English Journey: The Lived Experience of SLA via the Integrated Skills Approach
This qualitative phenomenology explored 11 undergraduate, international students’ perspectives about a U.S. Intensive English Program (IEP). The researcher interviewed participants about their lived experience of learning English via the Integrated Skills Approach. Drawing on sociocultural and sociolinguistic theories, the researcher found three themes: (1). Learning English had Peaks and Valleys, (2). IEP Instructors were Guides, and (3). Learning English was Social and Cultural. This study suggests Second Language Acquisition (SLA) was emotional, identity-driven, a way to overcome barriers and gave a sense of belonging. Additionally, the IEP instructors were crucial for SLA and helped create family dynamics. The implications provide suggestions for international students, IEPs and universities.