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RefugEAP Case Study: Developing and Critically Evaluating a Free, Online Trauma-Informed English for Academic Purposes (EAP) Programme for Refugee-Background Students

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Title: RefugEAP Case Study: Developing and Critically Evaluating a Free, Online Trauma-Informed English for Academic Purposes (EAP) Programme for Refugee-Background Students
Language: English
Authors: Deirdre McKenna (ORCID 0009-0002-2918-0132), Aleks Palanac (ORCID 0000-0001-5469-9433)
Source: Journal of Interactive Media in Education. 2025 2025(1).
Availability: Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Refugees, English for Academic Purposes, Teaching Methods, Trauma, Second Language Learning, Second Language Instruction, Barriers, Access to Education, Higher Education, College Second Language Programs, Action Research, Course Evaluation, Instructional Design, Independent Study, Decision Making, Health Services, Counseling Services, Social Justice, Foreign Countries, Universities, Program Development, Online Courses, College Preparation
Geographic Terms: United Kingdom (Leicester), United Kingdom (Leeds)
Abstract: Among the barriers facing refugee-background students (RBS) in accessing Higher Education (HE) in the UK is reaching the required academic English standard, and accessing courses to support them with this (Ashlee & Gladwell 2020: 13). In response to these barriers, the Universities of Leicester and Leeds (both in the UK) have developed the RefugEAP programme -- a free, online, pre-university academic English and skills course for the RBS cohort. The programme has been informed by Social Justice, Connected Learning in Crisis (CLiC) and Trauma-Informed Pedagogy (TIP) principles, making it unique within the English for Academic Purposes (EAP) sector. This Scholarship of Teaching and Learning (SoTL) case study employed an action research approach (Dickens & Watkins 1999) to course development and evaluation, drawing from qualitative data from students and tutors, as well as observations from course designers, to evaluate the course, inform changes and assess impact. This paper outlines the design of the course, including theoretical underpinnings, and how a collaborative approach to feedback led the review process for its second iteration. The outcomes indicate that this EAP course was well-placed to meet a gap in provision for RBS, and that careful consideration was needed in areas including independent study practices, student decision-making and pastoral support.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463773
Database: ERIC
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  Value: <anid>AN0190586065;[1ctx]01jan.25;2026Jan02.02:28;v2.2.500</anid> <title id="AN0190586065-1">RefugEAP Case Study: Developing and Critically Evaluating a Free, Online Trauma-Informed English for Academic Purposes (EAP) Programme for Refugee-Background Students </title> <p>Among the barriers facing refugee-background students (RBS) in accessing Higher Education (HE) in the UK is reaching the required academic English standard, and accessing courses to support them with this (Ashlee & Gladwell 2020: 13). In response to these barriers, the Universities of Leicester and Leeds (both in the UK) have developed the RefugEAP programme – a free, online, pre-university academic English and skills course for the RBS cohort. The programme has been informed by Social Justice, Connected Learning in Crisis (CLiC) and Trauma-Informed Pedagogy (TIP) principles, making it unique within the English for Academic Purposes (EAP) sector. This Scholarship of Teaching and Learning (SoTL) case study employed an action research approach (Dickens & Watkins 1999) to course development and evaluation, drawing from qualitative data from students and tutors, as well as observations from course designers, to evaluate the course, inform changes and assess impact. This paper outlines the design of the course, including theoretical underpinnings, and how a collaborative approach to feedback led the review process for its second iteration. The outcomes indicate that this EAP course was well-placed to meet a gap in provision for RBS, and that careful consideration was needed in areas including independent study practices, student decision-making and pastoral support.</p> <p>Keywords: Refugee Background Students; English for Academic Purposes; Connected Learning in Crisis; Trauma Informed Pedagogy; Social Justice Pedagogy; Access to HE</p> <hd id="AN0190586065-2">Introduction</hd> <p></p> <hd id="AN0190586065-3">The Challenge</hd> <p>It is well-documented that forced migrants face numerous challenges before, during and after their flight to safety. Examples include various practical, social and psychological difficulties, such as severe financial hardship, absence of support networks, and mental health issues ([<reflink idref="bib22" id="ref1">22</reflink>]). For those wishing to access Higher Education (HE), the scale of the challenges faced is reflected in the fact that the number of forced migrants enrolled in HE globally currently stands at only 7%, as compared with 40% for non-refugee students ([<reflink idref="bib43" id="ref2">43</reflink>]). Barriers to HE include evidencing previous learning, finding information about available pathways, and being able to access affordable and appropriate academic language and skills provision ([<reflink idref="bib41" id="ref3">41</reflink>]).</p> <p>One option for accessing language provision for refugee-background students (RBS) in the UK is to participate in fee-waived 'pre-university opportunities' ([<reflink idref="bib3" id="ref4">3</reflink>]). One such opportunity is a pre-sessional programme, focusing on English for Academic Purposes (EAP), a specialist area of English language teaching which aims to develop students' academic communicative practice, including the language, skills, and academic literacies required for university study ([<reflink idref="bib25" id="ref5">25</reflink>]). Pre-sessionals are typically intensive, demanding courses, as well as being expensive ([<reflink idref="bib33" id="ref6">33</reflink>]) and a core source of revenue for EAP departments, but Stevenson and Baker ([<reflink idref="bib41" id="ref7">41</reflink>]) have emphasised the need to make such courses accessible to RBS.</p> <hd id="AN0190586065-4">Focus and Aims of the Study</hd> <p>In response to these barriers, the authors of this paper came together from the University of Leicester's Sanctuary Seekers' Unit and the University of Leeds' Language Centre to design and implement a free online pre-university EAP programme for RBS across the UK, in collaboration with partner organisations and a team of dedicated volunteer tutors. This collaborative response aligns with the call from Grech ([<reflink idref="bib19" id="ref8">19</reflink>]) for multiple stakeholders to come together to meet refugees' needs via online programmes which enable them to access HE, as an issue of social justice. This programme – RefugEAP – aimed to mirror a pre-sessional course in helping develop students' knowledge of, and proficiency in, the academic language and skills required for university-level study. However, it differed from a typical pre-sessional in several key respects such as through combining Social Justice and Trauma-Informed Pedagogical (TIP) approaches in the course design.