Intensive Language Program Research Articles

THE INTENSITY OF TEACHING FOREIGN LANGUAGES, THE PURPOSE, CONTENT AND METHODS OF ITS ORGANIZATION

This article explores the significance of intensity in teaching foreign languages, examining its purpose, content, and organizational methods. Understanding the role of intensity is crucial for educators and learners alike to optimize language acquisition and proficiency. The article delves into the benefits of intensive language learning, the core components of language education, and various methods for organizing effective intensive language programs. Additionally, it addresses potential challenges and considerations for implementing such programs successfully.

FACTORS INFLUENCING THE STUDENTS’ SPEAKING ABILITY

This research was carried out through Quantitative research particularly survey method. The survey aims at examining the factors that influence the students’ speaking ability, to know the most significant factor that affects the students’ speaking ability, and to describe how the factors influence the students’ speaking ability in English Intensive Language Program UIN SYAHADA Padangsidimpuan. The findings were presented in mix method analysis, both qualitatively and quantitatively. The instrument used to collect the data was questionnaire. The questionnaires were analyzed particularly by using multiple linear regression and further analysis, ANOVA, was used to determine the significant factor while questions 3 used descriptive technique. The results show that the 1. factors that influence the students’ speaking ability are students’ factors, campus environmental factor and parental involvement, 2. the most significant influencing factor on students’ speaking ability is campus environmental which is 52%. It is evident from the ANOVA results that the model reached statistical significance [F (3, 112) =18.912, Adjusted R2=.516, sig. <.05], and 3. Campus environmental greatly influences the students’ speaking ability which include the materials, the interactions, and the learning methods.

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.

Memestra eget. Non-standard use of prepositions from second-language learners in Modern Breton

Since Modern Breton is a minority language, the majority of speakers are now second-language speakers, who have learnt it through various media and then go into teaching (immersion schools, intensive language programs) and media (television, book writing, journalism). With such a large number of non-native speakers forming the core of the Breton-speaking community, the usage of the language is bound to be affected in some way in its vocabulary and grammar, particularly since the level required to enter into a teaching position—in immersion schools, as well as bilingual ones—is B2 (almost fluent).

The Use of Research Posters in The Elt Classroom

The use of actual classroom posters is a blend of using technology and developing students’ tactile senses. The students at the English Language School at the International Balkan University attend a one-year intensive language program. In order to implement alternative teaching methods and techniques, during the winter semester students participate in a research poster presentation project. The aims of the poster projects include: promoting team work, developing students’ cooperation and collaborative skills, as well as their research skills, and learning English in a fun and creative way. A survey was conducted with 200 students in order to receive students’ feedback on the poster project experience. According to the survey results, most students chose learning English in a fun and creative way and improving their team work skills both as the most important and the most interesting things they learned during the poster projects. Students found working with others and finding the right information on the internet to be the least appealing aspect of the project. They had most difficulties with reacting to teachers’ and other students’ comments, as well as working with other students and learning from them. In conclusion, students are generally in favour of alternative methods of teaching, such as learning English through making and presenting posters. Furthermore, teachers should consider the fact that students have not had much previous experience with team work and therefore need additional training to help them collaborate better and to learn how to respond to feedback and assessment of their work.

Mission possible: Incorporating academic literacy and readiness into an English intensive program curriculum

Students at Canadian universities who do not meet their program-specific language and academic requirements may be admitted to their programs with a condition to enrol in an intensive language program. While, in general, university-based language intensive programs aim to help students improve their general and academic language proficiency, our focus is to specifically enhance, foster, and render visible students’ academic literacy and academic readiness. We aim to bring forth some of the intricacies and complexities of curriculum design that are embedded within current theory and practice and address needs based nuances in teaching academic English to international students. In this article, we use a multi-dimensional framework to describe a case study of an academic institution that offers an English Intensive Program. curriculum. This program allows for, inter alia, the incorporation of multiple literacies including extra curricular activities to promote the development of a wide array of academic literacies in students enrolled in the English Intensive Program. Following a description of the theoretical framework, we discuss practical implications of including theory driven academic literacies into intensive language program curricula for different stakeholders.

