This paper presents a study of a program designed to address challenges in writing English for Specific Academic Purposes (ESAP) (Dearden, 2015; Flowerdew, 2016) at the University of Iceland, where EMI programs continue to expand appreciably. Nordic and international exchange students enrolled in EMI humanities programs are fluent in conversational English and informal writing but lack disciplinespecific writing competencies for tertiary study in English. A program which operationalizes targeted core writing competencies was developed to improve writing in a single semester. The program design drew on research investigating the needs of competent L1 writers (Lavelle & Guarino, 2003) and of L2 writers in the Nordic countries (Arnbjörnsdóttir & Ingvarsdóttir, 2015; Hellekjær, 2009). Based on preand post-surveys and students’ reflections, this study examines the extent to which the new academic writing approach and curriculum met the semester goals of transitioning students to thesis-driven writing and developing a sense of autonomy for future writing assignments. The pre-study revealed that 10 years of EFL writing instruction developed students’ awareness of the principles of academic writing, yet they failed to apply them when writing in the disciplines. The postdata analysis and reflections revealed increased genre awareness, greater writer efficacy and autonomy, and improved academic writing.

中文翻译：

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从EFL到EMI

本文介绍了冰岛大学针对旨在解决针对特定学术目的的英语写作（ESAP）所面临的挑战的一项计划的研究（Dearden，2015年； Flowerdew，2016年），EMI计划在此继续显着扩展。参加EMI人文科学计划的北欧和国际交流学生精通英语会话和非正式写作，但缺乏英语专业学习的特定学科写作能力。开发了可针对性的核心写作能力进行操作的程序，以提高单个学期的写作水平。该计划的设计基于对合格的L1作家（Lavelle和Guarino，2003年）和北欧国家的L2作家（Arnbjörnsdóttir＆Ingvarsdóttir，2015年；Hellekjær，2009年）的需求进行调查的研究。根据前后调查和学生的反思，这项研究探讨了新的学术写作方法和课程在多大程度上达到了将学生转变为论文驱动型写作并为将来的写作作业培养自主意识的学期目标。预研究表明，十年的EFL写作教学可以培养学生对学术写作原理的认识，但他们在学科写作中却没有将其应用。后期数据分析和反思显示，类型意识得到提高，作家的效能和自主性增强，学术写作也得到改善。预研究表明，十年的EFL写作教学可以培养学生对学术写作原理的认识，但他们在学科写作中却没有将其应用。后期数据分析和反思显示，类型意识得到提高，作家的效能和自主性增强，学术写作也得到改善。预研究表明，十年的EFL写作教学可以培养学生对学术写作原理的认识，但他们在学科写作中却没有将其应用。后期数据分析和反思显示，类型意识得到提高，作家的效能和自主性增强，学术写作也得到改善。