A REVIEW OF UEFAP.COM
by Chris Alexander
The University of Nicosia
Cyprus
alexander(dot)c(at)intercollege(dot)ac(dot)cy

Abstract

This paper provides a review of Andy Gillet’s UEfAP.com site (Using English for Academic Purposes — A Guide for Students in Higher Education). UEfAP.com is an immense repository of English for Academic Purposes (EAP) materials that undoubtedly represents years of dedicated work. It is a well-organised, wide-ranging, easy-to-navigate (well-signposted) and reliable site. Thus this manifestly ‘extensive’ review attempts to describe this ‘extensive’ and noteworthy Internet EAP resource. A key recommendation is that these materials, which may have been designed for self-access use, also be utilised in a modern language-lab teaching classroom.

1. General Description

The publisher of UEfAP.com is Andy Gillet (The School of Combined Studies at the University of Hertfordshire in the UK). The author states on the Home Page that the materials are a guide for students in higher education.

All the instructions on the site are in English. The web page is frequently updated and at the time of writing this review had last been updated on 9 February 2008. A vast range of EAP language practice materials are available and the central language skills catered for on the site are general grammar, listening, reading, speaking, vocabulary and writing.

The British Association of Lecturers for Academic Purposes (BALEAP), a professional organisation whose members are providers of English for academic purposes in higher education institutions, has a direct link to UEfAP.com on its English for Academic Purposes (EAP) materials website.

In this paper EAP may be further subdivided into two further acronyms: EGAP and ESAP. English for General Academic Purposes (EGAP) will refer to general academic skills such as listening, note-taking, academic writing, reading, reference skills, speaking, proficiency in language use, whereas English for Specific Academic Purposes (ESAP) will pertain to specialised study such as medicine, engineering or economics (Jordan 2000: 3).

2. Detailed description of the webpage

In this section a detailed description of the key features and capabilities of the site's eleven subsections will provided. These subsections are: Accuracy, Assessment, Background, Contact, Links, Listening, Materials, Reading, Speaking, Vocabulary, Writing. Some of these subsections are particularly intricate with a plethora of related links. Nearly all the above subsections have a separate references link. Figure 1 provides a screenshot of the UEfAP.com Home Page.

Figure 1. Home Page of UEfAP.com

2.1. The Accuracy Link

The Accuracy Link comprises four subsections: Introduction, Check, Proof-reading, Exercises. The Proof-reading subsection offers the most choice of activities in the Accuracy subsection. Figure 2 indicates the range of exercises available; there are 12 sections to the Proof-Reading subsection: Introduction, Verbs, Prepositions, Word Order, Nouns, Adjectives and Adverbs, Articles, Spelling, Punctuation, Correct Word Form, Exercises and Test

Figure 2. Range of exercises available in the Proof-Reading subsection of the Accuracy Link.

The Exercises section is the last link in the intricate Accuracy Link subsection. It offers a vast assortment of interactive text exercises that have been sorted into business, law, science and technology, and general ESAP/EGAP categories.

2.2 The Assessment Link

A comprehensive description of English qualifications accepted at British Universities for study by non-UK students is presented in this section. Moreover information is also provided regarding hours of pre-university English study and English language support while at university. Therefore there is an in-depth analysis of the IELTS test and other recognized tests. An interpretation section endeavours to elucidate the implication of mean IELTS scores for pre-sessional and in-sessional linguistically demanding courses, normal university courses and less linguistically demanding courses. The examinations link describes mainstream English language examinations and the summary section positions all these exams in one table. Figure 3 contains a screenshot of this highly informative table.

Figure 3. Summary of English language examinations and recommended periods of tuition before starting an academic course.

2.3 The Background Link, Materials Link and the Contact Link

A broad alphabetic-order background reading EAP bibliography has been incorporated into this site, being Applied-Linguistic/TESOL in nature. These reference links appear to have been further sectioned into thematic categories in the EAP Materials Link. The thematic sections of the Materials Link consist of 5 further reference sections: writing, reading, speaking, listening, and history. The writing, reading, speaking and listening sections are subdivided into specific corresponding areas and each of these specific areas has a Hyperlink to a references' source. The history section provides a history of some EAP publications from 1967 to 1999. Sections of nearly all of these publications appear to have been scanned and are available for viewing. Figure 4 presents a screenshot of the history section.

Figure 4. some EAP publications available for viewing in the history section of the Materials Link.

The Contact Link is a single page with the contact details of Andy Gillet.