Musykilaat al-Thullaab Fii Ta'allum al-Lughat al-'Arabiyyat wa Muhaawalaat al-Mudarrisiin li Hillihaa li al-fashl al-I'daadi bi Jaami'at Daar al-Salaam Gontor Ponorogo

Matriculation language program is an intensive language program started on 2016 at University of Darussalam Gontor (UNIDA) to prepare new students who doesn’t fluency in English and Arabic language, especially for English and Arabic tests. It is also crucial for thesis writing, at UNIDA. The objectives of this study are: (1) to find students' problems in learning Arabic programme matriculation in the academic year 2019-2020; and (2) to find out the teacher's efforts in providing solutions in matriculation problems. This research is a qualitative descriptive study. The results found that: (1) problems of learning arabic students caused by the following factors: (a) many students who participated in non-linguistic activities at UNIDA; (b) lack of enthusiasm and encouragement from students; (c) students have not consider the importance of this program; (d) the lack of providing guidance and good advice to students from the teachers; and (e) the students do not want to be regulated in learning arabic. The teachers efforts to solve these problems are: (a) emphasizing the rules of language with a place that is set with a special boarding system; (b) watching arabic films and discussions and giving praise, gifts for students who are active in this program; (c) teachers should be good examples in speaking arabic; (d) meeting after language skills training; and (e) make fun of language activities for example; competitions, games, and quarantine in arabic

Gender- and Sexuality-Inclusive Curriculum in an Intensive Language Program

Queer pedagogy is an application of Queer Theory to utilize inquiry, interrogate identity and employ pedagogical practices that interrupt heteronormativity. EFL (English as a Foreign Language) curriculum and materials have long neglected gender- and sexuality inclusive teaching practices and investigations. Furthermore, identity needs to be considered by ELT (English Language Teaching) professionals as a non-static, relational and complex construct that may have implications to second language acquisition. In asking how EFL university instructors can practice Queer Theory and pedagogy that proposes active deconstruction and disruption of heteronormativity, the authors made learning a site of inquiry, by implementing a classroom pedagogical strategy to examine classroom materials from an in-house textbook, center student perspectives, encourage self-reflexivity and to unpack unexamined normative discourses. Through literature review, content analysis, the study of reading practices, and classroom research, this paper explores the implications of challenging reading practices and heteronormative thinking and constructions of identities that may be present in an EFL university curriculum. The research findings illustrate how internalized heteronormativity surfaces in the assumptions made while reading a text, acts onto queerness and overrides judgment, blocking accessibility to diversity. The authors propose reading strategies that encourage critical thinking to excavate and obliterate heteronormativity and to unearth the queerness in curricula materials as an approach to integrating a gender- and sexuality-inclusive curriculum.

Online learning and students' mo A research study on the effect of online learning and students' motivation in IAIN Padangsidimpuan

An investigation was carried out to determine the strength of the relationship between online-learning and students’ motivation among the students who participated in this research. The objective of the research is to know whether online learning can increase the students’ motivation or not This research was conducted in State Institute for Islamic Studies Padangsidimpuan in which 100 students took part as the samples of the research. The samples of this research were the students in Intensive Language Program IAIN Padangsidimpuan. Questionnaire was applied to access the data from the students participating in this process. The data was stattistically computed by using Pearson’s correlation coefficient. The findings of this research proved that online-learning and students’ motivation have a weak correlation. Using Pearson Correlation Coefficient it was found that r=0.156 is lower than r table = 0.5. This internet-based learning poorly affected the students’ willingness to learn. The students were demotivated when they have to learn through online. As a matter of fact, motivation is the most essential element in influencing the students in learning virtually. This is happened because of several reasons including lack of technology skill, poor online learning designing, money and time consuming, and the inadequate internet access.

