English Language Support Research Articles

The Academic Achievement of Undergraduate Students with Different TOEFL iBT Score Profiles: A Replication Study

ABSTRACT This replication study sought to compare the academic achievement of undergraduate students with different score profiles on the TOEFL iBT. Two-step cluster analysis of TOEFL iBT section scores identified six clusters among 2,347 undergraduate students who met the required cutscore on the TOEFL iBT for admission to a Canadian English-medium university but had different scores on different sections of the test. The largest cluster, comprising one-third of the students, had high scores on all sections of the test. The second largest cluster had lower scores on writing compared to other sections. The six clusters differed in terms of their demographic characteristics and academic achievement. Students with higher listening and reading scores or higher reading and writing scores and lower scores on other sections tended to have comparatively lower academic achievement. This trend was especially noticeable when contrasted with students with high scores on all sections of the test. However, cluster effects were moderated by study major. Finally, the strength and direction of the correlations between TOEFL iBT total scores and academic achievement varied across clusters. The findings suggest that universities should tailor admission criteria and English language support to meet the diverse linguistic needs of students with varying proficiency profiles pursuing different study majors.

Enhancing English Learning in an Islamic University Context: Identifying and Addressing Key Challenges

This study explores the factors contributing to students' difficulties in achieving effective English learning at the Muslim University of Indonesia (UMI) and identifies strategies to overcome these challenges. Utilizing a qualitative descriptive research design, data were collected through observations, interviews, and documentation with five fifth-semester students from the English Department. The findings reveal six critical barriers: lack of practice, vocabulary deficiency, environmental factors, lack of interest, low self-confidence, and pronunciation challenges. These factors significantly hinder students' English language proficiency, which is essential for their academic and professional success. The study suggests targeted interventions, including increasing practice opportunities, enhancing vocabulary instruction, creating supportive learning environments, tailoring materials to students' interests, building confidence, and improving pronunciation practice. The implications of these findings highlight the need for comprehensive and context-specific strategies in English as a Foreign Language (EFL) education. Future research should further investigate these areas, considering alternative interpretations and the long-term impact of these factors on language proficiency. By addressing these challenges, educators and policymakers can enhance English language education and support students in achieving their full potential.

Necessary and sufficient conditions for social science undergraduates’ academic success in English medium instruction settings: a crisp set qualitative comparative analysis

ABSTRACT Previous research has examined the impact of various factors on the academic success of undergraduate students in English Medium Instruction (EMI) environments, with the aim of improving students’ academic outcomes. However, clarity regarding the necessity and sufficiency of these factors for EMI academic success remains elusive, limiting a comprehensive understanding of this phenomenon. This study used crisp-set Qualitative Comparative Analysis (csQCA) to analyse data from 16 empirical studies that investigated factors influencing the academic success of social science undergraduate students in EMI settings, using the EMI Academic Success (EMIAS) model. The findings revealed that English language proficiency emerged as a necessary and sufficient condition for EMI academic success, while students’ characteristics appeared to be a sufficient but not necessary condition. In addition, three causal configurations leading to EMI academic success were identified among four condition variables – English language proficiency, students’ characteristics, educational background, and English language support. This study contributes to a deeper understanding of the determinants of EMI academic success and highlights the importance of students’ English language proficiency and their characteristics in the context of EMI.

The Academic Achievement of Undergraduate Students with Different English Language Proficiency Profiles

ABSTRACT Many English-medium universities employ a compensatory model to establish cutscores on English language proficiency tests for student admissions. In this model, students can have different scores on different sections of the test provided their overall score meets the admission cutscore. This practice raises questions regarding potential variation in academic achievement among students with diverse score profiles. To address these questions, this study compared the demographic characteristics and academic achievement of 3,694 undergraduate students who met the required cutscore on the IELTS-Academic for admission to a Canadian English-medium university but have different scores on different sections of the test. The findings indicated that, generally, students with medium reading scores combined with low or medium writing scores exhibited lower academic achievement compared to those with high scores on all the IELTS sections or high reading scores combined with medium or high writing scores. The profile groups demonstrated significant differences in certain demographic characteristics, potentially explaining why they have different proficiency levels in different language skills. The implications of the findings are discussed, including whether to maintain the compensatory model or switch to a mixed one, and the implications for providing English language support to students with diverse proficiency profiles.

