 |
EAP511S - ENGLISH FOR ACADEMIC PURPOSES - 2ND OPP - DECEMEBR 2025 |
|
|
1 Pages 1-10 |
▲back to top |
|
|
1.1 Page 1 |
▲back to top |
nAmlBIA UnlVERSITY
OF SCI En CE Ano TECH n OLOGY
FACULTY OF COMMERCE, HUMAN SCIENCES AND EDUCATION
DEPARTMENT OF COMMUNICATION AND LANGUAGES
QUALIFICATION : ALL
QUALIFICATION CODE: VARIOUS
COURSE CODE: EAP5111S
LEVEL: 5
MODE FM, PM, DI
COURSE NAME: ENGLISH FOR ACADEMIC PURPOSES
SESSION:
DECEMBER 2025
DURATION: 3 HOURS
PAPER:
MARKS:
THEORY
100
SECOND OPPORTUNITY EXAMINATION QUESTION PAPER
EXAMINER(S)
Ms T. Kanime
Mr C. Gwasira
Ms Y. Lyamine
Mr E. Shilemba
Ms R. Ndengu
Ms M . Simon
Ms M. Hashoongo
Dr P. Midzi
Mr V. Enkali
Ms E. Limwena
MODERATOR: Dr S. Ashikuti
INSTRUCTIONS
1. Answer ALL the questions.
2. Write clearly and neatly.
3. Number the answers clearly.
4. Check instructions for each question carefully.
THIS QUESTION PAPER CONSISTS OF _12_ PAGES {Including this front page}
|
|
1.2 Page 2 |
▲back to top |
QUESTION 1: ACADEMIC READING
[20 marks]
Read the following research article and answer the questions below. The original article has
been adapted for assessment purposes.
Mental health, coping strategies, and social support among international students at a
Canadian university
Delaram Baghoori, MSc and Mary Roberts, PhD
Department of occupational therapy, faculty of rehabilitation medicine, college of Health
Sciences, University of Alberta, Canada
A
Introduction
Mental health has become a growing concern in higher education. The transition from
secondary to post-secondary education can be challenging for students due to the new
academic environment, changes in social supports and role identities, living apart from family,
and increased workload . Difficulty in transitioning to a new environment can cause students
to experience mental health issues such as distress, anxiety, life imbalance, isolation, and
being overwhelmed. 3 In addition to negatively affecting the quality of life, physical health, and
well-being of university students, mental health issues also have a detrimental impact on
academic achievements, sometimes causing students to leave their studies prior to
completing their degree.4 Depression and anxiety among students have been associated with
increased alcohol consumption, smoking, withdrawal from the program, and suicide.5•6
Therefore, investigating student mental health status and factors associated with mental
health problems has become a significant focus in post-secondary education research.
B
Factors influencing mental health of international students
Although the number of international students has been increasing significantly, their mental
health status has received little attention. Previous research has focused on the lived
experiences of international students, help-seeking behaviours, and psychological distress.
Multiple studies on students' help-seeking behaviours have been conducted in the United
States and Australia. 11- 13 These studies found that international students' various cultural
values and beliefs are often in conflict with the concept of mental health in their destination
country. As a result, international students are hesitant to seek help from university
counselling services. Instead, they prefer to seek help from family members, close friends, or
relatives. 11•14 Many international students believe that seeking psychological help is a sign of
weakness and failure. Due to this self-stigmatization, they are more fearful of disclosing their
problems and concerns to professional psychologists and are less willing to seek mental health
services. 12,14- 17 Researchers investigating psychological distress among international students
reported that poorer physical health, less social support, less religious involvement and
spirituality, and negative attitudes toward seeking professional help were associated with
greater levels of psychological distress.
C
Beyond the general stressors that post-secondary students experience, being an
international student in a new university with a new educational system as well as a new
culture could have a significant impact on the mental health status of international students
during their transition. The factors influencing the mental health of international students can
1
|
|
1.3 Page 3 |
▲back to top |
be categorized into biological, psychological, and social. Interactions among these factors
could impact on individuals' health status. 20Biological factors influencing mental health
include physical health status, genetic vulnerabilities, immune system function and any other
factors related to the physical elements of the body that affect and determine health. 20
Psychological and personal factors include personality traits, attitudes, emotions and any
other factors related to the mind. Social factors influencing student mental health involve
background culture, gender, marital status and any other factors related to the environment.
