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r and students can take them while studying their major courses (Jordan, 1997). According to Jordan (1997), the length of courses is not fixed. It can be “‘short’, e.g. 4-12 weeks, or ‘long’, e.g. 6-12 months, or longer” (Jordan, 1997, p. 2). As far as the method of delivery is concerned, formal teaching programs, self-access situations, distance-learning materials or CALL (computer-assisted language learning) can be the choices for EAP instruction (Jordan, 1997). If we look into EAP with a micro view, we can see that EAP has two divisions- English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) (Blue, 1988, cited in Dudley-Evans & St John, 1998), which can help us achieve a better understanding of EAP. Dudley-Evans and St John defined these two terms as following: “EGAP refers to the teaching of the skills and language that are common to all disciplines; ESAP refers to the teaching of the features that distinguish one discipline from others” (Dudley-Evans & St John, 1998, p.41). EGAP sees study skills as individual ones bound to respective study activities. For example, there are “listening to lectures; participating in supervisions, seminars and tutorials; reading textbook, articles and other reading materials; and writing essays, examinations, answers, dissertations and reports” (Blue, 1993. cited in Dudley-Evans & St John, 1998). For each of these study activities, some specific skills are involved. In contrast, ESAP considers the skills work of EGAP as a whole and aims to help learners to make use of those skills in their specific subject tasks (Dudley-Evans & St John, 1998). Very often, ESAP work needs “cooperation with the actual subject department” (Dudley-Evans & St John, 1998, p.42). The difference between EGAP and ESAP may lie in the different focuses. That is, EGAP courses are of more general contexts, while ESAP put the emphasis on more specific tasks (Dudley-Evans & St John, 1998). The common core and subject specific work of EAP are inseparable in the real EAP teaching practice though some scholars hold their opinions. Hutchinson and Waters (1987, cited in Dudley-Evans & St John, 1998) and Blue (1988, cited in Dudley-Evans & St John, 1998) argued that EGAP should be focused on in EAP teaching and ESAP can be acquired by students though individual project work. Dudley-Evans and St John made it more completed and clearer by adding that “the common-core EAP work makes more sense and is more relevant if it supplemented by specific work” (Dudley-Evans & St John, 1998, p.42). In addition, they suggest the three-level cooperation for subject-specific work: Cooperation, Collaboration and Team-teaching. Cooperation “involves the language teacher taking the initiative and finding out what happens in the subject department” (Dudley-Evans & St John, 1998, p.44). While, Collaboration require the language and subject teachers to work together outside classroom. In contrast, Team-teaching refers to their in-classroom cooperation. Study skills Study skills, as Longman Dictionary of Language Teaching & Applied Linguistics defines, is:abilities, techniques, and strategies which are used when reading, writing or listening for study purposes. For example, study skills needed by university students studying from English-language textbooks include: adjusting reading speed according to the type of material being read, using dictionary, guessing word meanings from context, interpreting graphs, diag