</p> <p>This paper will outline a Scholarship of Teaching and Learning (SoTL) case study involving the development, piloting and critical evaluation of the first two iterations of RefugEAP Module 1, responding to the call from Ramsay and Baker ([<reflink idref="bib36" id="ref9">36</reflink>]) for more critical evaluations of HE-related programmes for refugees. After contextualising the need for this programme, this paper will outline the principles underpinning its design. It will then examine how feedback was used to inform changes, and outline the impact on students.</p> <hd id="AN0190586065-5">Literature Review</hd> <p></p> <hd id="AN0190586065-6">Background/Barriers to HE</hd> <p>(<reflink idref="bib1" id="ref10">1</reflink>) Access to Suitable English Language Provision and Certification</p> <p>As noted above, a common barrier to HE for RBS is being able to develop, and demonstrate, the level of English language proficiency required to be accepted onto (and succeed on) a degree programme in the UK, which is typically equivalent to International English Language Testing System (IELTS) 6.5 (depending on university/discipline). While there are a number of options nominally open to RBS, each tends to be limited, in terms of accessibility, appropriacy and/or 'progression currency'.</p> <p>For a programme to have progression currency in this context, it needs to give students an opportunity to gain a certificate which will be accepted by their chosen university and degree programme. Currently, the most widely accepted certificate is academic IELTS ([<reflink idref="bib38" id="ref11">38</reflink>]), for which the cost of both preparation programmes and the exam can be prohibitive, although some fee-waived provision is available through partnerships between language schools and charities such as RefuAid ([<reflink idref="bib37" id="ref12">37</reflink>]). Whilst free assessments from other awarding bodies (e.g. Password and DuoLingo) are also becoming available ([<reflink idref="bib38" id="ref13">38</reflink>]), not all UK universities currently accept these certificates for degree-level entry.</p> <p>Furthermore, there is the issue of how a learner is to attain the required level of English to gain such certificates. While formal government-funded ESOL courses are available, in principle, to eligible refugee background students across the UK, a recent review of academic and grey literature on ESOL delivery has found that, in practice, higher end (i.e. Level 2) provision is often not available in learners' localities, posing a barrier to progression onto further and higher education courses ([<reflink idref="bib22" id="ref14">22</reflink>]).</p> <p>Another option is free online provision – both synchronous and asynchronous. Synchronous online classes are available through organisations such as RefuNet, Oxford International and Leicester City of Sanctuary; however, such provision tends to have long waiting lists and to focus on general (rather than academic) English. In terms of asynchronous online provision, while a range of English language learning websites and MOOCs are available, succeeding in these requires high levels of 'self-control, self-motivation, time-management and self-management skills ...[which] are not necessarily fully developed when students start studying online' ([<reflink idref="bib21" id="ref15">21</reflink>]) particularly as such meta-cognitive and meta-affective functions in RBS may have been further impeded by trauma ([<reflink idref="bib24" id="ref16">24</reflink>]).</p> <p>A further option is for universities to offer in-house academic English provision and testing. Programmes that fall into this category include pre-sessional programmes and, to a lesser extent, elements of some Foundation year or other pre-university courses, for which fee waivers are currently few and far between. Pre-sessionals will be examined further below.</p> <p>(<reflink idref="bib2" id="ref17">2</reflink>) Pre-Sessional Programmes</p> <p>Pre-sessionals are typically intensive, high-stakes and high-pressure courses for entry onto degree programmes ([<reflink idref="bib33" id="ref18">33</reflink>]), usually taking place in English-speaking environments over a period of 4–12 weeks (often during the summer). These courses provide students with the opportunity to become familiar with the language, practices and expectations they are likely to encounter on their HE courses, in line with the suggestion from Stevenson and Baker ([<reflink idref="bib41" id="ref19">41</reflink>]) that 'what those seeking access to HE need is English for Academic Purposes which enables learners to develop those sorts of English language skills needed for higher level academic and vocational courses'.</p> <p>Typical challenges for students are the adjustment to a student-centred teaching approach, and the expectation to develop as an autonomous learner ([<reflink idref="bib8" id="ref20">8</reflink>]). They may also encounter an unfamiliar flipped learning approach, where students are expected to complete independent study tasks in advance of taught sessions, enabling classroom time to be used for developing higher-level cognitive skills ([<reflink idref="bib1" id="ref21">1</reflink>]). Added to this is a lack of familiarity with, or insight into, the cultural capital embedded within expectations placed on students by HE institutions ([<reflink idref="bib26" id="ref22">26</reflink>]).</p> <p>For RBS, these programmes are often inaccessible in practice, mainly because of the typically high course fees. Very few universities offer fee waivers, and those that do tend to offer these only to students holding a scholarship for an academic programme within their institution. Another barrier is that pre-sessionals tend to be offered face-to-face which further reduces the likelihood that a fee-waived place will be within reach, especially as there is currently no system whereby the pre-sessional exit grade from one university is automatically recognised by another ([<reflink idref="bib38" id="ref23">38</reflink>]). A further challenge is the typically intensive, full-time nature of the course, which is often not suitable for RBS who often have to juggle additional pressing demands on their time and energy ([<reflink idref="bib19" id="ref24">19</reflink>]).</p> <hd id="AN0190586065-7">RefugEAP Programme Theoretical Underpinnings</hd> <p>When designing the RefugEAP Programme we therefore planned to emulate the benefits of typical pre-sessional programmes whilst mitigating the limitations and barriers for RBS, such as through offering the course online, for free and in a part-time format. We also drew from a range of theoretical principles in tailoring the course for RBS, outlined below.</p> <hd id="AN0190586065-8">EAP Syllabus Design</hd> <p>The EAP syllabus, based on an understanding of the students' current situation, and future needs, is often a combination of task-based, process and text-based approaches ([<reflink idref="bib25" id="ref25">25</reflink>]; [<reflink idref="bib8" id="ref26">8</reflink>]). EAP courses aim to prepare students for their future studies, through developing an understanding of typical genres (e.g. essays or presentations), as well as the ability to communicate in these genres, through a scaffolded pedagogical approach ([<reflink idref="bib25" id="ref27">25</reflink>]; [<reflink idref="bib8" id="ref28">8</reflink>]).