Influence of Family Background on English Language Proficiency among Learners in Nine and Twelve Years Basic Education Schools: A Case of Musanze District, Rwanda

This study sought to investigate the influence of family background on English language proficiency among learners in Nine and Twelve Years Basic Education (YBE) from selected schools in Musanze district, Rwanda. The study adopted the convergent parallel design, utilizing a mixed approach. The study was carried out in 10 selected schools in different sectors within Musanze district. The population of the study counted 9321 subjects, from which a sample of 384 individuals was selected, comprising 225 students, 100 parents, and 59 teachers. The sample size was determined using Yamane’s formula. Random and purposive sampling techniques were used in selecting the involved participants. The data were collected using a structured questionnaire (with 5-point Likert scales), an interview guide, and a document review guide. The data were analyzed using percentages, frequencies, means, standard deviation, and regression analysis. The findings revealed that parents’ and siblings’ educational levels have a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.972; p-value =.000<0.05). It was found that family location has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.981; p-value =.001< 0.05). It was found that family economic status has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.983; p-value =.002< 0.05). It was also found that family language of communication has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.985; p-value =.000<0.05). The study recommended that the Ministry of Education should implement comprehensive language programs, provide regular professional development for teachers, foster a language-rich environment, and utilize technology for language learning as a means to create an environment that promotes English language proficiency and support students in developing their English proficiency.

Acculturative Stress of Asian International Students before and during the COVID-19 Pandemic

Acculturative stress may hamper international students' ability to succeed in the United States of America. This study analyzed the impact of a range of factors noted in the literature and compared the levels of stress they were related to before and during the COVID-19 pandemic. We collected three waves of data (total responses = 204) via an online survey from ten universities/colleges across different regions in the United States of America. The results indicated that English proficiency and sex predicted the overall acculturative stress of Asian international students, in which higher perceived English proficiency predicted a lower perceived acculturative stress, and female Asian international students experienced higher acculturative stress than males. Also, Asian international students are experiencing more sadness during the pandemic and their peers are more discriminated against during 2020. Thus, university administrators should promote English language programs and support services (e.g., gender specific student support) to effectively address Asian students’ concerns.

English medium instruction in Ethiopian university mission statements and language policies

AbstractEthiopia, with no colonial language legacy, adopted English medium instruction (EMI) policy with the establishment of its first higher education institution, University College of Addis Ababa, over seven decades ago. Over the last two decades, the country has significantly expanded its higher education institutions (HEIs) to increase skilled human capital that contributes to economic growth and alleviating poverty. The expansion of HEIs has inevitably increased English taught programmes, which means universities must teach entirely through English presenting myriad issues as most students, especially in rural Ethiopia, have limited English proficiency. This study aims to explore higher education policy statements and how these policy statements were interpreted in public universities’ mission statements. The study further examines language support policy for effective implementation of EMI policy. Data gathered from publicly available Ministry of Education and universities’ official websites were analysed using qualitative content analysis. In our analysis we identified two language-relevant key concerns: English language support and internationalisation. The study uncovered a gap in the statements concerning provision of English language support, despite research evidence and government acknowledgement of students’ and teachers’ weaknesses in the language of instruction. The findings of this study call for Ethiopian universities to focus more on improving provision of targeted language support for students experiencing language-related challenges, and for policymakers to rethink monolingual EMI policy, to raise the quality of education in such contexts.

