Social and Management Research Journal, Vol 16, No 2 (2019) 1-18 https://doi.org/10.24191/smrj.v16i2.7059 Copyright© 2019 UiTM Press. This is an open access article under the CC BY-NC-ND license A Preliminary Analysis of the EAW Programme: Looking from the Teachers’ Perspective Ainul Azmin Md Zamin 1 , Mohd Efendi @ Ewan Mohd Matore 2 1 Kulliyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia 2 Faculty of Education, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia E-mail: ainul_azmin@iium.edu.my Received: 21 June 2019 Accepted: 2 July 2019 Online First: 21 October 2019 ABSTRACT The objective of this study was to explore the lecturers’ perception of the English for Academic Writing programme by taking into account the aspects of course outline, instructors’ readiness, course materials and course duration. English for academic writing is not only a prerequisite for graduation requirement but it also helps to prepare the students in completing every assignment and task within their study period. While an academic review is important for every course ofered at the higher institutions, opinions and voice from all stakeholders including the instructors must be considered. The need to evaluate the curriculum is necessary to determine the efectiveness of the syllabus and its content. This quantitative study explored the opinions’of teachers who were responsible in delivering the syllabus for the undergraduates at an international university where English is the main medium of instruction. Questionnaires were distributed to 41 instructors at the university’s main campus. Their responses were crucial indicators to elicit information on the efectiveness of the course conducted. Although teachers might evince interest in teaching, some may not be experts in academic writing based on their own academic qualifcation and their