</p> <p>EAP courses are also often designed with the aim of developing learner autonomy, particularly as students from various cultural and linguistic backgrounds may have different expectations and previous experiences of their role as a learner ([<reflink idref="bib8" id="ref29">8</reflink>]). Learner autonomy can be promoted in EAP contexts through encouraging active rather than passive learning, providing opportunities for student choices, and integrating autonomous practices into the curriculum ([<reflink idref="bib2" id="ref30">2</reflink>]). Given that 'engagement is crucial to student success in higher education' ([<reflink idref="bib12" id="ref31">12</reflink>]), EAP courses are well positioned to prepare students for coping with such expectations and the requirements they will face in HE courses ([<reflink idref="bib8" id="ref32">8</reflink>]).</p> <hd id="AN0190586065-9">Social Justice Pedagogies</hd> <p>However, this 'accommodationist' ([<reflink idref="bib5" id="ref33">5</reflink>]) approach to EAP, which requires students to uncritically reshape their practices to fit the expectations and requirements of UK HE, can be critiqued for its typically normative stance to power relations in academia. Benesch ([<reflink idref="bib5" id="ref34">5</reflink>]), for example, drawing on Freire's ([<reflink idref="bib15" id="ref35">15</reflink>]) influential concept of Critical Pedagogy, urges practitioners to engage in Critical EAP, through which students gain awareness of power and decision-making in academic contexts, and are provided with opportunities to challenge academic norms. She also highlights that EAP programmes are typically inaccessible to 'non-elite' students, and challenges EAP practitioners to serve as 'advocates for inclusion' instead ([<reflink idref="bib5" id="ref36">5</reflink>]).</p> <p>This perspective relates to broader calls for critical, inclusive and anti-oppressive approaches to education and an overt focus on social justice. One example is Hackman's ([<reflink idref="bib20" id="ref37">20</reflink>]) conceptual framework proposing five components of Social Justice education, which incorporates: a focus on, and mastery of, social justice-related content; critical thinking and analysis of multiple (including non-dominant) perspectives; taking meaningful action for social change; engaging in personal reflection as a starting point for enacting wider social transformation; working safely and constructively in multi-cultural groups. Whilst such approaches offer many educational benefits, (e.g. developing agency and criticality), there are conflicting tensions between encouraging students to challenge the academic status quo and preparing them for the realities of their future HE studies. This tension must also be acknowledged and addressed when designing EAP courses ([<reflink idref="bib25" id="ref38">25</reflink>]). In fact, Bruce ([<reflink idref="bib8" id="ref39">8</reflink>]) argues that 'an effective EAP course has to be both accommodationist and critical at the same time'.</p> <p>This sort of tension may particularly be present when students are already marginalised and 'super-disadvantaged' ([<reflink idref="bib27" id="ref40">27</reflink>]), as is often the case for RBS. A set of guiding principles which attempts to address some of the needs of this specific cohort can be seen in a range of complementary frameworks referred to as 'Connected Learning' or 'Connected Learning in Crisis' (CLiC) (e.g. [<reflink idref="bib11" id="ref41">11</reflink>]; [<reflink idref="bib19" id="ref42">19</reflink>]). These principles guide the development of programmes which employ an online element and which are designed to increase accessibility and meet the needs of displaced learners often living 'in contexts of fragility' in a way which supports educational equity ([<reflink idref="bib11" id="ref43">11</reflink>]). CLiC approaches are characterised by connecting learners to good quality provision and to local and global learning communities, as well as fostering the development of authentic self-knowledge and critical thinking (Ito et al. 2013 in [<reflink idref="bib11" id="ref44">11</reflink>]). They are learner-centred in nature, giving students opportunities to exercise independence and agency whilst connecting with others over a shared purpose ([<reflink idref="bib11" id="ref45">11</reflink>]).</p> <p>One of the key tenets of CLiC is co-creation of learning programmes (or elements therein) with learners to render the provision more relevant to their needs and to facilitate agency. This relates to the Students as Partners approach to HE programme design ([<reflink idref="bib12" id="ref46">12</reflink>]), whereby staff and students work in partnership to improve learning experiences in a process characterised by reciprocity, respect and shared responsibility. Such co-creation approaches range from full stakeholder control to more light-touch approaches to student participation, as illustrated in Charitonos et al.'s ([<reflink idref="bib10" id="ref47">10</reflink>]) Ladder of Co-Creation of Learning. However, this is not always straightforward, and success may be heavily dependent on context, resources and approach. For example, in an analysis of programmes co-created with refugee-background learners, Charitonos et al. ([<reflink idref="bib10" id="ref48">10</reflink>]) report barriers to success including power imbalances, access issues, and lack of engagement. They also emphasise that co-creation is rarely linear, and caution that working in online contexts requires additional time, especially to develop relationships.</p> <hd id="AN0190586065-10">Trauma Informed Pedagogy (TIP)</hd> <p>Another key approach informing RefugEAP Programme design was Trauma-Informed Pedagogy as it pertains to English Language Teaching contexts, particularly the three principles outlined below.</p> <hd id="AN0190586065-11">A Sense of Safety</hd> <p>The trauma literature emphasises the creation of safe learning spaces and protection of privacy. A safe space is one in which 'a person can feel confident that there will be no unpleasant surprises or threats to the self, one in which an individual can experience some measure of control over events' ([<reflink idref="bib30" id="ref49">30</reflink>]). One way to facilitate this is to establish clear expectations, structure and routine in programmes of study from the beginning ([<reflink idref="bib16" id="ref50">16</reflink>]). These expectations can also be applied by establishing clear boundaries in roles and responsibilities of students and tutors, which can foster a sense of safety (e.g. Kerka 2002 in [<reflink idref="bib30" id="ref51">30</reflink>]). It is also important to frame topics and activities so as not to make students feel compelled to divulge personal information that they feel uncomfortable or unsafe sharing ([<reflink idref="bib31" id="ref52">31</reflink>]).</p> <hd id="AN0190586065-12">Relationships</hd> <p>Relationship-building and interaction is another key tenet of trauma-informed approaches. Herman ([<reflink idref="bib23" id="ref53">23</reflink>]) emphasises reconnection with others as a key step towards recovery from trauma, and van der Kolk ([<reflink idref="bib44" id="ref54">44</reflink>]) suggests helping students feel seen and valued by giving time to share experiences and concerns when needed. Indeed, the role of the tutor and other inter-personal measures of support, such as engaging in group work (Bauman 1992 in [<reflink idref="bib19" id="ref55">19</reflink>]), have been found to be more important for refugees than for other online cohorts in addressing 'technical, cultural and linguistic problems' ([<reflink idref="bib21" id="ref56">21</reflink>]).