D
Conceptualizing mental health in this study
The World Health Organization (WHO} defined mental health as "a state of well-being in which
the individual realizes his or her own abilities, can cope with the normal stresses of life, can
work productively and fruitfully, and is able to make a contribution to his or her community"
(p. 12).40 This definition highlights three main components: (1) well-being, (2) effective
functioning of an individual, and (3) effective functioning for a community. Mental health can
also be defined based on the absence or presence of mental illness. Mental illness refers to a
wide range of mental health conditions, which significantly affect a person's mood, thinking,
and behavior. Mental illnesses can result from biological, developmental, psychosocial,
and/or environmental factors and are associated with distress and/or problematic functioning
in social, work, or family activities.41This study was carried out during early COVID-19
pandemic (March-May 2020}. For Canadian higher education, it was a dramatic moment
when the pandemic forced universities to move in-person classes to remote delivery in March
2020. The shift to virtual learning became the default through 2020-2021. We all understand
that epidemics can carry a double whammy: Not only do they cause physical distress, but
they also impact mental health. The COVID-19 outbreak, which is ongoing, reflects this
tendency-having unleashed a wave of fear and distress. Because of unprecedented
educational and social disruption, many students experience a declined in mental health.
Factors such as the lack of contact with peers, the decreased structure of daily life, concerns
about missing important life events have contributed to increased anxiety and depression.43•
Given the limited understanding of the mental health status of international students, and a
discrepancy in the literature regarding their various usage of coping strategies and different
levels of social support, this study aimed to identify the mental health status and factors
associated with mental health problems of international students in a Canadian university,
and investigate the impact of coping skills and social support factors on their mental health.
The research questions were: (1) What is the mental health of international students? (2) Do
coping skills and social support predict international students' mental health and subjective
well-being status?
2
|
|
1.4 Page 4 |
▲back to top |
E
Methods
This cross-sectional study employed a survey method to explore the mental health status of
international students currently studying at a large Canadian research university during the
winter and spring 2020 semesters. This study also examined coping style and level of social
support as predictors of the target population's mental health level. The inclusion criteria were
international students registered in a full-time or part-time, graduate or undergraduate
program at the university on a study permit. Local Canadian students and permanent
residents in Canada were excluded. Recruitment information was sent to all international
students through the campus e-newsletters and international student Facebook pages.
Students interested in participating clicked the study link to access the anonymous online
survey. The study was approved by the University Research Ethics Board. The online survey
consisted of demographic questions involving age, gender, marital status, country of origin,
length of stay in Canada, faculty of study, and degree level. The Statistical Package for the
Social Science (SPSS®)61 version 27.0 was used for analysis. The mean scores and standard
deviation were calculated.
F
Results and Discussion
The total number of students who completed the survey was 338. Approximately 8,000
international students were studying at the university during the winter and spring 2020
semesters. Four percent (338 students) successfully completed the survey. The sample
represented international students from 53 countries. In this study, we investigated the
mental health status of international students studying at a Canadian university. Based Keyes's
Dual Continuum Model of Mental Health and Mental Illness, 76% of international students
were located in the quadrant of optimal mental health without any previous
diagnosis/treatment of any mental disorders. On the other hand, 3% were found in the
quadrant of poor mental health with an earlier diagnosis/treatment of mental disorders.
However, nearly 13% of the participants experienced optimal mental health although some
had previously been diagnosed or treated for any mental illness. In comparison, 8% had poor
mental health without a previous history of mental disorders. The analysis showed that
approach coping style, avoidant coping style, and social support level were significant
predictors of positive mental health and psychological distress among international students.
Women, Ph.D. students, and those who were married demonstrated better mental health
status and lower psychological distress than their counterparts.
G
This study found that most students (65%) were moderately mentally healthy. 65 The
specific challenges and problems of living and studying in a foreign country could play an
essential role in moving from a state of languishing to flourishing. A concerning proportion
{8.3%) of international students do not have a diagnosable mental illness but are languishing.
Specific attention should be paid to this group, as they experience poor mental health and
may not receive any professional support.
H
In line with the previous findings, 18,24 women were found to use more approach
coping strategies when they were in difficult situations and were likely to have a better mental
3
|
|
1.5 Page 5 |
▲back to top |
health status than men. This result might be because women are more likely to seek help, to
disclose their mental health problems to their friends or family members, to stay connected
with their sources of support than men, and are more resilient.69 This finding is in contrast to
existing masculine norms, personal stigma, and gender-based expectations in the community
and the campus culture in terms of men's mental health. We found that men have a lower
perceived social support than women. Men were less likely to express their feelings and
mental health problems to their friends or family members, and their social support networks
were more limited since seeking support went against their role expectations focusing on
maintaining strength and emotional restraint.
