Comprehensibility and intelligibility of international student speech: Comparing perceptions of university EAP instructors and content faculty

Abstract

Many international students at U.S. universities study in intensive English courses to improve their language skills before taking content-oriented courses toward their degrees. English for Academic Purposes (EAP) instructors in intensive courses and university faculty in content courses both listen to international student speech, but it is unclear whether they perceive it similarly or differently. In the present study, two groups (Content Faculty and EAP Instructors) provided comprehensibility ratings and transcribed an excerpt of speech from international students. Both groups of participants answered questions about their experience with the English of international students and other non-native speakers and their attitudes towards the English proficiency of international students. Comprehensibility ratings and intelligibility scores for both groups were similar, but EAP Instructors were able to transcribe more accurately for less-intelligible speakers. Content Faculty with negative attitudes towards international students’ language abilities gave lower comprehensibility ratings than those with positive attitudes, even though their transcription accuracy was equivalent. These results strengthen our understanding of the relationship between comprehensibility and intelligibility and have implications for university EAP curricula.