2.4 The EAP 'Links' Link

This section has a number of subsections each containing a miscellany of external (non-UEfAP.com) Internet links. There are 8 discrete sub-sections to the EAP Links: these subsections are Introduction, Language (sites dealing with language), Skills (language skills), Courses (EAP courses), Tests, News, Reference (useful reference sites), Materials (materials for EAP students), and Resources for EAP teachers/lecturers). However, some of the external links at the time of writing this paper did not appear to work.

2.5 The Listening Link

The Listening Link is a 'colossal' general and EAP listening resource and has 6 parts: Introduction, Advice, Note-taking, Structure, Reference and Exercises. The Introduction link offers initial advice in bullet-point form about what EAP listening skills should be practised; there are also 20-recorded, mainly non-EAP, text-tasks available for online listening for users to do. Users are invited to comment on text-type, say whether they like the texts (opinion), identify the purpose of the text and state the usual purpose for listening to such a text. Figure 5 provides a screenshot of the Exercises in the Introduction subsection of the Listening Link and Figure 6 indicates what the answer key for these exercises looks like.

Figure 5. A screenshot of the Exercises in the Introduction subsection of the Listening Link.

Figure 6. A screenshot of the answer key for the exercises in Figure 5

The Note-taking section is very elaborate; as Introduction, Summarising, Taking notes, Exercises and Test are the 5 parts that comprise this section. The brief Introduction link, which gives some rudimentary guidelines to listening techniques, is followed by the Summary link. This EGAP section is more 'meaty' and contains several elaborated examples and interactive exercises of summary writing; there are also some related forward-links to the Writing-Link and Reading-Link sections. In this section the author also draws attention to the importance of aspects of listening for academic study and the need to make use of other people's 'ideas and findings in your own way'. This Summary section is also repeated in the Reading Link and has no actual listening exercises, rather, there are reading cum writing exercises. The Taking notes section in contrast does have listening activities, but it is also repeated in the Reading Link. Examples 5 and 6 currently have no available recordings, and so only reading texts are given. Figure 7 provides a screenshot of a Note-taking 'listening' example from this section.

Figure 7. An example from the Taking-notes section in the Note-taking part of the Listening Link.

An array of EGAP and ESAP, Real-Player and Windows-Media-Player listening comprehension and note-taking exercises are found in the Exercises link in this section. These exercises are subdivided according to mainly EGAP short talks and longer ESAP lectures; the interactive exercises that are used are mainly gap-fill or text-reconstruction. Also, further lecture listening resources, which have been adapted from McDonough (1978) Listening to Lectures series, are available as well. The references to McDonough (1978) however appear incomplete. Figure 8 presents a screenshot of the exercises on this page with examples of the two main types of interactive activities it uses.

Figure 8. Listening comprehension and note-taking exercises with examples of exercise format

In the Structure section a set of tables is presented in fourteen separate sections with recorded examples of the structures displayed in the tables. The tables, which draw on Leech & Svartvik (1975), present some of the most common signals used in lectures to indicate structure. A screenshot of this multifaceted page is presented in Figure 9. There is also a well-developed Exercises area on this page which comprises three thematic sections: Listening Purpose, Recognising Lecture Structure and Understanding Reference.

Figure 9 – identifying signals in Structure section of the Listening Link

The Understanding Reference is the next subsection in Listening Link; it has the following options Introduction, Reference, Substitution & ellipsis, Conjunction, Lexical cohesion and Exercises. The final section (Exercises) offers numerous noteworthy activities grouped into Introduction, Listening comprehension & note-taking, General listening, Listening skills and Listening test. Figure 10 provides a screenshot of the vast listening resource in the General listening.

Figure 10. the vast listening resource activity in the General listening section of the Exercises page.

2.6 The Reading Link

The Reading Link offers a 'mammoth' range of academic reading materials and a great deal of reading strategy advice. There are 8 subsections: Introduction, Advice, Efficient, Understanding, Note-taking, Strategies, Critical, Exercises. The Introduction subsection draws attention to ways of dealing with the large quantity of reading students need to get through 'studying at a UK university'. This subsection also has a substantial range of reading text activities with an answer key; users are invited to comment on (1) text-type, (2) whether they like reading the text, (3) the purpose of the text, (4) the method of reading the text. However, some of the 30 texts in this Reading Skills for Academic Study section could be classified as general reading texts; Figure 11 presents a screenshot of this subsection.

