Community, engagement, and academic integrity in English preparation programmes for university in Australia

Cara Dinneen*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter examines the three core objectives that shaped decisions around course design on an English for academic purposes (EAP) programme at an Australian university during the turbulent times of Covid-19 lockdowns of 2020 and 2021. It explores the theoretical and pragmatic underpinnings that led curriculum designers to prioritise material design they felt would support an online community, promote engagement in an online space, and protect the integrity of assessment in this high-stakes direct entry programme. Through a synthesis of theory, practice, and reflection, it considers why, how, and to what extent this reshape of learning and assessment achieved these aims and supported the needs of students and teachers studying and working remotely throughout extended periods of isolation. The chapter concludes with recognition that changes to the ways we prepare students for university studies were on the horizon well before the remote delivery transformations of Covid-19 lockdowns. It therefore argues that to revert to traditional methods of English language course design and delivery, once the pandemic has passed, would be regressive. Instead, it proposes a direction for future EAP course development, which accounts for contemporary learning design and the technological affordances now available to 21st-century students.
Original languageEnglish
Title of host publicationInternational perspectives on teaching and learning academic English in turbulent times
EditorsJames Fenton, Julio Giminez, Katherine Mansfield, Martin Percy, Mariangela Spinillo
Place of PublicationNew York ; London
PublisherRoutledge, Taylor and Francis Group
Number of pages13
ISBN (Electronic)9781000656251, 9781003283409
ISBN (Print)9781032254791, 9781032254784
Publication statusPublished - 2023


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