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.

Experiential Learning, Service Learning, and Engagement in a University ESL Setting

2017 ◽  
pp. 29-57
Author(s):  
Michael Fields
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Reflective Writing ◽  
Cultural Integration ◽  
International Graduate Students ◽  
Graduate Study ◽  
Intensive English ◽  
Intensive English Program ◽  
International Graduate ◽  
English Program

This chapter examines experiential and service learning in the context of an intensive English program for international graduate students, the goal of which is to foster engagement and cultural integration. The service learning project brings together skills in using English in authentic situations, researching, working as a team, communicating with members of the community they would not otherwise have contact with, presenting their project to their peers, and writing a reflection. Evidence is presented in the form of a description and analysis of the program and project, together with interviews with graduate mentors and excerpts from students' reflective writing. It is shown that the project has positive outcomes in terms of increased engagement and development of skills required for successful graduate study in a North American setting.

scholarly journals Educational Entrepreneurship in an Intensive English Program in Thailand: A Case Study

SAGE Open ◽  
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.

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)

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.

Summative Assessment in an IEP

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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