The Role of English Language Support Programs on International Academic Mobility of University Students in Shandong College of Economics and Business, China

This paper explores the pivotal role of English language support programs in shaping the international academic mobility experiences of university students at Shandong College of Economics and Business, China. Conducting a quantitative study involving 150 participants engaged in international academic mobility, the research investigates the impact of language support initiatives, identifies challenges faced by students, and gathers suggestions for program improvement. Results reveal significant improvements in English language proficiency, academic performance, and overall satisfaction among participants. Challenges encountered, including language barriers, cultural adjustment, academic rigor, and social integration, underscore the complexities of global academic experiences. Participants' suggestions for program improvement, emphasizing increased language practice opportunities, enhanced cultural preparation, additional academic support, and more social events, provide actionable insights for program refinement. This study contributes to the broader discourse on the internationalization of higher education, emphasizing the transformative potential of language support programs in fostering successful global academic mobility experiences. The findings hold implications for institutions globally seeking to optimize language support initiatives for an increasingly diverse student body and nurture globally competent citizens.

Comparative Analysis of English Language Proficiency in Business vs. Technology/Engineering Students

This study investigates English language proficiency among students in Business and Technology/Engineering programs. It aims to understand which discipline exhibits higher English proficiency and to explore the differences in language skills between these fields. The research employs descriptive and inferential statistical methods, including the Mann-Whitney U test, to analyze students’ English language proficiency scores in listening and reading. Results indicate that students in Technology/Engineering programs generally outperform those in Business programs in both listening and reading proficiency. The study finds significant disparities within each field; for example, in Business programs, students majoring in Marketing Management show much higher proficiency than those in Accountancy. Similarly, within Technology/Engineering, Civil Engineering students demonstrate higher language proficiency compared to their peers in Information Technology. The study concludes that there is a statistically significant difference in English language proficiency between students in Business and Technology/Engineering programs, with the latter group showing higher overall proficiency. This research provides valuable insights for educators and curriculum developers, suggesting the need for tailored English language support and teaching methods in different academic disciplines.

Waived English Learners: The Understudied Intersection of English Learner and Special Education Status

Under federal law, parents have the right to decline, or waive, English language support services when their child is identified as an English learner (EL) in school. In this study, we focus on this important subgroup of ELs—referred to as waived ELs—at the understudied intersection of EL status and special education (SPED) status. Using longitudinal statewide Tennessee data from 2010 to 2021, we used discrete-time hazard modeling to explore ELs’ representation in SPED services by their English language service waiver status (i.e., ever-waived EL vs. never-waived EL). Results revealed that ELs’ likelihood of placement into SPED services, and specifically for specific learning disability and speech-language impairment, varied by their English language service waiver status. We describe similarities and differences in the timing and likelihood of placement trends and discuss implications for practice and policy.

From Testing to Teaching: Equity for Multilingual Learners in International Schools

Background/Context: The landscape of English-medium independent schools today is increasingly multilingual, challenging traditional monolingual norms of English testing and teaching. Multilingual learners—students who are able to navigate school in more than one language—are more vulnerable to the negative impacts of standardized tests in English because in many schools, these assessments are used solely to determine students’ proficiency for placement, labeling, or tracking purposes. International schools provide a useful context in which to investigate the intersection of language and equity. As independent institutions situated in complex transnational and postcolonial linguistic ecosystems, international schools determine their own local policies and programs for English language assessment and support. Purpose/Objective/Research Question/Focus of Study: This article is about the relationship between testing and teaching, and how educators describe this relationship within a particular network of international schools. Examining the relationship between English language assessment and instruction for multilingual learners helps to describe pathways toward more inclusive schools. Inquiring into how schools can build on the assets of multilingual learners requires rethinking the monolingual norm of English as an exclusive path for learning and a marker of privilege. Additionally, studying a global network of schools illustrates how resources that were developed in the United States can be used more globally: at the classroom level, within a whole-school context, and across a transnational educational consortium. Research Design: I use a mixed-methods analysis to investigate how educators describe programs that serve multilingual learners. I analyze school-based narratives written by educators across a global consortium of 500 international schools to inquire into the relationship between testing and teaching. Findings/Results: Within this particular global network, I found that educators describe links between English language assessments and other program components: an asset-based approach, professional learning, and school-wide systems to serve multilingual learners. I explain how a systemic approach to connecting assessments and instruction can contribute to more equitable schools for multilingual learners. Additionally, by comparing schools that recently joined the network and schools that had been members for three or more years, I identified a developmental trajectory, moving from a primary focus on English language assessments to increased collaborative practices for serving a multilingual school community. Conclusions/Recommendations: This initial research has important implications for independent schools and educators of multilingual learners. Understanding how the global and the local integrate illustrates how schools can adapt rather than adopt new assessments and instructional resources: both changing and being changed by new tools. By describing the impact of an English language assessment tool and an associated community of practice on school-wide systems to better serve multilingual learners, this study has the potential to inform future school improvement efforts. Although critical questions remain about the role of multilingualism in independent schools, this study provides a lens through which to understand the movement of ideas and practices across diverse spaces.

