Abstract This article explores learning transfer in an undergraduate engineering English for Specific Academic Purposes (ESAP) course. The study followed 25 undergraduate engineering students over one academic year. It uses a mixed-methods approach that compares individual interviews and written assignment samples from an ESAP course for engineering students as well as assignment samples from subject-specific engineering courses. By comparing the participants’ student-identified transfer of learning outcomes, and the transfer identified in the participants’ assignments, this study provides insights into whether students transfer what they learn in academic writing courses to other academic contexts. The results of this study show the strong transfer of some learning outcomes and offer support for the idea that ESAP courses can be taught for transfer.

中文翻译：

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新加坡学生特定学术目的英语（ESAP）写作技能学习迁移调查

摘要 本文探讨了特定学术用途的本科工程英语 (ESAP) 课程中的学习迁移。该研究在一个学年中跟踪了 25 名本科工程专业学生。它使用混合方法，将针对工程专业学生的 ESAP 课程中的个人面试和书面作业样本以及特定学科工程课程中的作业样本进行比较。通过比较参与者的学生识别的学习成果转移，以及参与者作业中识别的转移，本研究提供了关于学生是否将他们在学术写作课程中学到的知识转移到其他学术环境的见解。