In addition to coping skills, perceived social support was found to be a predictor of
mental health and psychological distress among international students in the present study.
Previous ......... [investigate] ...... have indicated that social support positively impacted the
mental health outcomes of post-secondary students and played an encouraging role in
healthy adjustment to the post-secondary environment. This study particularly found that
women have a higher perceived support than men. As gender plays a part in perceived social
support, women are more likely to receive support from friends and significant others.75•76
Women tend to share their feelings more freely with friends and have more social
connectedness as compared to men, making the sense of social support more significant to
women. Furthermore, married international students report significantly ........ [great] ........
social support overall compared to single students.
J
Recommendations
There are several recommendations for universities. First, it's essential to draw attention to
male undergraduate international students, as this population has shown lower perceived
social support and uses more avoidant coping strategies. We recommend developing
integrated support programs between international student services and university health
centres to address men's mental health and well-being needs. Second, facilitating peer
support in which international students can enter and exit at any time to share their
challenges or problems can enhance their sense of social support. In addition, providing
opportunities that bring international and domestic students together can be worthwhile.
Multicultural interactions would facilitate international students' adjustment process, reduce
their acculturative stress, and develop a sense of belongingness in western society. Third, it is
recommended for universities to focus on mental health promotion, including education on
healthy coping skills and incorporating mental health educational programs into the
undergraduate curriculum. Faculties and university counsellors are suggested to raise
awareness of student mental health and develop culturally sensitive care for international
students. Finally, due to the COVID-19 outbreak, this study demonstrated that most
international students struggled with psychological distress. Therefore, universities could
work to ensure that the students on the margins or those who exhibit mental health issues
get the support they need by providing them multiple opportunities, including online
platforms, to express their concerns and access services and support.
4
|
|
1.6 Page 6 |
▲back to top |
K
Conclusions
The present study contributes to the current body of literature on international student
mental health in Canada. Moreover, this study's results will be useful for international
students' centres, university counselling services, and university health offices. It is highly
recommended that international students' campus services work collaboratively to enhance
international students' positive mental health. Preparing well-organized orientation programs
for international students can help them familiarize with the un iversity culture and Canadian
culture and build networks with other international students from their home country.
M
Conflict of interest disclosure
The authors declare that they have no conflicts of interest. The authors confirm that the
research presented in this article met the ethical guidelines, including adherence to the legal
requirements of Canada and received approval from the Research Eth ics Board of the
University of Alberta.
END
READING COMPREHENSION QUESTIONS
1. Who wrote this research article?
(1)
2. Where did the research take place?
(1)
3. List any two types of mental health challenges that students are likely to experience
when they proceed to post-secondary institutions.
(2)
4. State one consequence experienced by students because of mental health
challenges .
(1)
5. Why do international students not look for assistance from health professionals
when they experience mental health issues? Give two reasons.
(2)
6. In one sentence, summarise the main idea expressed in paragraph C in one
sentence.
(2)
7. Identify the paragraph which gives information on previous research on mental
health .
(1)
8. Explain how gender differences affect perceived social support among international
students.
(2)
9. State two recommendations the study makes to improve mental health support for
male international students.
(2)
5
|
|
1.7 Page 7 |
▲back to top |
10. Apply comprehension context clues to determine the meaning of the following
words (in bold) as used in the passage.
(2)
(a) transition (paragraph A)
(b) double whammy (paragraph D)
11. Identify any two cohesive devices that have been used in paragraph K.
(2)
12. What do the following pronouns refer to?
(2)
(a) they (paragraph D)
(b) their (paragraph D)
QUESTION 2: LANGUAGE USAGE
[15 marks]
The following questions are based on the reading passage in Question 1.
1. The following words (in bold) have been used in the text. Rewrite them in their
constituent parts.
(2)
(a) international (paragraph B)
(b) spirituality (paragraph B}
2. Classify the following words (in bold) according to their morpheme structure.
(2)
(a) post-secondary (paragraph C)
(b) emotions (paragraph C)
3. Indicate whether the suffixes in the following words (in bold) are derivation al or
inflectional.
(2)
(a) categorise-d (paragraph C)
(b) discriminat-ion (paragraph C)
4. What part of speech are the following words (in bold) in paragraph J as used in the text.
(3)
6
|
|
1.8 Page 8 |
▲back to top |
(a) between
(b) address
(c) peer
5. Observe the two words in bold in paragraph I. Write each word in its correct form so that
the sentence is grammatically correct.