</p> <p>Such supportive interpersonal relationships can be related to Baker et al.'s ([<reflink idref="bib4" id="ref57">4</reflink>]) conceptualisation of 'warm support', which they define as being offered by 'trusted individuals' who are perceived as offering more formal support than friends, but less formal support than 'cold' institutional channels of information and guidance. They found that RBS had a preference for 'warm' over 'cold' support, resonating with the notion from Critical Digital Pedagogy that the centre of this work needs to be around building relationships and demonstrating care ([<reflink idref="bib42" id="ref58">42</reflink>]).</p> <hd id="AN0190586065-13">Agency</hd> <p>Herman ([<reflink idref="bib23" id="ref59">23</reflink>]) emphasises that trauma survivors need to develop a sense of renewed control and agency over their lives, via opportunities to make choices. However, Horsman ([<reflink idref="bib24" id="ref60">24</reflink>]) makes the point that students still in highly traumatised states may struggle to engage in activities requiring a high degree of decision-making or goal setting. Indeed, Palanac et al. ([<reflink idref="bib31" id="ref61">31</reflink>]) found that RBS in academic English classes struggled to employ meta-cognitive strategies such as planning, goal-setting and engaging in independent study. This indicates that some individuals experiencing trauma may not yet be ready to exercise high levels of agency.</p> <p>In terms of embedding these three elements into a programme, the Framework for Teaching Refugee Language Learners developed by Palanac et al. ([<reflink idref="bib31" id="ref62">31</reflink>]) suggests that key systems and resources need to be in place for this to be successful. These include: ascertaining learner needs and barriers to participating; providing wrap-around support to address these (such as devices, wifi, progression and pastoral support), in conjunction with other organisations, where required; providing teachers with training in TIP, and the opportunity to participate in a supportive community of practice.</p> <hd id="AN0190586065-14">Case Study: RefugEAP Programme Module 1</hd> <p>Based on these theoretical underpinnings, we designed the RefugEAP Programme to incorporate two modules:</p> <p></p> <ulist> <item> Module 1: Part-time pre-sessional programme</item> <p></p> <item> Module 2: Workshops (IELTS preparation, language and academic skills) and 1:1 EAP mentoring</item> </ulist> <p>This paper is focused on Module 1, designed around a typical pre-sessional in terms of the learning outcomes, genres, academic language and skills. The syllabus included (See: <bold>1.1–1.4</bold>: RefugEAP Module 1 Syllabus information): a flipped-learning approach ([<reflink idref="bib1" id="ref63">1</reflink>]), with independent-study to be completed before taught sessions; elements from the Students as Partners approach ([<reflink idref="bib12" id="ref64">12</reflink>]), integrating small-scale learner decisions on topics and assessments; regular opportunities for formative feedback, building towards summative assessments (group essay and individual presentation). However, the key differences were the Social Justice and Trauma-Informed Pedagogical considerations underpinning the course (See <bold>1.6</bold>: RefugEAP Programme Planning and Delivery: Guiding Principles)</p> <p>We framed our materials around the UN's Sustainable Development Goals, using elements of the Creative Commons resource Develop EAP ([<reflink idref="bib6" id="ref65">6</reflink>]), which is designed for pre-sessional students, embeds a social justice content focus, and can be adapted for specific cohorts. Elements of this coursebook were selected and tailored for the module through a trauma-informed lens. For example, a task on the theme of 'Home' was excluded due to considerations concerning personalisation (See <bold>2.1</bold>: Trauma Informed Pedagogy-Teaching Materials and Tutor Notes for further examples). Additional materials and course content were also created in-house, or adapted from other sources. Materials were shared through a free version of Microsoft OneNote (See <bold>1.5</bold>: Sample Lesson Materials), as students had no affiliation to university accounts, and taught sessions were delivered through Zoom.</p> <p>Tutors, having attended trauma training as part of the induction process, were provided with lesson plans containing reminders on embedding a trauma-informed approach in their teaching (See <bold>2.2</bold>: Trauma Informed Pedagogy Guidance for Tutors).</p> <p>The next section details the approach to evaluating and developing the module.</p> <hd id="AN0190586065-15">Methodology</hd> <p></p> <hd id="AN0190586065-16">Theoretical Framing of Evaluation and Impact</hd> <p>(<reflink idref="bib1" id="ref66">1</reflink>) Scholarship of Teaching and Learning Framework</p> <p>This case study adopts a SoTL framework, guided by the following six principles ([<reflink idref="bib29" id="ref67">29</reflink>]): being focused on student learning and engagement; being grounded in context (both in literature and a context of learning); employing a rigorous research design; being conducted in partnership with students; being appropriately public for evaluation and uptake by peers; integrating reflection, critical reflection and reflexivity. The main reason for using a SoTL framework was that we, the SoTL practitioner-inquirers, were also the course designers, developing this programme as an inductive, grounded intervention to address an authentic teaching and learning problem that we had identified ([<reflink idref="bib14" id="ref68">14</reflink>]). While acknowledging that this may limit the objectivity and generalisability of our findings, the benefits in terms of gaining a richer understanding of the impact of our interventions in this context ([<reflink idref="bib32" id="ref69">32</reflink>]) deemed this decision warranted.</p> <p>(<reflink idref="bib2" id="ref70">2</reflink>) Action Research Case Study Methodology</p> <p>These SoTL principles also complemented the action research and case study methodologies that we employed, as these methodologies intersect and reinforce each other when addressing educational research projects ([<reflink idref="bib40" id="ref71">40</reflink>]). A case study aims to provide an in-depth understanding of a particular case within its distinct context ([<reflink idref="bib47" id="ref72">47</reflink>]), while action research, such as Dickens & Watkins' ([<reflink idref="bib13" id="ref73">13</reflink>]) four stage model incorporating the stages of 'plan' > 'act' > 'observe' > 'reflect' in a cyclical format, is deemed appropriate for exploring social justice issues and unequal power relations, especially when it employs 'community participation' ([<reflink idref="bib18" id="ref74">18</reflink>]) with the aim of improving a specific educational context ([<reflink idref="bib40" id="ref75">40</reflink>]).</p> <p>Added to this, both action research and case study research have 'a functional and legitimate role in doing evaluations' ([<reflink idref="bib47" id="ref76">47</reflink>]; [<reflink idref="bib13" id="ref77">13</reflink>]). Course evaluations draw from multiple stakeholders including students, teachers, and course developers and focus on criteria such as: curriculum design, perceptions of the course, and how well objectives were met ([<reflink idref="bib46" id="ref78">46</reflink>]; [<reflink idref="bib39" id="ref79">39</reflink>]). Richards ([<reflink idref="bib39" id="ref80">39</reflink>]) outlines the types of questions which may be included in an evaluation such as: student perceptions on what they have learned and how this will help them in the future; teacher perceptions on student-satisfaction, usefulness of the materials, and the organisation of the course; and curriculum developer perceptions on responses to the course, and if there are aspects which need review ([<reflink idref="bib39" id="ref81">39</reflink>]). This approach has also drawn from the work of others, such as Gapp and Fischer ([<reflink idref="bib17" id="ref82">17</reflink>]), who have also used action research in HE course evaluation.