Figure 11. the reading resource in the Introduction

The Advice subsection is a very short one that emphasises the need to read efficiently. However the Efficient subsection is significantly more developed. It comprises the following parts: Introduction, Scanning, Survey, Using Title, Skimming, Exercises, and Test. Parts of what appear in the next major subsection (Understanding) have been repeated in earlier sections, or cover the same areas as earlier sections. For instance the Introduction section here is the same as the Introduction section of Efficient. The Reference section provides more examples of Cohesion, which was also covered earlier in the Listening Link (Lexical cohesion); there are 11 cohesion-related exercises in this part (NB the answer key to exercise 11 presently appears incomplete). The 6 exercises in Structure, which very briefly looks at text structure and organisation, appear more like examples. The Meaning part currently has one exercise with an incomplete answer key. The main advice in this section pertains to increasing speed of reading and comprehension by recognising rhetorical functions that the writer uses. The Difficult language provides some advice on dealing with difficult words; there are also 6 non-interactive/interactive general English and EAP-related exercises with answer keys.

There is some repetition in the Taking notes subsection which repeats the materials presented in Note-taking subsection of the Listening Link (Taking notes). However the exercises in the Taking notes and the Test link in this subsection are reading based whereas the exercises in the Listening Link, which are the same, are listening orientated. Figure 12 provides a screenshot of exercise 2 from the Note-taking section of the Listening Link and the Reading Link. The Exercises link in the Note-taking subsection of the Reading Link offers a vast range of 44 interactive and non-interactive mainly general-English reading exercises; nearly all of which, however, are duplicated later on in the Writing Link Exercises of Reporting section. There is no key for the 4 exercises in the Test link.

Figure 12. Exercise 2 from the Note-taking section of the Listening Link and the Reading Link.

The Strategies section provides pre/while/post reading advice and its Exercises sub-link contains a wide range of ESAP reading-text exercises; however no answer keys or additional feedback are/is available for these exercises.

2.7 The Speaking Link

The Speaking Link aims to improve seminar and group-activity language skills; it has 9 key subsections: Introduction, Presentation, Pronunciation, Features, Symbols, Functions, Groupwork, Checklist and Exercises. The brief introduction, which provides an overview of the aims of the Speaking Link, is followed by Presentation, which focuses on the language of presenting a seminar paper. The Language sub-link of the Presentation link has some useful examples of individual and group academic presentation language and the Using notes link looks at how to use notes for a seminar presentation. The Exercises part only has a non-interactive seminar-evaluation sheet.

The British-English Pronunciation sub-link, which does not have actual recordings of English consonants and vowels presented, introduces the IPA - International Phonetic Association so as to enable students to make the best use of dictionaries. Gimson (1981) is referred to in the introduction to English sounds section.

Common pronunciations of mathematical and scientific symbols are given in the Symbols sub-link and the Exercises sub-link provides a range of exercises which could even be useful for students of Phonetics/Phonology. Figure 13 provides a screenshot of a taxing transcription listening exercise which might require considerable 'stamina' from the 'self-accessing' learner. There is also a lengthy transcription exercise in the Test sub-link, however no answer key has been provided.

Figure 13. A transcription listening exercise in the Pronunciation sub-link

The next main subsection in the Speaking Link is Features. The Introduction sub-link, which touches on the need to be formal, explicit, hedged, and responsible in Academic spoken style, could be improved with more examples. The theoretical Complexity sub-link briefly describes some different features of spoken language and the scant Formality and Objectivity sub-links do not provide enough detailed examples of formal spoken English. The Test sub-link has no answer key for non-Gillet students. The Symbols subsection, which is the next key subsection of the Speaking Link, presents common pronunciations of mathematical and scientific symbols. Its 9 sub-links (Symbols, Greek, Roman, Fractions, Prefixes, Numbers, Chemicals, Exercises, Test); actual recordings of these symbols presented might assist students. There is also no answer key for the Test sub-link.

The vast Functions subsection of the Speaking Link looks at 15 typical rhetorical functions used in academic speaking; these 15 function links seem to complement the activities in the Structure subsection of the Listening Link and a direct connection between the two pages might help users. The Tests sub-link of Functions is currently incomplete. Groupwork, the next major sub-section in the Speaking Link, offers substantial examples of 'useful' group-work language which are grouped into over 60 categories; in this section, Gillet draws on Belbin (1981, 1993). The Exercises section offers a range of information-exchange pair-work and group-work activities; there are also two discussion activities. It is not however clear how the group-work language presented in this section can be fully utilized in these activities using a computer, moreover these exercises seem more like traditional classroom resources rather than self-access learner resources.

