Intensive English Language Research Articles

Project-based learning as an innovative approach for overcoming tertiary EFL students' barriers to learning English and coming closer to their L2 ideal self

PurposeThis study aims to investigate the potential effect of project-based learning (PBL) in alleviating the negative psychological factors that hinder language learning in an intensive-English course at a private Lebanese university through its meaningful, student-centered, collaborative, and creative pedagogical approach and supporting students in constructing a positive self-identity as an English language learner and user.Design/methodology/approachThe L2 Motivation Self System theory describes the roles of the Ideal L2 Self, the Ought to L2 Self, and the L2 Learning Experience as the three dimensions that trigger L2 motivation, which is an important factor in achieving L2 learning outcomes. This pre- and post-test questionnaire study aims to investigate the impact of designing and implementing project-based learning as a creative pedagogical method on the L2 Learning Experience of tertiary EFL students undertaking an intensive English language course.FindingsThe paper found that such a pedagogical approach decreased students’ foreign language anxiety and positively impacted their attitudes toward L2 learning as they actively engaged in their projects in a meaningful, connected, and creative manner. This paper concludes that the adopted innovative pedagogical approach created an L2 language learning experience for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.Research limitations/implicationsThis study has theoretical and practical implications. Theoretically, this research contributed to the existing body of literature on L2 education from a nuanced lens that maps students’ motivation, engagement, characteristics, and psychology to their identity as L2 learners to make their learning journeys more rewarding, productive, and connected.Practical implicationsPractically, this study showcases how the implementation of the PBL approach in a creative and aligned manner can positively impact students’ attitudes toward English teaching and learning, making novel reading a more engaging task that prompts students’ creativity, critical thinking, and risk-taking while facilitating the negotiation and construction of their identity as L2 learners and users. Additionally, the implementation of such creative pedagogical approaches prompts on an educational policy level the shift from the traditional ways of English teaching and learning to a more student-centered, engaging and connected state, creating a set of exemplars for EFL and ESL instructors to use to ensure that L2 learners connect to their own experiences and develop a range of transferrable skills while acquiring language capabilities.Originality/valueThis paper concludes that the adopted innovative pedagogical approach served as a channel for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.

The effects of a newcomer program on the academic achievement of English Learners

AbstractSchool districts serving newcomer English Learners (ELs) generally offer short‐term intensive English programs designed to teach foundational language skills and guide students’ integration into the U.S. school system. Despite the growing popularity of newcomer programs, however, there is limited rigorous evidence of their efficacy. In this paper, we present evidence on the causal effect of an intensive English program on the academic achievement of newcomer EL students. Access to the program is determined by a test score cutoff which we leverage to employ a regression discontinuity design. On average, students who are eligible for the program in elementary grades experience a boost in their academic achievement for up to 3 years following initial eligibility. Conversely, newcomer EL students who are marginally eligible for intensive English language instruction in middle school grades see a decline in achievement that tends to exacerbate over time.

PRINCIPLES AND METHODS OF INTENSIVE ENGLISH LANGUAGE TEACHING IN EDUCATIONAL COURSES

This article delves into the principles and methods employed in intensive English language teaching within educational courses. Recognizing the increasing demand for proficiency in English, educational institutions are adopting intensive teaching approaches to accelerate language acquisition. The article explores various pedagogical approaches, curriculum designs, and assessment strategies that facilitate effective and efficient learning. Emphasis is placed on student engagement, immersion techniques, and the integration of technology to enhance the learning experience.

Evaluation of the Intensive English Language Teaching Programme for the Fifth Grade according to Students Views

In the academic year 2017-2018, the Ministry of National Education in Türkiye launched intensive English as a foreign language program specifically designed for fifth-grade students in middle school. This study, employing a quantitative research design methodology, aims to assess the program's effectiveness from the perspective of fifth-grade students and include sixth, seventh, and eighth-grade students who have previously undergone this program. The study adopts the CIPP (Context, Input, Process, and Product) evaluation model developed by Stufflebeam (2003) to achieve this goal. Data were collected through a comprehensive questionnaire consisting of 31 questions, administered to 208 students enrolled in a secondary school in Diyarbakır, Türkiye. Statistical analyses, encompassing both descriptive and inferential methods, were conducted using the SPSS software. The findings indicated an overall positive attitude among students towards the program, with female students expressing more favorable opinions than their male counterparts. Furthermore, it was observed that fifth and sixth-grade students held more positive views compared to seventh and eighth-grade students. Consequently, the study suggests that certain adjustments and refinements may be necessary for the program.

