigate questions and develop understanding together, adds a dimension of inquiry, inviting students to ask questions about what matters to them and to focus on understanding rather than simply finding solutions. The findings suggest that when the two are woven together, autonomy supplies the scaffolding for self-directed study while Exploratory Practice fills that scaffolding with questions that carry personal and practical significance.

A notable feature of the approach was the way it brought academic learning together with students’ wider experiences of living and studying in a new environment. Questions about accommodation or about the purpose of the course itself were not treated as distractions from the curriculum but as legitimate objects of classroom investigation, explored through the very academic practices, reading, discussion, interviewing and presenting, that the course was designed to develop. The long-term resonance of this method is captured in the reflection of one student, who, a year later, described the experience in a single memorable line: Questions are always the best teacher.

The research suggests that combining learner autonomy and Exploratory Practice may offer teachers a practical way to integrate research, reflection and student-led enquiry into everyday teaching, rather than treating research as something separate from classroom learning. For educators working in English for Academic Purposes and related fields, this is a potentially meaningful shift. Instead of positioning students as apprentices who must first master the conventions of academia before contributing to it, the approach invites them to practise inquiry from the outset, using their own puzzles as the raw material for developing the linguistic, cognitive and collaborative skills that postgraduate study demands.

At the same time, the author is careful to frame the limits of the study. It was conducted with a small group of seventeen students over a short four-week course, and, as practitioner research, the teacher also acted as the researcher. The findings therefore provide insight into this particular classroom experience rather than evidence that the approach will produce identical outcomes in all educational settings. Even with these caveats, the study adds to a growing body of work exploring how students can become active participants in their own education, not simply recipients of teaching, but people who help shape their learning experience and investigate questions that matter to them, a shift that could, if replicated more widely, change what classrooms feel like for the students inside them.

Subject of Research: Combining learner autonomy with Exploratory Practice to enhance classroom engagement for international students learning academic English

Article Title: Giving students a voice in how they learn could transform the classroom experience

Article References: Giving students a voice in how they learn could transform the classroom experience. (n.d.). Original publication

Image Credits: AI Generated

DOI: Not provided

Keywords: learner autonomy, Exploratory Practice, English for Academic Purposes, student-led enquiry, pre-sessional courses, international students, classroom collaboration, student agency, practitioner research, reflective learning, higher education pedagogy, Journal of English for Academic Purposes

The importance of inclusivity in EAP pedagogy cannot be overstated. With globalization facilitating the influx of international students into higher education institutions, English language proficiency has become a crucial pillar for academic success. However, the traditional pedagogical approaches often overlook the unique backgrounds and challenges faced by non-native English speakers. The review highlights a critical gap in existing literature and practice, calling for educational methods that resonate with a broader spectrum of learners while addressing language barriers, cultural differences, and varying academic preparedness.

The authors meticulously curate a wealth of studies, showcasing various inclusive pedagogical strategies tailored specifically for EAP contexts. Among these strategies is the integration of culturally relevant materials that not only engage students but also validate their diverse histories and perspectives. By incorporating texts, case studies, and examples from various cultures, educators can create a relatable curriculum that empowers students and enhances their engagement in the learning process.

Moreover, the review emphasizes the role of collaborative learning as a crucial component of inclusive EAP instruction. Group activities, peer feedback sessions, and collaborative projects not only foster a sense of community among students but also facilitate the sharing of knowledge and experiences. By working collaboratively, students can learn from one another and develop their linguistic and interpersonal skills more effectively, ultimately enhancing their academic performance.

Another significant aspect explored in this review is the implementation of formative assessment techniques that provide ongoing feedback rather than relying solely on summative evaluations. Formative assessments can be designed to suit diverse learning styles and preferences, enabling all students to showcase their understanding in various formats. This flexibility can be particularly beneficial for multilingual learners who may excel in different forms of assessment, such as oral presentations, digital projects, or written reflections.

Furthermore, the researchers highlight the necessity of professional development for educators, underscoring the idea that teaching inclusively is not an innate skill but one that requires continuous training and adaptation. Workshops and training sessions focusing on culturally responsive teaching and differentiation strategies can equip educators with the tools they need to thrive in diverse classrooms. By investing in their professional growth, teachers can better support the diverse needs of their students and create a more equitable learning environment.

The review also points to the need for institutional support in promoting inclusive practices. Universities must prioritize inclusivity as a core element of their mission statements, enabling departments to develop policies and allocate resources necessary for effective implementation. Leadership can play a pivotal role in championing these initiatives, encouraging a shift in mindset that recognizes the value of diversity in enhancing educational experiences.

However, while the existing literature identifies promising practices, Bakogiannis and Papavasiliou call attention to the disparities in research focusing specifically on EAP inclusivity. They urge scholars to conduct further studies that examine the challenges and successes of these practices within diverse settings. By gathering empirical data on the effectiveness of various strategies, educators can refine their approaches and share best practices across the academic landscape, leading to a more cohesive understanding of inclusive teaching in EAP contexts.

Moreover, as the authors synthesize these findings, they articulate a vision for the future of EAP pedagogy—one where inclusivity is seamlessly interwoven into the fabric of the educational experience. They advocate for a holistic approach where students’ social, emotional, and educational needs are acknowledged and addressed, thereby fostering a culturally responsive learning environment that prepares them for success in a globalized world.

In conclusion, the review by Bakogiannis and Papavasiliou serves as a clarion call for educators in EAP settings to adopt inclusive teaching practices that celebrate diversity while promoting equity and access for all learners. The path toward inclusivity is neither straightforward nor universally attainable, but with dedication, creativity, and a commitment to research-based practices, the educational community can advance toward a more inclusive future. The transformative potential of inclusive teaching practices extends beyond language proficiency; it holds the promise of shaping well-rounded individuals equipped for success in their academic endeavors and beyond.

Ultimately, this research underscores that the responsibility for inclusivity does not rest solely on the shoulders of individual instructors but requires a collective effort that encompasses students, educators, and institutions alike. As the discourse surrounding educational equity continues to evolve, it is critical that stakeholders engage in meaningful dialogues, share insights, and work collaboratively towards fostering environments in which every student can thrive, regardless of their linguistic or cultural background.

By embracing the principles outlined in the systematic review, the academic community can take significant strides toward transforming EAP education into a model of inclusivity that resonates with and meets the needs of a diverse student body. The future of higher education hinges on our ability to create spaces where every voice is heard and valued—spaces that reflect the world in which we live and the classrooms we aspire to cultivate.

Subject of Research: Inclusive Teaching Practices in English for Academic Purposes (EAP) in Higher Education

Article Title: Exploring inclusive teaching practices of English for Academic Purposes (EAP) in higher education (HE): a systematic review and narrative synthesis.

Article References:
Bakogiannis, A., Papavasiliou, E. Exploring inclusive teaching practices of English for Academic Purposes (EAP) in higher education (HE): a systematic review and narrative synthesis.
High Educ (2025). https://doi.org/10.1007/s10734-025-01483-3

Image Credits: AI Generated

DOI: 10.1007/s10734-025-01483-3

Keywords: inclusive teaching, English for Academic Purposes, higher education, diverse learners, pedagogical strategies, formative assessment, professional development, collaborative learning.