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 Examining the Relationship between Motivations and Resilience in Different International Student Groups Attending US Universities

2020 ◽  
Vol 10 (2) ◽  
pp. 306-319
Author(s):  
Heba Mostafa ◽  
Yongsun Lim
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Extrinsic Motivation ◽  
Online Survey ◽  
Pearson Correlation ◽  
Student Groups ◽  
Diversity And Inclusion ◽  
The Relationship ◽  
Intrinsic And Extrinsic Motivations

Advancing diversity and inclusion in the U.S. higher education requires a solid understanding of the dynamics of students’ mobility. This study investigated the intrinsic and extrinsic motivations that lead different international student groups to study in American universities, in connection with their resilience in overcoming the inevitable higher education challenges. An online survey was completed by 164 international students at three research universities. Pearson correlation coefficient analyses and independent t tests were conducted to examine the relationships among three variables—intrinsic motivation, extrinsic motivation, and resilience—along with the differences among groups. Results show a medium-sized positive significant relationship between international students’ intrinsic motivations and resilience, and significant differences among groups of students in relation to intrinsic and extrinsic motivations.

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.

scholarly journals More than learning English? The impact of university intensive English language program attendance on international student academic achievement

2021 ◽  
Vol 29 ◽  
pp. 43
Author(s):  
Adam T. Clark ◽  
Dianna Lippincott ◽  
Jeongeun Kim
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
International Students ◽  
Higher Education Policy ◽  
International Student ◽  
English Language ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Intensive English ◽  
The Impact

This study frames intensive English language programs (IEPs) in institutions of higher education as potential vehicles for social justice among marginalized international students. In this study we examine the differences in academic achievement between international students who enter a university through an English proficiency test and those who pass through an IEP. We compared both populations through nearly 900 cases, out of a sample of 4888, who had similar language proficiency at the time of enrolling at a large research-intensive university in the Southwest of the United States. The results revealed great similarity between the populations of students indicating that as an intervention-style program, the IEP was successful in meeting the linguistic and academic needs of the students. The study also revealed potential implications for higher education policy in ensuring both program quality and benefit to students. The paper also raises issues of equity in terms of the lack of analysis in long-term outcomes for these types of programs compared to other interventions, the need for expansion of international student data collection by institutions of higher education and overall transparency in pre-university programs.

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.

scholarly journals Learning from Short-Term Study Abroad to Innovate Intensive English Programs on U.S. Campuses

2020 ◽  
Vol 32 (3) ◽  
pp. 182-207
Author(s):  
Jonathan K. McNair ◽  
Eric Friginal ◽  
Alison Camacho
Keyword(s):  
English Language Learners ◽  
International Students ◽  
Study Abroad ◽  
English Language ◽  
The United States ◽  
Intensive English ◽  
Short Term ◽  
Study Abroad Programs ◽  
Intensive English Programs ◽  
The U.S

A major focus of Intensive English Programs (IEPs) in most universities in the United States (U.S.) is English for Academic Purposes (EAP), which prepares English language learners for undergraduate and graduate study, delivered or facilitated in English across scholarly and professional settings. The same EAP approach may also be successfully implemented for short-term, inbound study abroad programs for international students and professionals hosted in the U.S. This qualitative review of current best practices aims to (1) to explore and document measurable trends on the efficacy of outbound study abroad programs from U.S. universities that may, ultimately, help develop short-term, inbound EAP programs, (2) provide a framework that could help IEP directors and coordinators in running short-term EAP courses, and (3) discuss innovations and future directions in hosting short-term EAP programs in an IEP setting in the U.S. Data sources include an extensive review of literature in the field (especially focusing on faculty-led study abroad courses overseas), ethnographic interviews of various stakeholders, and assessment/evaluation results from EAP materials developed specifically for international students in short-term IEP programs.

scholarly journals English Journey: The Lived Experience of SLA via the Integrated Skills Approach

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Jennifer Stegall
Keyword(s):  
International Students ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Lived Experience ◽  
Sense Of Belonging ◽  
Intensive English ◽  
Intensive English Program ◽  
Qualitative Phenomenology ◽  
English Program ◽  
Learning English

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.

scholarly journals Enhancing Intensive English Program Reading and Writing Courses through Integrated-Skill Activities

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Adil Bentahar ◽  
Kenneth Cranker
Keyword(s):  
Intensive English ◽  
Extensive Reading ◽  
Intensive English Program ◽  
Reading And Writing ◽  
Writing Courses ◽  
Intensive English Programs ◽  
University Success ◽  
English Program ◽  
Listening And Speaking ◽  
Speaking Skills

In an increasingly competitive global Intensive English Programs (IEPs) environment (Benshoff, 2018), developing courses that efficiently meet student needs and equip students with skills essential for university success is paramount. Many IEPs develop reading and writing (RW) courses around one textbook for reading and another for writing, essentially separating RW skills from listening and speaking skills (Oxford, 2001). However, our university foundation-year program has started to integrate listening and speaking skills with instruction and assessment into RW courses. Instructors have observed what appear to be increased gains in learning when students pre-read, read, discuss, listen to related lectures, present, and then write about academic topics. Students’ writing reveals greater voice as they seem to understand topics more deeply and have developed greater fluency with ideas and terminology and an increased ability to paraphrase, summarize, and synthesize, aligning with findings in related literature (e.g., Horowitz, 1986). This integrated-skill approach also more closely resembles university tasks than the segregated-skill approach does. This article explains the integrated-skill approach, examines its impact on revitalizing IEP RW instruction, and showcases some sample activities. Keywordsreading and writing (RW), extensive reading, integrated-skill approach (ISA), student success, Intensive English Programs (IEPs)

A necessary evil? The rise of online exam proctoring in Australian universities

2021 ◽  
pp. 1329878X2110058
Author(s):  
Neil Selwyn ◽  
Chris O’Neill ◽  
Gavin Smith ◽  
Mark Andrejevic ◽  
Xin Gu
Keyword(s):  
Higher Education ◽  
First Year ◽  
Automated Systems ◽  
University Staff ◽  
Student Groups ◽  
Surveillance Technology ◽  
Online Examination ◽  
Critical Issues ◽  
Necessary Evil ◽  
Australian Universities

The COVID-19 pandemic has seen the rapid but sometimes controversial take-up of ‘online examination proctoring’ systems by universities keen to maintain their assessment schedules during times of campus closure. Following the theoretical tradition of media ‘domestication’, this article examines the mainstream adoption of different online proctoring systems in Australian higher education during the first year of the pandemic. Through analysis of interviews, documents, news, social media and marketing materials, the article examines the ‘appropriation’, ‘objectification’, incorporation’ and ‘conversion’ of proctoring technology from the perspective of commercial providers, university authorities, university staff and student groups. This raises a number of critical issues underpinning the adoption of this exam surveillance technology – not least the surrender of control to commercial providers, the hidden labour required to sustain ‘automated’ systems and the increased vulnerabilities of ‘remote’ studying.

Sign in / Sign up

Export Citation Format

Share Document