Promoting learner autonomy on a university course of English for academic purposes

Abstract

Promoting ‘learner autonomy’ on a course of English for Academic Purposes (EAP) seems to be
widely problematic as they, ‘learner autonomy’ and EAP course, are expected to supply both skills
and knowledge to the learners to pursue studies of other subjects in English within a controlled
academic setting. Additionally, the course is different in type as, unlike most of the regular
academic courses, it has great impacts on the learning style to study other subjects. Based on the
assumption that ensuring ‘learner autonomy’ would contribute to an EAP course effectively, this
study tries to explore the key areas that to be considered while designing a learner-autonomous
EAP syllabus. The paper compiles the findings through investigating the EAP course of the Master
of Education (MEd) programme at the Institute of Educational Development (IED), BRAC
University, and tries to put some recommendations together for further consideration.