A Case Study of the Intensive English Program With a Field Trip to the Local Port: The First Year Attempt to Conduct the Program

Purpose The purpose of this paper is to identify the opinions of first-year Emirati students in a writing-intensive English program regarding the extent to which they found themselves creative and the ways in which they expressed creativity in general. The other aim was to identify the ways in which they tended to make their writing creative. The study also sought to see if there were differences between male and female students’ responses. Design/methodology/approach Data were collected from 54 first-year Emirati students using a survey with closed and open-ended questions. Findings Results revealed that only three quarters of the students considered themselves creative. The most common ways in which they perceived themselves creative were through originality, problem-solving and design. With regards to creativity in writing, amongst several factors, they believed that the incorporation of experience, skillful use of lexis and grammar and understanding of their audience in particular make their writing creative. There were no statistically significant differences between male and female students’ responses. Originality/value People’s cultural backgrounds play a significant role in their perception of creativity and beliefs in their own creative writing powers. Creative writing skills are, therefore, often among key learning outcomes, and many universities offer their students writing-focused courses. For these courses to be successful, students’ perceptions of creativity skills ought to be taken into consideration. The current study achieved this.

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Chinese Students’ Experiences Transitioning from an Intensive English Program to a U.S. University

Journal of International Students ◽

10.32674/jis.v10i4.1191 ◽

2020 ◽

Vol 10 (4) ◽

pp. 1064-1086

Author(s):

Jill Fox

Keyword(s):

Culture Shock ◽

Chinese Students ◽

Intensive English ◽

Intensive English Program ◽

Academic Transitions ◽

University Recruitment ◽

Language Problems ◽

English Program ◽

Case Study Methods

The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students’ sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming.

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Educational Entrepreneurship in an Intensive English Program in Thailand: A Case Study

SAGE Open ◽

10.1177/2158244021998694 ◽

2021 ◽

Vol 11 (1) ◽

pp. 215824402199869

Author(s):

Alexander Nanni

Keyword(s):

Language Learning ◽

Project Based Learning ◽

Intensive English ◽

Intensive English Program ◽

Study Approach ◽

Thai Students ◽

Educational Entrepreneurship ◽

Learning And Collaboration ◽

English Program

This case study investigates educational entrepreneurship in an intensive English as a foreign language (EFL) program at a major Thai university. Using a qualitative case study approach, the study draws on data collected in interviews, a focus group, and curriculum documents to investigate educational entrepreneurship in this context. The major findings were as follows: Applications of educational technology result in innovation and enhanced learning, EFL is a competitive tool for Thai students, use of project-based learning fosters content and language learning, and collaboration among teachers drives innovation.

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Grammatical Development in an Intensive English Program

Aspects of Language Development in an Intensive English Program ◽

10.4324/9781315170190-5 ◽

2020 ◽

pp. 127-169

Author(s):

Alan Juffs

Keyword(s):

Intensive English ◽

Intensive English Program ◽

Grammatical Development ◽

English Program

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Summative Assessment in an IEP

Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-6986-2.ch015 ◽

2019 ◽

pp. 306-327

Author(s):

Benjamin J. White ◽

Sumeeta Patnaik

Keyword(s):

Teacher Collaboration ◽

Assessment Model ◽

Intensive English ◽

Intensive English Program ◽

Final Exam ◽

Basic Premise ◽

Traditional Assessment ◽

Program Administrators ◽

Core Courses ◽

English Program

The purpose of this chapter is to share an assessment model built specifically upon teacher collaboration and, more broadly, to encourage readers to consider the power of collaboration within an intensive English program (IEP). After examining traditional assessment challenges faced by IEPs, the chapter presents a collaborative assessment model, the basic premise of which is that teachers of the same students across three core courses within the same IEP level work together to create a common midterm and final exam. The model is examined in light of the five assessment principles of validity, reliability, practicality, authenticity, and washback. Finally, benefits and challenges of teacher collaboration are considered from the perspective of program administrators.

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