Learning the Language of Oncology With Appa

AbstractLike many children of immigrants, I have provided English language support to my Korean parents for as long as I remember. Up until this summer, I had no trouble translating or providing English support for my dad. But when my dad was diagnosed with metastatic brain cancer in May 2021, it felt like learning a new language, the language of oncology. In this common discourse reflection, I discuss how dad and I navigated the treatments to try and save his life.

Perspectives of 4-H Professionals: Practices to Engage Immigrant Youth in 4-H Teens as Teachers Programs

Immigrant youth in the United States face historical and systemic challenges in American schools. Out-of-school mentoring programs, such as the 4-H Teenagers as Teachers model, have a positive impact on diverse youth outcomes. This qualitative study presents practices associated with engaging immigrant youth as teachers in urban 4-H youth development programs. Purposeful sampling identified 11 4-H professionals from three regions: West, Midwest, and Northeast. Five professionals are immigrants, and six are of White European descent. Building on the essential elements of teenagers as teachers programs and immigrant mentoring research, 4-H professionals indicated that cultural competence, including empathy and commitment to immigrant teens, is essential. They regard English language acquisition, acculturation, and support of youth and family well-being as critical components of culturally relevant mentoring. Study findings translate into recommendations for positive immigrant youth-adult mentorships practices that youth development program educators are encouraged to operationalize based on local interests, needs, and resources.

Alleviating cross-cultural challenges of Indian subcontinent students: University staff perspectives

The growth in student numbers from the Indian subcontinent countries has increased exponentially in the Australian higher education system over the past decade. Unfortunately, this growth has not been accompanied by initiatives to address the distinctive cross-cultural challenges faced by this cohort. This paper seeks to identify academic and professional staff perceptions of how they can help alleviate the social and academic challenges faced by subcontinent students. Thematic analysis of multiple focus group interviews established a range of simple initiatives that university staff and decision-makers could introduce to alleviate these challenges. Academic and professional staff should clearly and repeatedly articulate course, assessment and integrity expectations and make use of pre-arrival and orientation interactions. The pedagogic environment should be customised to subcontinent students in the classroom, and written teaching materials should be supplemented with engaging videos, ideally subtitled. The introduction of cross-cultural awareness training for academic and professional staff would improve the learning experience of subcontinent students. Adequate resourcing of academic skills and English language support and mental health support services also emerged as valuable initiatives. The cross-cultural awareness training for academic and professional staff should also be customised to their specific roles.

The Effectiveness of Using Google Classroom for Self-Directed Learning (SDL) Students in Learning English

This course aims to explore the use of Google Classroom to improve student learning (SDL) learning English. Using comprehensive research, 50 English Language Education students at HKBP Nommensen Pematangsiantar University were tested before being offered English language support supported by the use of Google Classroom for one semester. After the treatment, the students took a test after using the PRO-SDLS instrument to see if there was a statistical difference between the results of the pre-test and post-test. The results showed that there was a significant difference in SDL students between the beginning of the test and the post-test. Therefore, it can be concluded that the use of Google Classroom can help students develop their SDL skills in learning English

A model to support the equitable development of academic literacy in institutions of higher education

