The Impact Of An Intensive English Language Program In Improving The Preparatory Year Students’ Abilities In English Language At Dammam University

2018 ◽  
pp. 449
Author(s):  
عبدالعزيز بن فهد بن تركي الفهيد
Keyword(s):  
English Language ◽  
Intensive English ◽  
Language Program ◽  
Preparatory Year ◽  
The Impact

scholarly journals Student Attitudes toward Intensive English Program at CSCED and their Effects on Academic Achievement

2014 ◽  
Vol 2 (10) ◽  
pp. 139-157
Author(s):  
Bashayer Raghian Albalawi
Keyword(s):  
Academic Achievement ◽  
Student Attitudes ◽  
English Language ◽  
Student Attitude ◽  
P Value ◽  
Intensive English ◽  
Language Program ◽  
The University ◽  
Previous Training ◽  
Different Levels

The present study investigates the influence of some variables related to attiudes, motivation, and academic achievement. As students of the intensive English language program at Community Service and Continuious Education Deanship (CSCED) show different levels of education, different purposes of study, and different levels of previous training, the research investigates the effect of such variables on student attitude. The variable of sex is also added as the intensive English language program in CSCED at University of Tabuk consists of both male and female students. To collect the required data, a 5-point Likert scale attitude questionnaire was developed. The attitude scale involved 32 items. According to the results of the study, students hold positive attitudes toward the intensive English language program in CSCED at the Tabuk University. In addition, there are no statistically significant differences in student attitude toward the intensive English language program in CSCED at the University of Tabuk according to the following variables: teacher nationality (p-value > 0.05), their level of education (p-value > 0.05), and their sex (p-value > 0.05). There are statistically significant differences between attitudes of students toward the intensive English language program in the CSCED in the University of Tabuk according to the following variables: their academic achievement (p-value < 0.05), their purpose of study (p-value < 0.05), and their previous training programs (p-value < 0.05). Some recommendations were suggested in relation to EFL student attitudes.

The shifting perception of Japanese BELF users towards English: a case study

2019 ◽  
Vol 8 (1) ◽  
pp. 67-95 ◽  
Author(s):  
Akiko Otsu
Keyword(s):  
English Language ◽  
Social Power ◽  
Learning Experience ◽  
Standard English ◽  
Intensive English ◽  
Lingua Franca ◽  
Construction Company ◽  
Foreign Language Learners ◽  
International Projects ◽  
The Impact

Abstract This paper examines attitudes of Japanese business people towards English by interviewing Japanese construction company employees working on international projects in Asian countries, where English is used as a lingua franca (ELF). The engineers took part in an intensive English course provided by their company before being transferred to overseas offices. Conducting individual/focus-group interviews multiple times during and after the English course, the study sheds light on the participants’ ambivalent and shifting perception of the language, which has both communicative and identifying function in different contexts of use. While these BELF (English as a business lingua franca) users were more content-focused and critical about a teacher’s form-focused approach during the intensive English language training, they are likely to identify more with native-speakers’ English rather than with their own English communication in BELF environments. The paper discusses that there are two reasons for their adherence to “standard” English, referring to the impact of “standard” English ideology (Cogo 2015, 2016b; Seidlhofer 2011, 2018) and social power (French and Raven 1959) that their interlocutors possess. First, the participants are constrained by their past learning experience as EFL (English as a foreign language) learners (Iino and Murata 2016) with little exposure to varieties of English other than the Inner Circle English models (Kachru 1992). Second, they believe in the advantage of using “correct” or “proper” English in producing a good image of their company or themselves. More specifically, while the participants regard English predominantly as a tool to fulfil their communicative goals when working with interlocutors who have relatively less power (e.g. subordinates, subcontractors), they feel that they need to speak “proper” English when communicating with people with more power and authority (e.g. superiors, clients), because they believe it is more relevant and accepted by the wider public. In other words, the result shows how the “standard” English ideology is deep-seated in the workplace communication discourse.

scholarly journals The Impact of Metamemory on the EFL Students` Achievement at Taif University

2017 ◽  
Vol 6 (7) ◽  
pp. 300
Author(s):  
Nasrah Mahmoud Ismaiel
Keyword(s):  
Language Learning ◽  
English Language ◽  
Female Students ◽  
First Year ◽  
Male And Female ◽  
Efl Students ◽  
Preparatory Year ◽  
First Year University ◽  
The Impact ◽  
The Relationship

The purpose of the current research is to scrutinize the relationship between metamemory and EFL learners` achievement. The participants were 250 first year university students who were chosen from a large sample of the preparatory year Science and Humanities streams at Taif University, Taif, Saudi Arabia. The objective of the research is twofold: (a) to assess whether metamemory can predict English language skills achievement (listening, speaking, reading, and writing, and (b) to assess if there exist notable discrepancies between male and female students and the different academic streams (the science stream and the humanities stream) on the metamemory factors. Students` metamemory was measured by the Metamemory questionnaire (SMSQ) of Tonkovic and Vranic (2011). The results of this study show that metamemory is a good predictor of the EFL students` language learning skills achievement. It also indicates that there are differences between male and female students on the metamemory factors in favor of females. Furthermore, the findings reaffirm that there are differences between the academic streams, in favor of the science stream.  