</p> <p>Second, we were keen to engage students and tutors as much as possible, without overburdening them, in shaping the development of the programme, as this links to conceptualisations of agency called for in the Social Justice and Trauma-Informed theoretical frameworks that we are employing – including Social Justice education ([<reflink idref="bib20" id="ref83">20</reflink>]), Connected Learning in Crisis ([<reflink idref="bib11" id="ref84">11</reflink>]), Students as Partners ([<reflink idref="bib12" id="ref85">12</reflink>]) and Trauma-Informed Pedagogy ([<reflink idref="bib23" id="ref86">23</reflink>]).</p> <p>Third, the emphasis on reflection, critical reflection and reflexivity is a key tenet of Hackman's ([<reflink idref="bib20" id="ref87">20</reflink>]) framework and critical approaches such as Critical EAP ([<reflink idref="bib5" id="ref88">5</reflink>]), and is a key means by which students and practitioners can become aware of, evaluate and begin to meaningfully improve the systems of which they are part.</p> <hd id="AN0190586065-17">Course Development Approach</hd> <p>Following Dickens and Watkins' ([<reflink idref="bib13" id="ref89">13</reflink>]) four stage action research model, the initial planning stage ('plan') included: syllabus development (as previously outlined), setting up free, online platforms, tutor training, and student recruitment. We then continued the cycle during the first iteration of Module 1 ('act' > 'observe' > 'reflect') in October 2022, and then completed a further cycle in parallel to iteration two in January 2023.</p> <p>In response to participant feedback and reflections, we made adjustments to the module in real time. This was not only part of the study methodology, but also integral to how the programme itself functioned, namely through the Students as Partners approach ([<reflink idref="bib12" id="ref90">12</reflink>]). We also planned to factor in any major revisions to the module before iteration 2.</p> <hd id="AN0190586065-18">Ethical Considerations</hd> <p>Given that the student cohort, coming from a refugee background, were potentially traumatised and therefore potentially vulnerable (e.g. [<reflink idref="bib28" id="ref91">28</reflink>]) we were particularly mindful of the associated ethical considerations. It was made explicit that student involvement in the study was entirely voluntary and had no effect on their involvement in the course. Ethical approval was granted by the University of Leicester and the project followed ethical guidelines throughout, including thorough 'informed consent' procedures.</p> <hd id="AN0190586065-19">Participants</hd> <p>A convenience sampling approach ([<reflink idref="bib45" id="ref92">45</reflink>]) was used, with students self-selecting and tutors agreeing to take part in the study as a precondition of volunteering on the pilot. Of the 38 students enrolled on Module 1 across two cohorts, 11 UK-based RBS agreed to participate in the study (S1–S11) – six females and five males from 10 different countries/regions, namely: Cameroon, Ethiopia, Hong Kong, Iran, Ivory Coast, Libya, Pakistan, Sudan, Ukraine, and Yemen. S1–4 were from cohort one, while S5–11 were from cohort two. In terms of UK immigration status, seven were seeking asylum, three had refugee status, and one was on a BNO (British National Overseas) visa. Most of the participants were aged 26 or above, and two were 18–25. Most participants had already completed an Undergraduate (<reflink idref="bib7" id="ref93">7</reflink>) or Master's (<reflink idref="bib1" id="ref94">1</reflink>) degree from their country, while three had had their Undergraduate studies interrupted.</p> <p>The five teacher participants (T1–T5) consisted of three females and two males, with ESOL/EFL/EAP experience ranging from six to 39 years per person. All had previous experience of teaching RBS, but their knowledge of Trauma-Informed and Social Justice Pedagogies was mixed. T1–3 taught on both iterations of Module 1; T4 taught on the first iteration, and T5 on the second.</p> <p>We (the authors of this paper) were also involved in the capacity of course designers and SoTL practitioner-inquirers.</p> <p>Table 1 provides an overview of participants across both cohorts.</p> <p>Table 1 Participant Overview.</p> <p> <ephtml> <table><tr><th colspan="4" /></tr><tr><th align="left" valign="top">COHORT</th><th align="left" valign="top">STUDENTS (S)</th><th align="left" valign="top">TUTORS (T)</th><th align="left" valign="top">COURSE DESIGNERS (CD)</th></tr><tr><th colspan="4" /></tr><tr><td align="left" valign="top"><p>1 (Oct 2022)</p></td><td align="left" valign="top"><p>S1–4</p></td><td align="left" valign="top"><p>T1–4</p></td><td align="left" valign="top"><p>CD (×2)</p></td></tr><tr><td colspan="4" /></tr><tr><td align="left" valign="top"><p>2 (Jan 2023)</p></td><td align="left" valign="top"><p>S5–11</p></td><td align="left" valign="top"><p>T1–3, 5</p></td><td align="left" valign="top"><p>CD (×2)</p></td></tr><tr><td colspan="4" /></tr></table> </ephtml> </p> <hd id="AN0190586065-20">Data Collection Summary</hd> <p>Data was collected through a variety of qualitative methods: reflective questionnaires, semi-structured interviews/focus groups, and reflective logs. An overview of the methods and questions can be seen here: Section One – Qualitative Methods Information & Questions.</p> <p>For iteration one (Autumn 2022), students were asked to complete a weekly reflective questionnaire as part of their independent study tasks. Students were also invited to take part in a focus group, interview or both. Tutors were asked to complete a start, mid and end of module reflective questionnaire; tutor focus groups and interviews were not possible due to availability issues, but informal feedback was collected through regular tutor meetings. We, as course leaders, also had regular meetings and collaboratively compiled weekly reflective logs, including feedback from tutor meetings. An overview of responses can be seen here: Section Two-Overview of responses – Iteration 1 Cohort.</p> <p>For iteration two (Spring 2023), the number of reflections for students was reduced from weekly to start, mid and end of module, as part of a reduction in the number of independent study tasks. However, this had the unintended result that cohort two submitted only one reflection each, in comparison to an average of six submissions each for cohort one. Tutors again completed a start, mid and end of module questionnaire, and were specifically asked about the impact of changes from iteration one to two. Tutors also took part in focus groups. As with iteration one, we as course designers/SoTL practitioner-inquirers compiled one reflective log per week. See Section Three – Overview of responses- Iteration 2 Cohort.</p> <hd id="AN0190586065-21">Data Analysis</hd> <p>All datasets were prepared for analysis, with interview/focus group data being transcribed from audio recordings. Thematic analysis was then used, due to its applicability to qualitative data ([<reflink idref="bib7" id="ref95">7</reflink>]). To ensure reliability, both researchers conducted thematic coding of all datasets, drawing out relevant data. The most prominent and relevant codes were then combined to generate key themes, which both researchers agreed on, and which were then cross-checked against the codes.