Exploring English Major Students’ Pronunciation Anxiety

This paper reports a descriptive account of English language learners’ perceived pronunciation anxiety, which is a relatively underexplored area of foreign language learning anxiety. The participants of the study were English Language and Literature students studying at a public university in Türkiye in the 2022-2023 academic year. The research data were collected through a questionnaire survey form consisting of the Measure of Pronunciation Anxiety in Foreign Language Classroom (MPA-FLC) and a personal information section and were analyzed via statistical tests in SPSS. The findings indicated that the students felt mild-to-moderate levels of pronunciation anxiety and that the pronunciation anxiety component with the highest rating was beliefs about pronunciation and its importance as a communicative skill. The study also sought to examine the effects of some learner characteristics on pronunciation anxiety. The findings demonstrated that the students’ gender, perceived English proficiency and previous language learning experiences influenced their anxiety levels whereas the variables of age and year of study in the department had no significant effects on student responses. The females, those students with lower levels of perceived proficiency, and those who received intensive English language education at the foreign language departments at high school reported higher pronunciation anxiety. The results are discussed in the light of available literature providing implications and recommendations for further research.

A Reflective Practice of Intensive Teaching of EFL to Non-English Majors in a Hybrid Mode: Insights from an EFL Class from Eastern Siberia

The article discusses the intensive English language training for non-English major students at the North-Eastern Federal University, Russia’s Far East region. This study checks out the efficacy of an intensive hybrid teaching model in undergraduate students. The intensive method of teaching is aimed at creating an activating environment for the concurrent development of English skills in non-English major students. The theory of the intensive methodology in the EFL field has been studied in Russian and international research. The intensive hybrid training model combining digital and face-to-face instruction is presented in this article. During the intensive training, 100 undergraduate non-English major students took part in experimental learning. Placement test for students was conducted at the start of the academic year and the final test upon completion of the academic year. The results of the test in the control and experimental groups are also presented. Moreover, the problems in using the intensive hybrid training model are identified.

Teaching English for Intensive Program: A Need Analysis

In UIN Prof. K.H. Saifuddin Zuhri, most students, who had taken an English Proficiency Test at the beginning of the academic year to recognize the students' English proficiency, did not achieve a passing grade (450 points) of the test. This condition drives the institution to improve the student's English proficiency through the intensive language program that the Language Development Unit organizes. The research uses a descriptive study to analyze the data from the questionnaire, in which each item is analyzed individually. Fifty students' questionnaire answers and the interview of ten lecturers are grouped and analyzed to identify their real needs. The data is evaluated descriptively based on the percentage of student responses. The study results show that the language skills needed in intensive English courses are listening, structure and written expression, and reading. Most of the lecturers said that the students lacked grammar. Therefore, students need listening, structure and written expression materials, and reading skills—the essential skills to improve our structure and writing. Also, vocabulary and grammar are the aspects of the language that should be improved in the intensive English class. When developing the material, the target needs analysis should be considered, including language skills, language aspects, English learning objectives, and the time commitment of the Intensive English language program.

Readiness for Computer-Based English Tests Among College Students in Regional Thailand

This survey research was conducted to assess Thai regional college students' readiness for taking high-stakes computer-based English tests, which are offered more widely and regularly in the country. The data were collected from 572 university students in five regions. The questionnaire solicited their opinion regarding readiness in terms of computer skills and English language skills. The computer skills included online registration, using a mouse, typing in English, and operating audio equipment. The English skills consisted of reading, writing, listening, and speaking. It was found that although students were less confident in typing, they possessed high computer skills and could operate the testing equipment with ease. However, their readiness in English language skills was only moderate. Consequently, more intensive English language teaching must be organized for students in regional colleges and universities so that they are ready for computer-based English tests.