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 Care for Children with Migrant or Refugee Backgrounds in the School Context

2016 ◽  
Vol 41 (3) ◽  
pp. 190-200 ◽  
Author(s):  
Clemence Due ◽  
Damien W. Riggs
Keyword(s):  
Mixed Methods ◽  
English Language ◽  
School Context ◽  
Current Paper ◽  
Refugee Children ◽  
One Dimension ◽  
Intensive English ◽  
School Teachers ◽  
Language Program ◽  
Mainstream Education

Whilst teachers are increasingly being asked to provide ‘care’ for students in their classrooms, very little research has explored what care might look like for students with migrant or refugee backgrounds. This paper reports on the findings of a study conducted with children when they began school in Australia in the Intensive English Language Program (IELP), with a focus on how care might be provided and defined. Participants were 63 migrant or refugee children aged between 5 and 13 years of age (M = 7.40 years, SD = 2.39), and 14 IELP teachers. The aims of the broader study of which this paper forms one part were to explore experiences at school through a mixed-methods, participatory methodology. The current paper takes a deductive approach, and focuses specifically on the relationships between students and teachers as one dimension of care for students. We found that students had positive relationships with their teachers, and reported feeling safe at school. Teachers reported some challenges in relation to their relationships with students, particularly in the case of students with refugee backgrounds. We suggest that the concept of care for children with refugee and migrant backgrounds needs further work, particularly in mainstream education settings.

scholarly journals Bahasa Indonesia language program impact analysis in the Polytechnic University of the Philippines Manila: a basis for the bahasa Indonesia’s inclusion in the ab English language studies’ and ab literary and cultural studies’ curriculum

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Rolando P. Quinones, Jr. ◽  
Marissa L. Mayrena
Keyword(s):  
English Language ◽  
Impact Analysis ◽  
The Philippines ◽  
Language Program ◽  
Survey Form ◽  
Language Studies ◽  
Language Courses ◽  
Foreign Language Courses ◽  
The Impact ◽  
Bahasa Indonesia

The present study aims to know the impact of the Bahasa Indonesia (BIPA) training on enabling the macro skills among the 144 respondents from the Polytechnic University of the Philippines in Sta. Mesa, Manila as well as the perceived benefits of including the language as one of the foreign language courses in the respondents’ curriculum. The researchers used the descriptive research design. The respondents were selected using purposive sampling and the data were gathered through a survey form with 9 questions.  Through the grand mean, it was found out that powerpoint presentations were impactful in enabling them to perform reading tasks. Writing paragraphs were impactful for their writing tasks while Listening to lecture and doing dialogues were impactful for enabling them to perform listening and speaking tasks.    Opportunity to work in other South East Asian Countries emerged as the mostly agreed benefit of including Bahasa Indonesia in the curriculum.

scholarly journals The Impact of Virtual Classes on Second Language Interaction in the Saudi EFL Context: A Case Study of Saudi Undergraduate Students

2020 ◽  
Author(s):  
Nesreen Alahmadi ◽  
Budoor Muslim Alraddadi
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Positive Attitude ◽  
English Language ◽  
Virtual Classroom ◽  
Saudi Students ◽  
L2 Learning ◽  
Virtual Classes ◽  
Preparatory Year ◽  
The Impact

This study was performed to investigate the impact of the virtual classroom on second/foreign language (L2) interaction. A total of 90 Saudi female undergraduate students participated in this study. All participants were enrolled in an English language course in the Preparatory Year Programme (PYP) at a Saudi English Language Centre (ELC), with the English language being taught as a core module in this course. The English language proficiency level of the participants was equal to beginner or low intermediate, which was determined to be the A2 language level of the Common European Framework of Reference for Languages (CEFR). A quantitative research method, a questionnaire was developed with 19 statements to test the hypotheses of this study, which sought to determine whether virtual classes had an effective impact on language interaction and L2 learning, and whether participants had a positive attitude towards interaction and learning via virtual classes. The study revealed that there was a good degree of communication and interaction among Saudi students specifically in virtual classes. Also, participants showed a positive attitude towards using online classes for L2 learning. Thus, implementing virtual classes for language learning and teaching is highly recommend not only in this particular Saudi learning environment, but also across other EFL contexts. The study aspired to answer the following research questions:1. How effective are virtual classes for promoting interaction through the English language in the preparatory year in Saudi Arabia? 2. To what extent can Saudi students use virtual classes for learning English?

scholarly journals Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course

2019 ◽  
Vol 12 (7) ◽  
pp. 161
Author(s):  
Md. Jahangir Alam ◽  
Tahmina Aktar
Keyword(s):  
English Language ◽  
Portfolio Assessment ◽  
Assessment Process ◽  
Assessment Practices ◽  
Intensive English ◽  
Structured Interviews ◽  
Writing Performance ◽  
Efl Learners ◽  
The Impact

Present study aimed to explore the impact of formative portfolio assessment on Saudi EFL learners&rsquo; overall writing performance. The study reviewed literature of prevailing assessment challenges including the formative role of portfolio assessments to develop an understanding of the nature of assessments and various issues related to assessment practices. The current research applied formative portfolio assessment (FPA) technique as an intervention material in the ongoing preparatory Intensive English Language course and utilized semi-structured interviews to elicit qualitative data from students. The findings of the study suggest: formative portfolio assessment inspires autonomous learning among students by empowering them taking more control of the learning and assessment process.

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