</p> <p>Data sets are labelled as follows when referred to in the findings:</p> <p></p> <ulist> <item> Participants: (S1–11) = Students; (T1–5) = Tutors; (CD) = Course Designers</item> <p></p> <item> (Q) = Questionnaire (+ Week number)</item> <p></p> <item> (FG) = Focus Group</item> <p></p> <item> (Int) = Interview</item> <p></p> <item> (RL) = Reflective Log</item> </ulist> <hd id="AN0190586065-22">Feedback on Iteration 1</hd> <p></p> <hd id="AN0190586065-23">Perceived Effectiveness of EAP Module</hd> <p>The module received positive feedback from all students in terms of their perception of academic language and skills development in areas such as: grammatical accuracy (S1-Q-W10), knowledge of academic writing skills (S2-Q-Wk5), presentation skills (S3-Q-Wk5), and finding suitable sources (S4-Q-Wk5). Tutors commented on the quality of the module in terms of the syllabus design, the standard of materials and the effectiveness of the assessments (e.g. T4-Q-Wk10), with T1 (Q-Wk10) also remarking that the module, even though part-time, was comparable to a full-time pre-sessional in terms of the content covered.</p> <p>There were, however, issues which emerged in terms of the level of difficulty for students with a lower language level (IELTS 5.0). Student 2, for example, shared various experiences of struggling to understand instructions and concepts, and problems with interacting with others (e.g. S2-Q-Wk2+7). We also realised early in iteration 1 that we had not given enough time in induction to clarify the level and demands of the course, 'Need an induction week – explain how much work is involved to set expectations' (CD-RF-Wk3).</p> <hd id="AN0190586065-24">Independent Study</hd> <p>Independent study proved challenging, as students were not always completing tasks for reasons including: not understanding the purpose, or lacking the confidence to work independently (S2-FG), the difficulty of some tasks (S2+S4-FG), and issues with balancing studies with other commitments (S1-Q-Wk3). This resonates with previous findings that independent learning poses significant challenges for many EAP students ([<reflink idref="bib8" id="ref96">8</reflink>]) and for RBS students more specifically ([<reflink idref="bib31" id="ref97">31</reflink>]; [<reflink idref="bib21" id="ref98">21</reflink>]).</p> <p>All tutors (T1–4-Q-Wk5) mentioned that the lack of independent study work had impacted the flipped learning approach, making time management in taught sessions difficult. Despite the issues, tutors felt that removing independent study would be detrimental in the longer term, as 'it would be doing the students a disservice to take this element of the course away...because it is such a vital part of higher education' (T1-Q-Wk10). They also felt that more work was needed in setting it up at the induction stage (e.g. T4-Q-Wk5), and through a more scaffolded, incremental approach: 'I think we need to introduce [independent study tasks] more gradually in future' (T2-Q-Wk5). In light of this, and based on the precept that structure is beneficial for trauma survivors ([<reflink idref="bib16" id="ref99">16</reflink>]), a carefully scaffolded approach is most sensible, such as the 'control wedge' model of curriculum design developed by Cadman and Grey (2000: 24 in [<reflink idref="bib9" id="ref100">9</reflink>]), in which more structure and guidance is provided at the beginning of courses, and gradually reduced as the course progresses.</p> <hd id="AN0190586065-25">Student Decision Making</hd> <p>Another issue was the extent to which we asked students to be involved with decision-making, through a Students as Partners approach ([<reflink idref="bib12" id="ref101">12</reflink>]). While tutors outlined the positive aspects e.g. '...treating students equally, encouraging participation, viewing materials and assessments as collaborative projects' (T4-Q-Wk2), they recommended being more cautious. For example, T1 (Q-Wk5) was worried the approach 'adds another layer of uncertainty and fog, which may be the last thing refugee students need'. This resonates with the point that students who have experienced trauma may struggle to engage in activities involving a high degree of decision making ([<reflink idref="bib24" id="ref102">24</reflink>]).</p> <p>Similarly, T2, while recognising the benefits of the approach (T2-Q-Wk10), advised that it needed to be 'very well supported and managed until they have learnt to become more independent in their learning' (T2-Q-Wk5). Syllabus choices relating to the language/skills elements, and decisions on essay topics, were highlighted as being particularly overwhelming for students (CD-RF-Wk5). It became clear that we had underestimated the time and level of input and support needed to set up and implement this, particularly in an online environment ([<reflink idref="bib12" id="ref103">12</reflink>]; [<reflink idref="bib10" id="ref104">10</reflink>]).</p> <hd id="AN0190586065-26">Relationships & Support</hd> <p>Students had the opportunity to develop peer relationships through the group essay, which was part of our 'active promotion of study groups and communities or assessed group work' ([<reflink idref="bib19" id="ref105">19</reflink>]). This was appreciated in terms of skills development (e.g. S3-Q-Wk3), a sense of accomplishment (e.g. S4-Q-Wk8), and comradery, e.g. 'we had a feeling of our little group of students' (S1-FG). The group essay did, however, pose various difficulties such as finding suitable times to work together (S1-FG). When asked if the group essay should be changed to an individual task for iteration 2, Tutors 1–3 (Q-Wk10) responded that it should be kept due to the benefits, 'In this context, I think the relationship-building aspects of the group essay outweigh the almost inevitable problems. That's why I would just leave it as it is' (T1-Q-Wk10).</p> <p>With regard to support, all students referred to being helped to overcome challenges to their learning e.g. 'The techniques and strategies offered by RefugEAP tutor really benefited me to overcome this challenge [writing]' (S3-Q-Wk2). This was echoed by the sentiments of the tutors: 'I think students mostly felt well supported and encouraged to tackle...challenges which were potential barriers to their learning' (T2-Q-Wk10). S1, for example, faced illness and emotional problems during the module (e.g. S1-Q-Wk5+7), and appreciated the level of support provided: 'I feel so much a sincere will to help...I felt like every tutor, every teacher here was interested to invest in us and to help us...you cannot calculate this, but you can feel... that you are important and people care' (S1-Int).</p> <p>However, some students were affected by issues which impacted both attendance and engagement. Tutors 1–3 (Q-Wk5) were concerned by absences and the drop-out rate, with T3 (Q-Wk5) explaining the difficulties in supporting such student issues, 'Because of time limitations, I sometimes feel there are missed opportunities to listen to students when they want to talk about how they are getting along (or not)'. We also felt we needed further support from external partners for issues like student housing, 'We don't really have capacity to assist with complex practical issues ourselves' (CD-RL-Wk2). It was apparent there was a need to follow up more thoroughly on absences, to place an even greater emphasis on student pastoral support, and to enlist more help from partner organisations. This supports Grech's ([<reflink idref="bib19" id="ref106">19</reflink>]) recommendation that speedy intervention be implemented on such programmes 'before problems spiral out of control'.