Responding to COVID-19: Teaching of EAP to Non-Native Postgraduates of Performing Arts

Eric Ho, Sze Man Sammy Ming

Research output: Chapter in book / Conference proceedingChapter in an edited book (as author)Academic researchpeer-review

1 Citation (Scopus)


Research writing in second language has been a challenge for performing arts postgraduates. They need greater support from the EAP teacher in order to master the required writing skills for their research writing. However, the input from the EAP teacher was limited during the pandemic. Students may not know how to improve their artwork because they found it difficult to share their practices with their classmates. Consequently, it was deemed important to help performing arts postgraduates find peers with similar expertise regardless of online teaching. In this sense, peer review seemed a promising alternative. Peers could help each other to make their artwork productions better, whereas the teacher could assist them to textualise their productions in the research writing. The context of postgraduate performing arts curriculum in relation to L2 research writing has been underexplored, especially in the context of the pandemic. This chapter aims to add to the literature by analyzing the integration of peer review into the postgraduate performing arts curriculum.
Original languageEnglish
Title of host publicationCases on Teaching English for Academic Purposes (EAP) During COVID-19: Insights From Around the World
EditorsLucas Kohnke
PublisherIGI Global
Number of pages23
ISBN (Electronic)781668441503
ISBN (Print)9781668441480
Publication statusPublished - 2022


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