Marginalized Students and Linguistic Challenges at Intensive English Programs in Lebanon

2021 ◽  
pp. 149-159
Author(s):  
Tamara Al Khalili
Keyword(s):  
Marginalized Students ◽  
Intensive English ◽  
Intensive English Programs ◽  
Linguistic Challenges

Comparing Intensive English Program (IEP) and Directly-Admitted International Students’ Academic Achievement

2020 ◽  
Author(s):  
Anthony Schmidt
Keyword(s):  
Higher Education ◽  
International Students ◽  
Equivalence Testing ◽  
Intensive English ◽  
Intensive English Program ◽  
Student Groups ◽  
First Semester ◽  
Intensive English Programs ◽  
Statistical Equivalence ◽  
Direct Admission

Intensive English programs (IEPs) exist as an additional pathway into higher education for international students who need additional language support before full matriculation. Despite their long history in higher education, there is little research on the effectiveness of these programs. The current research examines the effectiveness of an IEP by comparing IEP students to directly-admitted international students. Results from regression models on first-semester and first-year GPA indicated no significant differences between these two student groups. Follow-up equivalence testing indicated statistical equivalence in several cases. The findings lead to the conclusion that the IEP is effective in helping students perform on par with directly-admitted international students. These findings imply further support for IEPs and alterative pathways to direct admission.

scholarly journals A Case Study of Chinese Students’ and IEP Faculty Perceptions of a Creativity and Critical Thinking Course

2019 ◽  
Vol 9 (3) ◽  
pp. 34 ◽  
Author(s):  
James Badger
Keyword(s):  
Critical Thinking ◽  
International Students ◽  
Faculty Perceptions ◽  
Chinese Students ◽  
Intensive English ◽  
Future Studies ◽  
Effective Strategies ◽  
Intensive English Programs ◽  
Analytic Skills

The attention to fostering learners’ critical thinking and creativity skills in secondary school and college students is growing in Western and non-Western countries. This study investigated the integration of a creativity and critical thinking course in an Intensive English Programs (IEP) to determine how the same course may contribute to international students’ linguistic skills and analytic abilities in preparation for college. Perry’s (1970) conceptual framework was adopted to analyze Chinese students’ views of problems presented in a creativity and critical thinking course, and how the same knowledge related to the Chinese students’ prior educational experiences as well as connect to their future studies. IEP faculty and administrator’s perceptions provided an additional perspective into the purpose and learning outcomes of the same course. Findings from this research address a gap in the literature that seeks effective strategies and models for IEPs to foster international students’ analytic skills in preparation for college studies.

Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis

2016 ◽  
Vol 6 (12) ◽  
pp. 2237
Author(s):  
Varrick Douglas Jr.
Keyword(s):  
Student Performance ◽  
Vocabulary Acquisition ◽  
Intensive English ◽  
Writing Classes ◽  
Intensive English Programs ◽  
English Reading ◽  
Involvement Load ◽  
Improved Performance ◽  
Involvement Load Hypothesis

Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same material with different students. The research also found improved performance on task induced assignments with heavy involvement loads; however, long term retention of vocabulary acquired from those assignments proved to be relatively limited.

scholarly journals Designing and Developing an Online Self-Regulated Learning Course

2019 ◽  
Vol 10 (1) ◽  
pp. 103-115
Author(s):  
Mariah Krauel-Nix ◽  
Norman W. Evans ◽  
Grant Eckstein ◽  
Benjamin L. L. McMurry
Keyword(s):  
English Language ◽  
Online Course ◽  
Classroom Teachers ◽  
Intensive English ◽  
Learning Program ◽  
Self Regulated Learning ◽  
Design Specifications ◽  
Intensive English Programs ◽  
Regulated Learning ◽  
Efl Students

The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. Andrade and Evans (2013, 2015), applied this concept to the TESOL field and added principles and possible application tools to help ESL/EFL students develop better understanding and skills in the dimensions of self-regulated learning. Subsequent researchers, such as Gonzalez (2013), then took these concepts and integrated them into intensive English programs. Although these applications have seen some success, the administration at Brigham Young University's English Language Center felt that the center’s self-regulated learning program was ineffective for teachers or students. Therefore, the center’s program was evaluated, data was compiled, and design specifications for an improved program were formed. These specifications led to the development of an interactive, online course for students to complete outside of the classroom. Teachers and administrators were asked to build upon the course and encourage students to apply what they learned in their various areas.

scholarly journals Service-learning as a Useful Supplement to Intensive English Programs

2017 ◽  
Vol 8 (6) ◽  
pp. 1090
Author(s):  
Varrick Douglas Jr.
Keyword(s):  
Service Learning ◽  
Language Learning ◽  
English Language ◽  
Native English Speakers ◽  
Intensive English ◽  
Intensive English Program ◽  
Intensive English Programs ◽  
Service Learning Projects ◽  
Authentic Language ◽  
English Program

This paper looks at the effects of service-learning on an Intensive English program. It examines English language participants at a community college who engaged in different service-learning projects over the course of one semester. Students found that service-learning helped them improve their English skills, increased their confidence when interacting with native English speakers, and gave them a rewarding experience of helping others. This paper argues that a service-learning component to English language learning curricula promotes enhanced language acquisition, as students are able to produce and receive authentic language outside the class while performing real-world tasks with meaningful purposes.

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