</p> <p>In further efforts to support students, RefugEAP tutors raised concerns about being too flexible, 'I think the danger is that we make too many concessions – and this can be counterproductive for the students' (T2-Q-Wk10). Although flexibility is typically regarded as a key tenet of discrete HE programmes for refugee-background students ([<reflink idref="bib19" id="ref107">19</reflink>]), there was a sense we would develop unrealistic expectations for students (CD-RF-Wk4), such as in the flexibility of deadlines and independent study, which could do students a disservice in preparing them for the reality of their potential future studies ([<reflink idref="bib25" id="ref108">25</reflink>]).</p> <hd id="AN0190586065-27">Changes based on Feedback from Iteration 1</hd> <p>Based on this tutor and student feedback, the following changes were implemented from the first to the second iteration of the course:</p> <p></p> <ulist> <item> Student selection procedures were modified to increase minimum language entry requirements (from IELTS 5.0 to 5.5).</item> <p></p> <item> Induction sessions were extended (from an asynchronous activity, to a full induction week with two synchronous induction sessions) to focus more on expectations including independent study.</item> <p></p> <item> The amount of independent study was reduced, and made more incremental and more heavily scaffolded.</item> <p></p> <item> The number of student choices were reduced (e.g. most 'student choice' tasks were removed from the syllabus); the number of essay questions was reduced from four to one, which could be modified to incorporate choice of SDGs.</item> <p></p> <item> A dedicated administration colleague was recruited to manage record-keeping, and follow up on student absences and pastoral issues.</item> </ulist> <hd id="AN0190586065-28">Outcomes for Iteration 2</hd> <p></p> <hd id="AN0190586065-29">Perceived Effectiveness of EAP Module</hd> <p>As well as developing linguistic and academic skills, students described the module as providing an opportunity to develop an understanding of unfamiliar academic expectations e.g. 'It [RefugEAP] introduced me to a new world that I was not familiar with before...' (S11-Q-Wk10). There was a sense the RefugEAP course was different to other learning opportunities, 'This is kind of thing [e.g. referencing, use of sources] that we haven't been taught back home so ...here I got the opportunity to learn that...Even at college it's not like that, college is just the way to improve your English, is nothing compared to RefugEAP' (S9-Int). This reinforces Stevenson and Baker's ([<reflink idref="bib41" id="ref109">41</reflink>]) emphasis on the value and role of EAP provision for RBS.</p> <p>There was also a strong focus on future study goals, getting to university, and the role of RefugEAP in facilitating these. S6 (Q-Wk6), for example, saw the relevance of the module for their future university studies and wished to keep access to the materials after the course. S10 (Q-Wk10) also discussed the impact of the module in focusing on future goals: '...one of the positive effect is on my mental health. It helps me to overcome stress and anxiety of fearing of your future. It also give me a lot of energy to hope for my future education plan in the UK.'</p> <p>Tutors also perceived the heightened sense of focus in cohort two, 'the students seem to be quite goal-focused in terms of what they want to achieve and why they are on the course' (T1-Q-Wk2), which may have been due to changes in the student selection process, and greater emphasis on expectations during the new induction sessions, as well as the addition of a learner-agreement (CD-RL-Wk0).</p> <hd id="AN0190586065-30">Independent Study</hd> <p>The changes made in streamlining independent study materials and placing more emphasis on this in induction week, seemed to have the intended outcome. Tutors (T1–3) who had taught on both iterations saw more student engagement with independent study and the flipped learning approach: 'Students seem much more aware of the expectations and are engaging with and completing the independent study before sessions' (T2-Q-Wk2). S7 (Q-Wk2), for example, described 'the importance of independent learning' as the most important learning focus that week. T1 (Q-Wk10) also explained that independent study, 'didn't seem to be a battleground this time round. It worked like it was supposed to'. This supports Grech's ([<reflink idref="bib19" id="ref110">19</reflink>]) finding that putting in place robust preparatory measures can improve student engagement.</p> <hd id="AN0190586065-31">Relationships and Support</hd> <p>The value of supportive relationships on the module was again highlighted. In terms of peers, students referred to a sense of comradery or community e.g. 'I realised that I am not the only [one] struggling with the language and we are all here to improve ourselves' (S9-Q-Wk2). S8 (FG) described the positive impact of developing relationships through RefugEAP: '[the course] help[s] me more in mental health...Talking to people helps mental health. Also, routine. Today I had class in the morning. After that I was thinking about my tutorial...It's better than thinking about problems and wasting energy on that.' The role of relationship building was especially noticeable through the group essay, which created a 'sense of belonging' (T5, FG) and 'a strong sense of community' (T2-Q-Wk10). T2 (FG) even noted that one of the students looked likely to drop out, but managed to stay due to the support of her essay group mates. This relates to Putnam's ([<reflink idref="bib35" id="ref111">35</reflink>]) concept of 'bonding social capital', through which students working in groups might develop a sense of belonging, mutual support and collective identity.</p> <p>Perhaps the most notable improvement to support was the addition of the dedicated administration colleague. T1 (Q- Wk 10) summed this up as: 'a massive difference between the pilot course and this one is [name]. Her energy and her obvious empathy and kindness in dealing with everyone is just such an amazing force to have on your side, for students and teachers alike.' T5 (FG) also highlighted the importance of this colleague's communications with students, '...the RefugEAP team is very solution oriented. If students are struggling...[name]'s emails were always like, you know, let's see what we can do.' This seems to confirm Baker et al.'s ([<reflink idref="bib4" id="ref112">4</reflink>]) notion that 'warm support' is greatly beneficial to refugee-background students.</p> <p>Although we increased the level of support, absences and drop-outs were still a concern. However, there was a greater sense that the underlying issues were external to the RefugEAP course e.g. 'I think that in many cases the reasons students drop out are not because of the course but because of pressure in other parts of their lives. Perhaps sometimes they were too optimistic about managing the commitment' (T1-Q-Wk6). This echoes Pisani's ([<reflink idref="bib34" id="ref113">34</reflink>]) point that refugee lives are often characterised by pressing needs, which take precedence over longer-term or more strategic needs, such as education.</p> <p>Striking the right balance between supporting students through structure or being flexible was still a consideration for tutors on iteration two. T2, who had been concerned about this on iteration one, concluded that a strength of RefugEAP was the 'freedom to be flexible and to support [students] when they are struggling: this is generally not possible on other EAP courses I've taught on where the rules and expectations are very rigid' (T2-Q-Wk10). This is reminiscent of Bruce's ([<reflink idref="bib8" id="ref114">8</reflink>]) assertion that EAP courses need to be both 'accommodationist' and critical to be effective.