The Checklist subsection contains some points to check before giving a presentation and the Exercises comprise a listing of all the exercises presented in this section.

2.8 The Vocabulary Link

The Vocabulary Link comprises 5 key subsections: Introduction, Selection, Building, Learning and Exercises. The most developed part of this link is the Exercises subsection which presents a list of the 'huge treasure-trove' of interactive EAP materials available in this section. The Introduction which briefly emphasises the importance of vocabulary in EAP is followed by the Selection subsection, which has 7 key sub-links (i.e.) Introduction, GSL, AWL, Specific subjects, Less frequent and Exercises. The short Introduction, which introduces the key site word-list literature, is followed by a presentation of a 5500-word adapted version West's (1953) General Service List of English Words; moreover, Cambridge Learner's Dictionary online definitions are provided for each word. Figure 14 presents a screenshot of this page.

Figure 14. 5500-word general word list that is held to comprise 80% of words in EAP texts (Coxhead 2000)

The academic-word list section AWL presents a 3000-word listing of the most frequent words used in Academic English, it draws on Coxhead (2000); a Cambridge Learner's Dictionary online definition is also provided for each key word in the list. The Specific subjects sub-link contains 8 subject-specific ESAP word-lists Gillet maintains that this list utilizes Paul Nation's computer program Range to take subject specific texts and make a list of words in the text that are not in GSL or AWL. The Less frequent sub-link is very short and only provides advice, however the Exercises sub-link is very developed and contains a wide range of interactive exercises grouped into the following categories: Academic Word List, Individual Words, Word Search, Hangman, Jumble and Discover the Word. There are 56 principally Open-Cloze exercises in the Academic Word List EGAP section; each one of these 56 exercises comprises a fairly lengthy text example and between mainly 1 to 4 sub-tasks. The Individual Words sub-link is another immense interactive resource which currently appears to be in the process of further expansion. The Word Search practises the AWL and the GSL vocabulary by offering countless find-the-word grid exercises. Further extensive academic word-list vocabulary practice is also available in Hangman, Jumble and Discover the Word.

The next key subsection of the Vocabulary Link is the relatively theoretical Building section. This section looks at affixes and affix-formation on one page split into Introduction, Affixes & roots and Word formation; there are also some related interactive exercise options for these sections. The Exercises section provides a listing of the exercises in the Building section.

The final major subsection of the Vocabulary Link is Learning; it also contains a wide-ranging selection of materials and advice regarding/tactics for learning new words. The interactive and non-interactive materials are spread over 4 sections: Dictionary use, Dealing with meaning, Recording and Unknown words. As in the Building section before, the Exercises sub-link provides a convenient summary of all the activities in this subsection. The Dealing with meaning with meaning section appears theoretical and may be more suited to students of Applied Linguistics/TESOL.

2.9 The Writing Link

The Writing Link is a highly intricate resource section; it offers a 'colossal' range of EAP activities that are spread over 16 separate detailed sub-sections. Figure 15 provides a screenshot of the Writing Link homepage.

Figure 15. The 16 separate detailed sub-sections of the Writing Link

The Introduction subsection looks at the basic structure of EAP essays and reports, and the Process sub-section details 12 procedures for consideration when writing an extended essay or assignment. The Questions subsection draws attention to the need to read and understand examination questions whereas the Research provides advice on how to research an essay. This section mainly includes advice on: (1) learning how to source bibliographical items (Sources); (2) using the library-book call numbers of the Dewey Decimal System (Dewey); (3) general academic reading/note-taking; (4) being able to evaluate sources (Evaluation); (5) selecting sources (Selection). The Reading and Note-taking in this section are not new materials however, and come from the Reading Link. There are currently no tests in the Test sub-link.

The Organisation subsection outlines how to plan different kinds of essays and the Functions subsection is a huge resource of example texts and language grouped into 23 language functions; there are also numerous Exercises however, the Test sub-link has no answer keys.

The Paragraphs subsection presents some advice on paragraph writing. This advice includes: (1) a look at topic sentences (Topic); (2) the need to consider the logical flow of information between sentences (Flow); (3) a detailed section on signalling words (Signalling); (4) a summary of Cohesion. There are a wide range of interactive and non-interactive EGAP/ESAP Exercises in this subsection. Plagiarism is discussed in the next subsection and this section is complemented by Reporting, which looks at the skill of how to report on a source. This subsection also offers numerous exercises.

