Abstract
Intensive English programs (IEPs) help speakers of other languages gain necessary language, cultural, and educational skills to succeed in an English‐speaking environment (Hamrick, 2012; Toner, 2017). Whereas previous research investigated factors influencing student choice of IEPs in the southeastern United States (Williams, 1994) and in California (Jones, 2013), this is the first study to identify factors influencing choice of IEPs by students of English as a second language located in the wider western United States. Results indicate that participants highly valued a program that was well respected, provided an intense learning experience, and had excellent teachers. Location factors of greatest importance were the safety of the school and community, and the good reputation of the city where the program is located. The most important student services were academic or personal counseling, immigration services, and out‐of‐class activities. The marketing factors rated highest were the program’s website, referrals from former students, and the ability to communicate online with the school. Social media appeared to be of minimal to moderate importance in influencing students’ decisions. Implications of these findings are discussed for program directors of IEPs and teachers seeking to attract new students and grow their programs.
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