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Self-denigration as a relational strategy in lingua franca talk: Asian English speakers
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Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries
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On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
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EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues
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EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction
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EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues
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Teasing in informal contexts in English as an Asian lingua franca
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English as a lingua franca in East and Southeast Asia: implications for diplomatic and intercultural communication
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Individual Consultations: Academic Writing Outcomes for International Students
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Abstract:
Responding to calls for research into measurable English language outcomes from individual language support consultations at universities, this study investigated the effect of individual consultations (ICs) on the academic writing skills and lexicogrammatical competence of students who speak English as an additional language (EAL). Attendance by 31 EAL students at ICs was recorded, and samples of their academic writing texts before and after a 9-month interval were compared. Participants’ academic writing skills were rated, and lexico-grammatical irregularities were quantified. No statistically significant positive shifts manifested, due to the relatively short research period and limited participant uptake, but there were encouraging predictors of future shifts given continued utilization of the service. First, although a Wilcoxon signed-rank test showed no association between attendance at ICs and shifts in academic writing ability, a Spearman’s rho calculation suggested a tentative relationship to positive pre–post shifts in three academic writing sub-skills: Task Fulfillment, Grammar, and Vocabulary. Second, instances of four common lexico-grammatical irregularities (subject/verb, wrong word, plural/ singular, and punctuation) declined at post-testing. Although only regular, sustained attendance would produce statistically significant shifts, there is a potential association between participants’ use of ICs and improved academic writing skills/lexicogrammatical competence. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text
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Keyword:
Sociology not elsewhere classified
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URL: https://doi.org/10.1177/2158244015607936
http://hdl.handle.net/10072/101752
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Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice
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Native and Non-Native English Language Teachers: Student Perceptions in Vietnam and Japan
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Reading strategies in IELTS tests: Prevalence and impact on outcomes
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Mutual face preservation among Asian speakers of English as a Lingua Franca
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Tracking international students’ English proficiency over the first semester of undergraduate study
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Native- and Non-Native Speaking English Teachers in Vietnam: Weighing the Benefits
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