The picture behind an intensive English language curriculum reform in Turkey: concerns of English teachers

The picture behind an intensive English language curriculum reform in Turkey: concerns of English teachers

Using Service-Learning Experiences to Improve Cultural Competence in Pre-Professional Dietetic Students

Cultural encounters were used in a senior-level undergraduate nutrition capstone course to enhance students’ cultural competence attitudes and skills. The course included a service-learning component for which students met weekly with international students who were enrolled in an intensive English language program as conversation partners. The course content and structure focused on Campinha-Bacote’s cultural competence model. The model includes 5 constructs: cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire. This capstone, writing-intensive course included creative writing activities, discussion, journaling, and reflection papers. The 20-item Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version© was used as the pre-post-test measure. Paired sample t-tests were used to calculate outcomes. A significant increase from pre-test to post-test in the total score was found (t(18) = -6.852, p < 0.001). Pre- and post-test scores indicated students were operating at a culturally competent level. There were significant increases in all constructs with notable increases in cultural knowledge and cultural skill constructs. A course dedicated to developing pre-professional healthcare students’ cultural competence levels may better prepare them for professional practice.

Classroom-Based Assessment Practices of EFL Students’ Grammatical Ability at the American-Mideast Educational and Training Services (Amideast): An Insight

The aim of the current study is to provide an insight into the assessment practices used by a group of EFL teachers when teaching grammar at the pre-intermediate level (A2) in the intensive English Language program at Amideast-Yemen in Aden. The present study used both descriptive qualitative and quantitative approaches. Qualitative data was collected through semi structured interviews conducted with 11 teacher-participants as well as through the analysis of six grammar quiz papers prepared by the teachers. Furthermore, to investigate students’ perception toward how they were assessed, quantitative data was obtained through a questionnaire administered to 72 EFL students. The research results revealed that teachers had a good understanding of what effective assessment practices were and they used their knowledge to track their students’ grammatical ability progression. Analysis of the grammar quiz papers showed that there is some need for improvement in the design of the questions. Finally, the questionnaire administered to the students indicated a level of satisfaction among the students regarding the way their teachers assessed their grammatical ability.

METAPHORS AS TRAILS OF UNIVERSITY ENGLISH LANGUAGE INSTRUCTORS’ PERCEPTIONS ABOUT EMERGENCY REMOTE TEACHING IN TURKEY

The COVID-19 pandemic brought life to an unexpected halt, and all levels of education including higher education had abrupt changes from face-to-face teaching to emergency remote teaching to sustain the continuity of education. English preparatory schools that provide newly-enrolled university students with one-year intensive English language program are no exception with regard to emergency remote teaching. Metaphor elicitation can be one of the ways to reveal university language instructors’ subtle thoughts about emergency remote teaching. In line with this idea, this paper investigates the use of metaphors elicited from 60 university instructors from different universities in Turkey in relation to emergency remote teaching. After the analysis, 58 valid metaphors were recompiled and classified under six categories. It was identified that instructors found emergency remote teaching quite challenging and dynamic in nature while only a small number of instructors considered it a positive experience. It was also evident in the instructors’ metaphors that they felt inadequate and untrained when they had this abrupt change at first and perceived emergency remote teaching as an unreal experience. Given the fact that there can be emergency situations in the future, we should move on after taking the necessary lessons from this challenging period.

Benefits of Internationalization to Students Cosmopolitan Competency

Higher education institutions across the world are responding to globalization through internationalization. However, there is limited research that focuses on the benefits of both internationalization-at-home and cross-border internationalization to students’ cosmopolitan competency from the perspective of students. Therefore, this qualitative case study explored the benefits of internationalization to students from the perspectives of both domestic and international undergraduate and graduate students at two U.S universities. Purposeful and snowball sampling strategies were adopted to identify sixteen students. Data were garnered via interviews, institutions’ websites, and documents. Constant comparative method was employed to analyze the data. Findings from this study revealed that students acquired bilingual or multilingual abilities, firsthand cultural knowledge, global knowledge, cultural nuances critical to showing respect to people from different cultures and geographical backgrounds, friendship and networking, personal growth, high tendency to develop empathy through university internationalization, and opportunity to taste food from different parts of the world. The study recommends that, institutions of higher education should provide opportunities such as foreign language courses, Rosetta Stones, language laboratories, foreign language conversation hour sessions, English as a Second Language (ESL) or Intensive English Language program for students. Also, administrators and faculty are encouraged to provide a platform for study abroad returnees to share their experiences with their colleagues. Higher education institutions should continue to recruit more international students to enrich students’ experiences and global learning.

