Within English for Academic Purposes (EAP), writing instruction has often been of primary interest with a focus on curricula design and implementation. This especially holds true in East Asia where many universities operate EAP writing programmes. This study is located within this region, taking an inquiry stance in a small-scale case study of four EAP writing programmes. Through practitioner-as-researcher reflections and triangulating interviews from fellow colleagues within this professional context, we add to this discussion by uncovering three interrelated and hierarchical themes that have emerged from our data. At the university and inter-department organizational level, our data points to the need for universities housing these programmes to create a culture of collaboration where relevant academic expertise can directly inform the classroom (EAP writing) instruction. At the departmental level, our data suggests that standardization, especially in relation to intra-department testing, assignments, etc. is beneficial. Finally, at the classroom level, we posit, through the observations in the inquiry, that certain teaching methods are associated with different levels of proficiency. Teacher-led frameworks are more observed and suitable among lower proficiency language learners. Conversely, higher proficiency students expect and are better served by task-based or student-led approaches.
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