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On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
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Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs
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EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction
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EAP learners' structured reflections on self-development strategies: The design, implementation, and evaluation of a task for EAL university students
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Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model
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Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice
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Language specialists’ views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials
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The place of Benesch's critical English for academic purposes in the current practice of academic language and learning
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| 11 |
Mandatory trialling of support services by international students: What they choose and how they reflect
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| 12 |
The application of discourse analysis to materials design for language teaching
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Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university
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A scoping study of academic language and learning in the health sciences at Australian universities
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| 15 |
Tracking international students’ English proficiency over the first semester of undergraduate study
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Abstract:
This paper reports on a study exploring variation and change in language proficiency amongst international undergraduate students who had been identified as requiring English language support. Specifically, it investigates changes in IELTS scores and in students' perceptions of language proficiency in their first semester of study. The study employed a Concurrent Mixed Methods design in which quantitative and qualitative data were collected simultaneously and analysed separately before comparing results. Quantitative data was collected using an IELTS Academic test at the beginning and end of one semester, while qualitative data comprised two rounds of focus group interviews conducted in the same semester. 51 participants undertook both IELTS tests. The initial round of focus groups was attended by 10 participants and the final round by 15. This study found that the main improvement in proficiency as measured by IELTS was in Speaking. All four subscores of the Speaking test showed statistically significant gains: Fluency and Coherence and Pronunciation showed gains of almost half an IELTS band score and these were found to be highly statistically significant. There was little shift in Writing scores except in the subscore of Lexical Resource and only marginal mean score gains in Listening and Reading. The study distinguished between low-scorers, mid-scorers and high-scorers. The low-scorers obtained significantly higher scores after one semester of study, perhaps reflecting the more rapid progress often made at lower levels of language proficiency, while the mean improvement amongst mid-scorers and high-scorers was not found to be statistically significant. In investigating the relationship between IELTS scores and GPA, Listening and Reading were found to be strongly correlated with GPA in the first semester of study, while Speaking and Writing were not. Further investigation of correlation between their IELTS scores and GPAs found that this strong correlation between GPA and Listening and Reading was maintained in their second semester of study but was no longer maintained in their third semester. This finding points to a relationship between language proficiency test scores and academic achievement for students in their initial year of study, but primarily with the receptive macro-skills, which may have implications for setting entry requirements if borne out by larger studies. Focus group data suggested that students did not have unrealistic expectations of academic study, even if their perceptions of their English proficiency did not always match levels of proficiency as measured by IELTS. Students were able to articulate a range of strategies that they had developed to raise proficiency while studying at university, as well as a range of obstacles that hindered language development. A key finding in comparing the focus group data with the IELTS scores was that proficiency is a complex and contested notion. ; Office of the Vice Chancellor, Griffith University International Centre ; Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: http://hdl.handle.net/10072/49131
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Facilitating self-directed learning amongst international students of health sciences: The dual discourse of self-efficacy
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Reading discussion groups for teachers: connecting theory to practice
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| 19 |
A debate on the desired effects of output activities for extensive reading
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