Pedagogy and beyond: a scrutiny of the ecosystem of postgraduate English for Academic Purposes (EAP) reading and writing modules

Purpose It has been observed that the scholarly literature in TESOL and EAP has focused predominantly on research-oriented topics instead of teaching practices, leading to a divide between research and practice [Bell, D. E. (2022). Methodology in EAP: Why is it largely still an overlooked issue? Journal of English for Academic Purposes, 55, 101073; Rose, H. (2019). Dismantling the ivory tower in TESOL: A renewed call for teaching-informed research. TESOL Quarterly, 53(3), 895–905]. To address this need for more teaching-oriented EAP literature, we evaluated two connected postgraduate EAP reading and writing modules across two years in a transnational university in China, and critically examined the overall learning and teaching environment.