The global forum for EAP professionals
1ST JUNE 2024
Back to the Classroom - New Framework, New Balance?
As the world continues to emerge from the global pandemic that fundamentally changed the way we as EAP professionals worked, we reassess the balance within our roles.

Has adequate research and evaluation been conducted to establish whether the response to the global emergency is pedagogically effective and appropriate to the needs of students in a post-COVID world?

Visiting options

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Venue: Nazarbayev University Campus

Date: 1 June 2024


2:30pm - 8:30pm KZ Time

9:30am - 3:30pm UK Time

Price: 15 000 tenge

The forum will be held in English

Certificate of attendance is offered for offline guests

Visit Online
There is an option to visit the Forum Online

The forum will be held in English

Online registration closing date - TBC

For more information please visit BALEAP website
BALEAP supports the professional development of those involved in learning, teaching, scholarship and research in English for Academic Purposes (EAP). It was founded in 1972 as SELMOUS (Special English Language Materials for Overseas University Students) and changed its name to The British Association of Lecturers in English for Academic Purposes in 1989 and then to BALEAP in 2010. Read more about BALEAP.
  • 1
    Effect on EAP courses
    Blended learning: What are the benefits and challenges for course design?
    Do blended courses impact the validity and rigour of EAP assessments?
    Has course design in the post-covid period maintained student engagement?
    There has been a significant impact on the EAP courses and we would like to focus on finding answers to certain questions in this matter. It would be important to find out what potential benefits and challenges are related to course design. In addition, attention should be directed at blended courses and their impact on assessment validity. Finally, an issue of students’ engagement should be addressed in terms of the post-covid period.
  • 2
    Effect on Teachers
    Has the isolation caused by online working during covid affected informal teacher collaboration?
    Teacher autonomy and opportunities for creativity: The online class, does one size fit all?
    Have new practices produced a new work life balance?
    Another important matter is related to the pandemic effect on teachers and their workload. We would like to explore whether online isolation has affected teachers’ collaboration. In terms of curriculum design and class interaction, we would like to find out the level of autonomy teachers had and if there was room for creativity. Finally, attention should be paid to work life balance which might have emerged from new practices.
  • 3
    Effect on Students
    Are students receiving the same quality of education in the post-covid university?
    Has the experience of online learning eroded academic integrity?
    Tutorials and feedback: student voice vs. teacher voice?
    We would also like to consider students’ experience and any effects the post-pandemic regime has had on them. We would like to explore whether the same quality education is given to students in the post-covid university, touching on the area of academic integrity. Finally, attention should be directed to tutorials and feedback, both spoken and written and evaluate both teacher and student voice in this context.
  •  Liz Wilding
    Liz Wilding is Professor and Transnational Education (TNE) Programme Director at the International Study and Language Institute, University of Reading (UK). She has held leadership roles in EAP teaching and management for over 20 years. Her academic interests focus on supporting international students’ transition into higher education and TNE. She is co-convenor of the BALEAP TNE special interest group.
  • Dr. Loretta O'Donnell
    Dr. Loretta O'Donnell, Vice-Provost for Academic Affairs since August 2013, plays a vital role in academic planning, learning, and teaching, integrating research at Nazarbayev University. With over 20 years of teaching experience, she presents globally on Eurasian higher education themes and holds diverse academic qualifications.
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