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

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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The Development of L2 Reading Skills: A Case Study from an Eight-Week Intensive English Program Course

Dialogues An Interdisciplinary Journal of English Language Teaching and Research ◽

10.30617/dialogues1.1.4 ◽

2017 ◽

Vol 1 (1) ◽

Cited By ~ 1

Author(s):

Rachel Elizabeth Kraut

Keyword(s):

Reading Skills ◽

Intensive English ◽

Intensive English Program ◽

L2 Reading ◽

English Program

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A Case Study of Short-term Intensive English Program

Journal of Language Sciences ◽

10.14384/kals.2014.21.2.069 ◽

2014 ◽

Vol 21 (2) ◽

pp. 69-88

Author(s):

Jung-Mi Nam ◽

◽

Jae-yoon Kim

Keyword(s):

Intensive English ◽

Short Term ◽

Intensive English Program ◽

English Program

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

US-China Education Review B ◽

10.17265/2161-6248/2018.05.001 ◽

2018 ◽

Vol 8 (5) ◽

Author(s):

Yoshihiko Yamamoto ◽

Kazuko Matsuno ◽

Eiji Ugata ◽

Satoru Suto

Keyword(s):

Field Trip ◽

First Year ◽

Intensive English ◽

Intensive English Program ◽

English Program

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

Higher Education Studies ◽

10.5539/hes.v9n3p34 ◽

2019 ◽

Vol 9 (3) ◽

pp. 34 ◽

Cited By ~ 1

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.

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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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