The multiple resources of refugee students: a language portrait inquiry

ABSTRACT Children and youth from refugee backgrounds have complex language experiences owing to their journeys away from their homelands often taking them through multiple contexts. This study was motivated by a desire to better understand the language resources of students newly arrived as refugees in Australia and their embodied and contextualised experiences of their languages. Language portraits are a tool used to generate insights into language experiences. For this study, the language portrait tool was extended beyond the body to include contexts within which languages are experienced (school, home, the digital domain, other). Participants were 41 secondary students, who arrived as refugees from South Asia and the Middle East and were either enrolled in, or recent graduates of, an intensive English language programme. Findings were derived from (1) coding of languages according to embodied experience and context and (2) thematic analysis of students’ transcribed discussion. Patterns across the cohort indicated that these students primarily experience their thinking as monolingual in their L1. However, the coding of sensory zones indicates that multilingualism is experienced as a multisensory flow of viewing, listening, speaking, eating and otherwise experiencing. Challenging assumptions of the home language environments of refugee students, homes appeared as multilingual domains.

Evaluation of the Intensive English Language Teaching Program for the 5th Grade according to Teachers' Views

Language policies of countries have focused especially on the teaching and learning of English, the universal language of communication because of the increase in international exchange of information. In this context, one of the changes which were made in the field of foreign language teaching in recent years in Turkey is that the intensive foreign language education, put into practice in the 2017-2018 academic years, is implemented in the 5th grades of the determined pilot schools. The aim of the study is to evaluate the intensive English language teaching program for the 5th grade (IELTP) according to the teachers’ views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018-2019 academic years, the data were collected by interviewing with 26 volunteer English teachers from seven different districts of İstanbul. Descriptive and content analysis methods were used to analyse the data. As a result, most of the teachers generally have expressed positive opinions about the intensive English language course for the 5th grade and its curriculum. The instructional activities, methods, and techniques; tools and materials; measurement tools, methods and activities used by the teachers in their lessons are in line with the ones suggested in the curriculum. However, some teachers have indicated that they face with some problems such as being the subjects in the curriculum intense, above the students’ level, and focusing on the grammar; abundance of the number of objectives; the lack of materials.

Evaluation of the intensive English language teaching programme for the fifth grade according to teachers’ views

With the increase in international exchange of information, language policies of countries have focused especially on the teaching and learning of English, the universal language of communication. The aim of the study is to evaluate the intensive English language teaching programme for the fifth grade according to the teachers’ views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018–2019 academic year, data were collected by interviewing with 26 volunteer English teachers in 7 different districts of İstanbul. Descriptive and content analysis methods were used for analysing the data. From the results, most of the teachers generally have expressed positive opinions about the intensive English language course for the fifth grade and its curriculum. This paper recommends that the content should be eased by reducing the number of unit numbers and grammar subjects in the curriculum. Keywords: Intensive course, English language, teaching programme, programme evaluation, teachers’ views, the fifth grade.

Achievement Levels of King Khalid University Students in The Intensive English Language Program Courses

Achievement Levels of King Khalid University Students in The Intensive English Language Program Courses

More than learning English? The impact of university intensive English language program attendance on international student academic achievement

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.

The picture behind an intensive English language curriculum reform in Turkey: concerns of English teachers

The picture behind an intensive English language curriculum reform in Turkey: concerns of English teachers

An Evaluation of 5th Grade Intensive English Language Curriculum in Terms of Teacher Opinions

An Evaluation of 5th Grade Intensive English Language Curriculum in Terms of Teacher Opinions