I am from China and currently work as a university writing centre tutor. Before exploring teaching, I focused on literature and sociolinguistics in my studies.
What made you want to apply to your course and to Leeds?
From my previous educational experiences, I've learned that I benefit most from long-term programmes that allow time to read, study and reflect. The Teaching English for Academic Purposes (TEAP) programme at Leeds complements my learning style, as it provides a two-and-a-half-year, part-time study option.
The curriculum is also interesting as it addresses different aspects of teaching EAP—such as pedagogies, text analysis and even the wider contexts of higher education—rather than skills or linguistic components in separated modules. This approach differentiates from education and applied linguistics programmes in the market, and aligns well with my interests and professional development goals.
What is it that makes you passionate about your area of study?
In my tutorials, I’ve met students who are overwhelmed and confused by their transition to university, especially when learning their subjects in English. Many also bring a wide range of text genres to appointments along with the diverse expectations of their disciplines. I therefore want to deepen my understanding of disciplinary epistemologies and explore pedagogies that go beyond language drills, making my support more accessible and relevant to students’ needs.
What do you think of your course so far – what aspects of the course have you enjoyed the most or are looking forward to the most?
What I enjoy the most about this MA is how it brings clarity to complex scholarly discussions and opens space for deep, context-based reflection. I especially appreciate how our tutors curate the readings and frame the debates in EAP, and thoroughly address the questions and concerns we may have about the field. They also organised regular synchronous sessions and are generous in providing tailored feedback and recommending further readings.
I also value how the programme took a reflection-based approach. In the module focusing on pedagogies, we were not taught to follow fixed procedures in teaching; instead, we were guided to observe lessons and reflect on the approaches used. The whole process was rewarding, as these observations were completed in pairs with classmates, and we together evaluated those methods and the effectiveness in our teaching contexts.
How do you find learning through the online learning facilities at Leeds?
The library has been very helpful as it provides good access to wide range of journals and materials that support both my required and independent reading. I also find the Minerva notifications useful: I can receive emails whenever the tutors upload course materials or make announcements, which really helps me stay on top of the class progress in the part-time, online learning environment. Additionally, I can subscribe to discussion threads and follow the ongoing conversations with the classmates and the tutors. In some ways, this continuous, written form of discussions is even more effective than those in face-to-face classes as it allows more time for reflection.
How do you find the student support from the School?
The school has been very supportive in running the programme, and the programme leaders are open for conversations and can clarify queries and concerns. One aspect I appreciate is how the school understand the needs of the part-time students, and together with the programme leaders in providing options to take individual module, PGCert, Diploma and MA with ample time to make decisions. Knowing that I do not need to commit to the full degree at the application stage, and the MA can be completed over six years, has been incredibly reassuring. I also received support from the administrative staff, career teams and the skills support team. Their responses are quite in-time and helpful.
What would you say to anyone thinking of applying to your course?
If you are considering applying to this programme, I would encourage you to first reflect on what kind of learner you are and what kind of professional development you are looking for. This will help you determine how the long-term, part-time online format align with your goals. And please don’t hesitate to reach out to Bee and Alex with any questions—they are approachable and responsive and can address concerns in teaching routes and the knowledge base. Based on my experiences so far, I’d say the programme is a worthy investment for professional development in the field of EAP.
What has been the biggest challenge throughout your course and how did you overcome it?
One of the biggest challenges for me has been managing the workload and the occasional sense of isolation that can come with online studies. What helped me overcome this was staying connected to my work environment while engaging in the programme. Because of its part-time nature, I was able to bring questions from readings into conversations with colleagues and experiment with ideas in my contexts. I even invited a colleague to join the programme—she’s now my classmate, which has been very helpful. We can share our thoughts, support each other and even vent about our stress when needed. That sense of shared experience has made a big difference.
What do you plan to do once you’ve finished your course? What are your career aspirations?
I hope to explore different roles in EAP and keep providing academic support in higher education. I enjoy working with students and see them grow and thrive in their university journeys.
What would you say are the main advantages of studying this programme online?
For me it’s the great flexibility in managing the schedules. Combined with the part-time structure, it provides a longer timeframe for reflection and potential opportunities to practice and experiment with the ideas.