The References subsection provides a range of detailed APA referencing materials and exercises, and the Citation subsection presents information on how to cite other people's works. Both subsections have varied exercises and test sub-links with no answer keys. The Punctuation subsection looks at basic punctuation usage; it has accompanying non-interactive exercises with answer keys. The Spelling subsection is a more detailed forward link of the Spelling section described in the Accuracy Link; however the mainly-homophone spelling exercise sub-link is the same in both sections. The last major subsection in the Writing Link is Features, which looks at the relevance of Complexity, Formality, Objectivity, Explicitness, Hedging and Responsibility in academic-writing. The accompanying Exercises are both interactive and non-interactive and the Test has no answer key for non-Gillet students.

Evaluation

In the previous section I drew attention to most of features of UEfAP.com; in this section I will suggest some areas where improvement or clarification is required.

3.1 For whom is the site?

The author states on the Home Page that the materials are a guide for students in higher education, and so it is likely that the author's 'principal' intended purpose of the materials is for student self-access resourcing and not as a language-lab teaching resource. Moreover, this assertion may be accurate in light of Gillet's (2005) paper on Designing a Web-Site for English for Academic Purposes. He holds (2005: 44) that some non-native English speaker students studying in the UK, who cannot attend classes regularly or have specific language needs/learning styles, might benefit from self-accessing EAP materials 'whenever they wanted, from wherever they were'.

However, the informative Sitemeter indicated that at the time of writing this paper, there were over 2400 visits per week from around the world, with an average visit length of 2.4 hours; only approximately 13% of the visits originated from the UK. This predominantly non-UK user audience could include EAP teachers who might wish to incorporate elements of this site into lesson plans. However, if this is the case, it may be helpful to have some fundamental bullet-pointed site copyright guidelines. Furthermore, the external EAP teacher web resources in the Resources sub-link in the EAP Links section also suggest EAP instructors use this site.

The comprehensive alphabetic-order 'background reading' EAP bibliography that has been incorporated into this site is Applied-Linguistic/TESOL in nature and therefore appears particularly useful for students, teachers or academics of Applied Linguistics or TESOL.

3.2 Suggested improvements or clarification of some of the Internet materials

The bullet points below comprise a summary of the key suggestions regarding site development.