ABSTRACT The globalisation of higher education and the resultant increase in the cultural and linguistic diversity of the student body has cast the spotlight on English language proficiency as never before. How universities best assess applicants’ linguistic suitability for their future degree studies, set appropriate proficiency thresholds, and put in place suitably structured, relevant and equitable language support post-entry is both an educational question and a moral one. This article looks specifically at English language support post-entry – widely referred to as in-sessional support – and considers a range of issues concerning the focus of that support and the nature of its delivery. It goes on to describe a decentralised model of English language provision that reflects an academic literacies perspective according to which English language development is inseparable from the acquisition of discipline knowledge. The model, implemented in Australia, rests on the idea that decentralised English language support in the form of faculty-based ‘satellite’ English language teams promotes relevance and thus engagement and learning. Furthermore, its scalability and cost-effectiveness help ensure that it is sustainable.

English language expectations and experiences of Chinese students in Australian secondary schools: Opportunities and challenges

ABSTRACT This paper presents data derived from a larger study related to the expectations and experiences of international students from the People’s Republic of China with regard to studying in Australian secondary schools. The study involved 116 international students, and data were collected in two phases using questionnaires and semi-structured interviews. Findings suggest that English language experiences are a key concern and students do not always develop English language skills as expected during their period of study in Australia. To reduce dissonance between expectations and experiences of English language learning in Australia, it is recommended that substantial, ongoing English language support is embedded within the core curriculum for international students in Australian secondary schools.

Examining Teacher Opinions of Age and Duration of English Language Support in International Schools

International school educators hold various opinions about language acquisition. These opinions are often formed during their training and previous teaching experiences in their home countries. This quantitative cross-sectional survey-based study explored and compared the opinions of 283 English as a Foreign Language (EFL), Primary, and Secondary English teachers in international schools in Africa, Asia, the Middle East, and South America. The study examined the age EFL students should begin receiving EFL teacher support and for how long. The study revealed statistically significant differences between EFL and Primary teachers concerning the age for EFL students to begin receiving support from an EFL teacher. Further revealed were significant differences between EFL and Secondary English teachers concerning the duration of EFL support. Overall, participants' opinions about the duration of EFL support are well below previously reported data, which is troubling since EFL students in English-medium international schools are learning English for academic purposes.

Communication and the student experience in the time of Covid-19: An autoethnography

The Covid-19 pandemic creates physical barriers and raises issues about online learning and course design. These must be overcome in order to continue teaching three English language support papers in a transnational education programme. This autoethnography explores online communication strategies and their effect on students’ learning experience. Moodle logs, teacher observations and other qualitative data from the first year of emergency online teaching were evaluated. This analysis prompted several improvements to communication strategies. Additional forum activities, scaffolding and feedback have had a positive effect, and increased use of informal communication via WeChat has bolstered learner persistence. These findings can be applied to the design of other online and blended courses, especially those linked to English language teaching in China.

Landscape Analysis of Oncology Mobile Health Applications.

More than 325,000 mobile health (mhealth) applications (apps) have been developed. We sought to describe the state of oncology-specific apps and to highlight areas of strength and opportunities for future development. We searched for oncology apps in the Apple iOS and Google Play app stores in January 2020. Apps were classified by English language support, date of last update, downloads, intended audience, intended purpose, and developer type. We identified 794 oncology-specific, English language applications; only 257 (32%) met basic recency standards and were considered evaluable. Of evaluable apps, almost half (47%) were found in the Medical Store Category and the majority were free (88%). The most common intended audience was health care professionals (45%), with 28% being geared toward the general public and 27% being intended for patients. The intended function was education for 36%, clinical decision support for 19.5%, and patient support for 18%. Only 23% of education apps and 40% of clinical decision support apps reported any formal app content review process. Web developers created 61.5% of apps, scientific societies created 10%, and hospitals or health care organizations created just 6%. Of 54 studies that used mobile apps in oncology identified by a recent meta-analysis, only two could be matched to commercially available apps from our study, suggesting a substantial divide between investigation and product dissemination. Relatively few oncology-related apps exist in the commercial marketplace, up-to-date apps are uncommon, and there is a notable absence of key oncology stakeholders in app development. Meaningful development opportunities exist.