(4)
(a) investigate
(b) great
6. Give an example of an abbreviation or acronym from the text.
(2)
QUESTION 3: RESEARCH ANALYSIS
[15 Marks]
The following questions are based on the eading passage in Question 1.
1. Where was this research study conducted?
(1)
2. Who were the participants in this study?
(2)
3. How many participants were involved in this study?
(2)
4. State two research questions that guided this study.
(4)
5. Would you say this research study is qualitative or quantitative? Support your answer.
(2)
6. How was data for this research study collected?
(2)
7. Why was it necessary for the researchers to obtain approval from the Research Ethics
Board as stated in paragraph M?
(2)
QUESTION 4: ACADEMIC WRITING
1. Read the following article and do the tasks that follow.
7
[20 marks]
|
|
1.9 Page 9 |
▲back to top |
1. Plagiarism is a world-wide problem that are being experienced at tertiary institutions.
2. Although plagiarism is no new problem in the academic world. 3. The internet has
given rise to a new generation of trespassers. 4. Students who have internet access are
able to copy information on almost any subject directly from a web page and present
them as their own. 5. Whilst access to much more information could lead to studies of a
better quality it also has the consequence that students increasingly submit copied
work. 6. it is not always possible for lecturers to trace the original source. 7. Finding the
original sources is a time-consuming task it places much pressure on already
overworked lecturers.
Each of the 8 sentences above has one of the errors listed below. Write the number of the
sentence next to the error it exemplifies. The first one has been presented as an example.
(12)
Error
Sentence in which the error is
(a) Spelling error
3
(b) Missing semi-colon
(c) Lack of subject-verb agreement
(d) Run-on sentence
(e) Lack of a capital letter
(f) Pronoun referent disagreement
(g) Sentence fragment
2. Indicate whether the following statements are True or False
(8)
(a) In formal writing, slang vocabulary is avoided.
(b) The passive form of speech is preferred to enhance objectivity.
(c) Clarity of message can be achieved through the use of cliche vocabulary.
(d) In-text citation is part of the reference list.
8
|
|
1.10 Page 10 |
▲back to top |
QUESTION 5: TEXT STRUCTURE
[15 marks]
1. Read the paragraph below and answer the questions that follow.
The police force and the army serve different roles in society. They are uniformed services
with functions that vary significantly. The police maintain law and order within
communities, while the army defends the country from external threats. Police officers
interact with civilians on a daily basis whereas soldiers are often stationed at borders or
in barracks. Despite their shared discipline and training, their operational environments
differ. The police focus on crime prevention. On the other hand, the army prepares for
warfare. Lastly, the police are governed by civil law, while the army follows military law.
Their recruitment processes and career paths also diverge.
(a) Identify the text structure used in this article.
(1)
(b) List two text structure specific cohesive devices that enhance the structure of the
article.
{2)
(c) Name four elements of a paragraph exemplified in the passage above.
(2)
2. Write a paragraph of about 10 to 12 sentences in which you discuss the effects of
technology on students' reading and writing skills. Your paragraph should have a
clear topic sentence, supporting sentences, at least two text specific cohesive
devices and a concluding sentence. Pay attention to grammar and punctuation as
well.
(10)
QUESTION 6: REFERENCING
[15 marks]
1. Answer the following questions in brief.
(a) Why is it important to use in-text citation in academic writing?
(2)
(b) Explain the difference between a quote and a paraphrase.
(2)
(c) What does the abbreviation APA stand for?
(1)
(d) What does the abbreviation 'et al' stand for?
(1)
2. Write a reference entry for the following publications. Underline instead of italics (9)
(a) Printed newspaper article
Title of article: Namibia authorises poultry imports
Writer: Jacque Rollins
9
|
|
2 Pages 11-20 |
▲back to top |
|
|
2.1 Page 11 |
▲back to top |
Date of publication: 12 August 2025
Page number: 14
(b Academic journal article
Author: Jan Lister
Year of publication: 2022
Article title: The impact of social media on mental health
Journal title: Journal of Social Psychology
Volume of journal and issue number: 10(2)
Page range of article: 112 - 1118
(c Book with one author
Book title: Comparative education in Africa
Author: Deanne Haley
Publisher: Gamsberg Mcmillan
Year of publication: 2014
Edition: Fourth
END
10