• The author does not specify the minimum level of English necessary to use the site; however, based on the level of English used in the instructions, I maintain that a student with less than IELTS 5 might have difficulties in understanding some of the instructions.
• Even though UEfAP.com offers an enormous range of activities some of the test and exercise sections are currently fragmentary or have incomplete answer keys; this is particularly prevalent in the test sections of the Writing Link Occasionally no feedback guidance is provided for exercises. For instance, the Strategies section provides pre/while/post reading advice and its Exercises sub-link contains a vast range of ESAP reading-text exercises; however no answer keys or additional feedback are/is available for these exercises. An example of an unfinished answer key can be found in the Meaning part of the Reading Link which currently has one exercise with an incomplete answer key. Sometimes, instead of an answer key, site users receive the following message: Show your answers to someone. If you are in one of my classes, e-mail them to me. For instance such advice appears in the Writing Link Reporting section, which has no answer key for the 4 exercises in the Test link. Bearing in mind the growing international usage of this site, I maintain that answer keys should be provided for such tasks.
• In spite of the huge effort Gillet has put into developing this site, on occasions sections are (currently) relatively short and could benefit from more detailing. For instance, some of the Proof-reading sub-links are relatively non-descriptive (e.g. Verbs, Spelling, Punctuation, Correct Word Form, Adjectives and Adverbs). Another example is the short Scanning section in the Reading Link which presents a laconic definition of the technique of scanning in reading. It is held that scanning is directed and purposeful and should be extremely fast. Other Internet sites appear to provide more information on scanning reading techniques (e.g. http://www.bbc.co.uk/skillswise/words/reading/). Further instances include; (1) the Features subsection in the Speaking Link; (2) the Introduction sub-link, which touches on the need to be formal, explicit, hedged, and responsible in Academic spoken style, could benefit from more examples; (3) the theoretical Complexity sub-link briefly describes some different features of spoken language and the scant Formality and Objectivity sub-links do not provide enough detailed examples of formal spoken English.
• Some of the additional external links in the Language sub-section at the time of writing this paper did not appear to work. Moreover, the News subsection, which contains mainly UK and American newspapers, could benefit from links to International newspapers in English such as The Internet Public Library or onlinenewspapers.com.
• Nearly all the above subsections have a separate references link, however no information is provided as to what these references actually are, or why they differ slightly from the references presented in the Background Link. It is likely that they refer to recommended reading or sources to which the author had referred.
• There appears to be some section repetition. For instance, parts of what appear in the Reference link of the Understanding subsection in the Reading Link have been repeated or cover the same areas in the Reference link of Listening Link. Repetition is not necessarily bad in itself as there will be some inevitable overlap between language skills, however it might be helpful to signal that materials have been repeated elsewhere.
• Some exercises could be too lengthy and difficult. For example, in the General listening section in the Listening Link, some of the 14 text reconstruction activities (which arguably are also demanding writing/spelling tasks) appear far more challenging than the activities in the other parts of this section. Another example, presented in Figure 13, is the taxing transcription Test in the Speaking Link; this task might even be onerous for a student of Phonetics and Phonology.
• Occasionally tasks seem more suitable as classroom activities. For instance, in the Listening Link, the Introduction subsection has 20-recorded mainly non-EAP text-tasks. Part of the exercise involves asking the user to comment on whether they 'like' the texts (there is a 'subjective' answer key to this Exercise). This subjective task might be more fruitfully undertaken as traditional classroom interaction. A second example is found in the Using Title link in the Reading Link. Gillet holds that titles, sub-titles and section headings 'can help you formulate questions to keep you interacting'. However the pre-reading advice of trying 'to actively remember what you know, and do not know, about the subject and then formulate questions based on the information you have' might be better tested with a teacher in a structured pre-reading class activity. The third example is the Exercises section (in the Speaking Link) which offers a range of information-exchange pair-work and group-work activities (Working in groups); these exercises seem more like traditional classroom resources rather than self-access learner resources. The fourth example of where a task might be better suited as a classroom activity is in the Organisation subsection (Writing Link) which outlines how to plan different kinds of essays. In its Test sub-link task, the testee is asked 'to find some old examination papers in the library and write plans for some of the questions and show the answers to someone'. The final example is the Writing Link, which on the whole only presents basic EAP paragraph and Essay structures; a good EAP textbook under teacher direction should provide more detailed explanations. However additional self-access external writing links have been provided in the Writing section of the EAP Links' Link.
• The British-English Pronunciation and Symbols sub-links do not have actual recordings of the English consonants, vowels and symbols presented; moreover the 3 accompanying interactive exercises (Exercise 1, Exercise 2, Exercise 3) would benefit from some recordings of the actual transcriptions.
• It would be helpful for quick reference to have a separate and full listing of all the exercises and tests with and without answer keys in UEfAP.com. Providing such an answer-key option could be useful for teachers planning an Internet lesson who may not want to give students 'autonomous answer access' to lesson tasks.

4. Recommendation

I thoroughly recommend that UEfAP.com be used not only as a self-access EAP learning resource, but also as a language-lab teaching resource. I also maintain that the advice presented in Alexander (2007, 2008) regarding Internet pedagogy could be particularly helpful in this respect. Moreover, the countless interactive exercises available in the Listening, Reading, Vocabulary and Writing Links may be of special interest with regard to Internet EAP lesson planning.

References

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Alexander, C. (2008- in press). The Internet in TESOL. In P. Pavlou (Ed.), Research on TEFL in Cyprus. Cyprus: English Department, University of Cyprus.

Belbin, R. M. (1981). Management Teams: Why They Succeed or Fail. Oxford: Butterworth-Heinemann.

Belbin, R. M. (1993). Team Roles at Work. Oxford: Butterworth-Heinemann.

Chaudron, C. & Richards, J. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7, 113-127.

Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.

DeCarrico, J. & Nattinger, J. R. (1988). Lexical phrases for the comprehension of academic lectures. ESP Journal, 7, 91-102.

Gillett, A. J. (1989). Designing an EAP course: English language support for further and higher education. Journal of Further and Higher Education, 13(2), 92-104.

Gimson, A. C. (1981). An Introduction to the Pronunciation of English (3rd ed.). London: Edward Arnold.

Jordan, R. R. (2000). English for Academic Purposes. Cambridge: Cambridge University Press.

Leech, G. & Svartvik, J. (1975). A Communicative Grammar of English. London: Longman.

McDonough, J. (1978). Listening to Lectures: Biology. Oxford: Oxford University Press.

McDonough, J. (1978). Listening to Lectures: Government. Oxford: Oxford University Press.

McDonough, J. (1978). Listening to lectures: Sociology. Oxford: Oxford University Press.

West, M. (1953). A General Service List of English Words. London: Longman.