</p> <hd id="AN0190586065-32">Conclusions</hd> <p>This paper outlined the development of RefugEAP Module 1, and the changes implemented through evaluation, as well as a brief outline of the impact on students.</p> <p>Based on this experience, we believe that EAP courses can meet the needs of RBS in supporting the transition to HE contexts. EAP courses have a role to play not only to develop academic practice, but in uncovering and addressing hidden assumptions and expectations ([<reflink idref="bib26" id="ref115">26</reflink>]), and introducing students to what may be a 'new world'. However, courses in this context need to be easily accessible, and carefully set-up and managed, particularly through trauma-informed approaches given the challenges which may arise when working with students from refugee-backgrounds.</p> <p>For example, it was clear that students were dealing with a range of 'super-disadvantage' factors ([<reflink idref="bib27" id="ref116">27</reflink>]) which affected their ability to attend sessions or engage meaningfully. Despite the various support measures we had put in place, absences and withdrawals were often outside the students' (and our) control. However, where we were able to help students re-engage, this was almost always due to the presence of supportive relationships. Many students valued the common goal of writing a group essay with their peers. They expressed a real sense of belonging and community, and how being part of, and supported by, a group helped them persevere. There was appreciation for the support offered by the teachers and programme administrator, whom they felt were understanding, flexible and genuinely interested in them as people, all of which taps into a trauma-informed approach and the notion of 'warm' support ([<reflink idref="bib4" id="ref117">4</reflink>]). Supportive relationships were therefore at the heart of the student experience on the programme.</p> <p>Other key insights from this case study centre around autonomy, choice and flexibility. In attempting to implement a light-touch Students as Partners approach ([<reflink idref="bib12" id="ref118">12</reflink>]) to course development, we found that giving students too many options could become overwhelming, especially as the demands of the programme were already high. This extra layer of uncertainty caused stress for some, which ran counter to the intention of the approach. When we employed a more scaffolded approach, this worked more successfully. Going forward, we suggest that it is crucial to allocate enough time, space and scaffolding to implement this type of participatory pedagogical approach with the RBS cohort, bearing in mind those who are coping with trauma and life stressors may prefer structure and stability to too many choices (e.g. [<reflink idref="bib16" id="ref119">16</reflink>]).</p> <hd id="AN0190586065-33">Data Accessibility Statement</hd> <p>Raw data from this research project has not been made publicly available for ethical reasons due to the nature of the research cohort.</p> <hd id="AN0190586065-34">Competing Interests</hd> <p>The authors have no competing interests to declare.</p> <ref id="AN0190586065-35"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref10" type="bt">1</bibl> <bibtext> Advance HE. 2020. 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  Data: RefugEAP Case Study: Developing and Critically Evaluating a Free, Online Trauma-Informed English for Academic Purposes (EAP) Programme for Refugee-Background Students
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  Data: <searchLink fieldCode="AR" term="%22Deirdre+McKenna%22">Deirdre McKenna</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2918-0132">0009-0002-2918-0132</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aleks+Palanac%22">Aleks Palanac</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5469-9433">0000-0001-5469-9433</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Interactive+Media+in+Education%22"><i>Journal of Interactive Media in Education</i></searchLink>. 2025 2025(1).
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  Data: Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
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  Data: Y
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  Label: Page Count
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  Data: 15
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  Label: Publication Date
  Group: Date
  Data: 2025
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Academic+Purposes%22">English for Academic Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Second+Language+Programs%22">College Second Language Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Evaluation%22">Course Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Services%22">Health Services</searchLink><br /><searchLink fieldCode="DE" term="%22Counseling+Services%22">Counseling Services</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Leicester%29%22">United Kingdom (Leicester)</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28Leeds%29%22">United Kingdom (Leeds)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Among the barriers facing refugee-background students (RBS) in accessing Higher Education (HE) in the UK is reaching the required academic English standard, and accessing courses to support them with this (Ashlee & Gladwell 2020: 13). In response to these barriers, the Universities of Leicester and Leeds (both in the UK) have developed the RefugEAP programme -- a free, online, pre-university academic English and skills course for the RBS cohort. The programme has been informed by Social Justice, Connected Learning in Crisis (CLiC) and Trauma-Informed Pedagogy (TIP) principles, making it unique within the English for Academic Purposes (EAP) sector. This Scholarship of Teaching and Learning (SoTL) case study employed an action research approach (Dickens & Watkins 1999) to course development and evaluation, drawing from qualitative data from students and tutors, as well as observations from course designers, to evaluate the course, inform changes and assess impact. This paper outlines the design of the course, including theoretical underpinnings, and how a collaborative approach to feedback led the review process for its second iteration. The outcomes indicate that this EAP course was well-placed to meet a gap in provision for RBS, and that careful consideration was needed in areas including independent study practices, student decision-making and pastoral support.
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      – Text: English
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      – SubjectFull: Refugees
        Type: general
      – SubjectFull: English for Academic Purposes
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Trauma
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Course Evaluation
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      – SubjectFull: United Kingdom (Leicester)
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      – SubjectFull: United Kingdom (Leeds)
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      – TitleFull: RefugEAP Case Study: Developing and Critically Evaluating a Free, Online Trauma-Informed English for Academic Purposes (EAP) Programme for Refugee-Background Students
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