Executive Summary for the Writing Curriculum Evaluation in the English Language Institute (ELI) at the University of Hawai`i at Mānoa

Abstract

In an effort to best satisfy students’ needs at English Language Institute (ELI), this study evaluates whether the ELI writing curriculum meets students’ academic writing needs and examines how course syllabi and pedagogical activities can be adapted accordingly. To observe this, the ELI and non-ELI course syllabi were analyzed to compare writing expectations in both English intensive program and general academic courses. Also, online survey was administered asking academic needs of both current and previous ELI students’ and non-ELI students. The results revealed that students’ level of satisfaction with the ELI writing curriculum was generally high and the ELI writing tasks and assignments successfully meet the students’ needs. However, there is some room for bridging the gaps between the ELI writing courses and students’ academic needs.