MODEL PEMBELAJARAN BAHASA ARAB DI SMPUT BUMI KARTINI DALAM MENINGKATKAN KEMAMPUAN SISWA BERBAHASA ARAB

This study aims to describe the Arabic learning model in SMP Kartini Bumi in an effort to improve the ability of Arabic-speaking students, besides that this study also attempts to explain some of the inhibiting factors and factors that support the implementation of intensive Arabic language programs (extracurricular activities) carried out in the boarding environment school in the Bumi Kartinid SMPUT in an effort to improve the ability of the Arabic language students in addition to the Arabic subjects that they actually get in learning in the classroom as subjects of local content. The focus of the problem in this study included: (1) the model for implementing Arabic learning at SMP Kartini Bumi, (2) supporting factors and inhibiting factors for the implementation of intensive Arabic language programs. This research uses descriptive analytical method by collecting data from interviews, observation and documentation, the data is collected and analyzed by reducing data, presenting data and drawing conclusions. From the results of the study it was found that the Arabic learning model in SMPUT Bumi Kartini used a direct learning model that is the teacher conveying the content of the subject matter in a structured and structured manner, directing the activities of the students, and maintaining the focus of academic achievement. the forms are in the form of Arabic (local content) and school extracurricular subjects. Extracurricular activities aim to support the improvement of students' ability to speak Arabic which is implemented in intensive classroom activities in Arabic, and Bilingual Club. Language intensive extracurricular activities are held every day after school, even though these activities are carried out on school boarding, but the intensive class is included in the extracurricular activities of the school. The main purpose of the direct learning model is to maximize the use of student learning time. Which in practice students practice it using Arabic in their daily lives in the boarding school environment. The supporting factor remains the implementation of intensive language classes is the existence of adequate infrastructure and students who are very enthusiastic in attending intensive language classes. While the inhibiting factor is the lack of teachers and the lack of varied learning media used in the learning process.�Keywords: learning model, Arabic, SMPUT Kartini

REVAMPING AN INTENSIVE ENGLISH LANGUAGE PROGRAM: CHALLENGES AND INNOVATIONS

This article describes an attempt to reform a curriculum of an English intensive language program in the Sultanate of Oman. The reform consisted of several stages, starting from the identification of needs until choosing teaching materials. Based on the data obtained from the various sources of the study (i.e. survey, observations, interviews, and workshops), a number of changes were introduced to the curriculum. This project revealed important issues to be addressed in order to make the program design and evaluation more effective in upgrading students’ English language proficiency and academic competence so that they are better prepared for college study. Keywords: English intensive language program, English language proficiency, academic competence

Production and Comprehension Aspects of Pragmatic Competence in an Immersive Language Program

Since pragmatic ability appears to be a vital skill for social transactions, Bardovi-Harlig and Mahan-Taylor (2003) have argued for the inclusion of explicit instruction in pragmatics within general language instruction. However, their study adopts a speech-act framework that does not differentiate between pragmatic production and pragmatic comprehension . L1 learners develop a comprehension stage before producing appropriate utterances (Berk, 2012), and it may be that L2 learners do likewise. To advance pedagogy, this paper addresses four research questions within the context of a residential, immersive language program in an EFL setting: 1) Is there any relationship between language proficiency and the production aspect of pragmatic competence? 2) Is there any relationship between language proficiency and the comprehension aspect of pragmatic competence? 3) To what extent does an immersive language program lead to the development of the production aspect of pragmatic competence? and 4) To what extent does an immersive language program lead to the development of the comprehension aspect of pragmatic competence? Japanese first-year college students (n=30) were assessed through three instruments at the start of a one-year language immersion program: TOEFL PBT; a 32-item pragmatic production test (Bardovi-Harlig, 2009); and a 58-item pragmatic comprehension test (Taguchi, 2007, 2008, 2012). The correlation between language proficiency and pragmatic production, as well as between language proficiency and pragmatic comprehension, was computed through Pearson correlation coefficient. Fifteen of the subjects thereupon participated in an intensive language program. At the end of the academic year, all 15 subjects took the pragmatic production and comprehension tests again (post-tests). The findings of the one-year longitudinal study on the efficacy of language instruction in an immersive language program, and its relation to both production and comprehension aspects of pragmatic competence, is demonstrated. Language proficiency had a positive correlation with gains in both pragmatic production and pragmatic comprehension. Also, language instruction, even without specifically addressing pragmatic instruction, had a significant effect on developing both pragmatic production and pragmatic comprehension.

Development of Language Proficiency and Pragmatic Competence in an Immersive Language Program

Since pragmatic competence and grammatical competence are two distinct aspects of communicative competence (Bachman, 1990), a high level of grammatical competence may not lead to a high level of pragmatic competence, rather it can be best developed through immersion in the target language. In this respect, this paper addresses three research questions within the context of an immersive language program in an EFL setting: 1) Does instruction in an immersive language program have a significant effect on language learners’ general language proficiency? 2) Is there any significant relationship between language learners’ general language proficiency and their pragmatic competence? 3) Is there any significant relationship between language learners’ level of language contact and their pragmatic competence?In the experiment, Japanese first-year college students (n=18) were assessed through TOEFL PBT at the start of a one-year language immersion program. The subjects thereupon participated in an intensive language program. At the end of the academic year, all subjects took another TOEFL PBT along with a pragmatic competence test (Bardovi-Harlig, 2009) and a language contact survey. The statistical findings of this study demonstrated a significant positive effect for immersive language program on general language proficiency. However, the findings found no significant association between general language proficiency and pragmatic competence and only a weak correlation between language contact and pragmatic competency. This suggests that developing general linguistic proficiency and immersive language contact with a target language do not automatically ensure the acquisition of pragmatic competence.

Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey

In search of ways to better the foreign language proficiency levels of their citizens, governments frequently announce macro foreign language policies. In Turkey, the latest education reform in 2013 lowered the onset of foreign language learning to the second grade. The piloting of the latest foreign language policy is in progress to transform the fifth grade to an English Language Preparation Program (ELPP). In line with the current changes, this study collects the secondary school English language teachers’ opinions at the initial stage of the implementation. This qualitative case study questions the advantages, disadvantages, success and possible challenges of the implementation, and the necessary support mechanisms. The secondary school English language teachers reflect on their past experiences of intensive language programs and hold an overall positive approach to the new ELLP implementation. All in all, to achieve success, the findings highlight the need for teacher training on teaching English to young learners, for a sound integration of communicative language teaching with authentic materials.

The Intensive Language Teaching Program in Teaching Arabic Language to The Islamic Center Group “Abdullah Ghanem Al-Shamael” Ponorogo Held at the Darussalam Gontor University

This research is the implementation of the intensive language program in the teaching of the Arabic language of the Islamic Center Group Abdullah Ghanim As-Syamail Ponorogo. The Islamic Center is the intensive language program in the teaching of the Arabic language, which was implemented by the Department of Arabic Language Education Faculty of Education, University of Darussalam Gontor, supervised by the faculty of Arabic language teaching department. The implementation of this program is confined to one point on reading comprehension. This program aims to reveal implementation of this intensive language program and degree of confiction. The adoption of this research on the field curriculum to know the implementation of the intensive language program in teaching Arabic in the field of research. Data in this study are derived from the observation, interview and written documents. The result of this research was the planning of the intensive language program in the teaching of the Arabic language and the method of implementation of this program and the evaluation of this program of tribal evaluation and post-evaluation.

ANALYSIS OF GRAMMATICAL INTERFERENCES IN THE ORAL COMMUNICATION PRESENTED BY PIBBI PARTICIPANTS

This present study aims to analyse and describe features of L1 interference in oral communication by PIBBI Participants of Level 5 who enrolled in an intensive language program at LTC, SWCU. The data were collected by giving oral tasks when describing something, giving opinion and explaining how things work. A stimulated recall interview proposed by Dornyei (2007) was used to explore the findings in detail. The analysis presents the type of grammatical interferences, the frequency of occurrence of each interference type and their detailed description. Analysis of data revealed that students in high level still experience grammatical interferences in producing Indonesian speech. It is hoped that this study will give a better suggestion for the advanced foreign language learners and provide information for teachers on common interferences in language learning which can be used as a reference in developing the teaching materials.

Digital affordances on WeChat: learning Chinese as a second language

ABSTRACTDifferent from the traditional term language input, affordance, an ecological term, has been deployed to analyze the perceived opportunities for second language (L2) learning an environment provides to L2 learners. L2 learning occurs only when the semiotic resources in the environment resonate with the learner's capacities such as their abilities, aptitudes, and attitudes. Adopting affordance as a theoretical and analytic construct, this study investigates using qualitative research methods what language development affordances WeChat, one of the most popular Social Networking Systems in Chinese-speaking communities, provided to two university-level Chinese language learners while they were studying abroad in an intensive language program in Shanghai. Four affordances were identified. The results also show that each affordance was manifested differently with each language learner due to unique communication norms on WeChat, each language learner's Chinese language proficiency, and their personal preference in WeChat communication. Pedagogical implications are also provided to guide educators and L2 users as to how to take advantage of WeChat for language learning.

Implementation and achievement in the Intensive Japanese Language Program:Improvement in Intensive Japanese Language Program, 2014

Implementation and achievement in the Intensive Japanese Language Program:Improvement in Intensive Japanese Language Program, 2014

Internet-Based Cultural Enrichment in the Polish Language Classroom

Most introductory and intermediate textbooks for Polish, currently in use, are written in Poland and intended for intensive language study in-country where the “little-c” cultural component is inherent and immediate in an intensive language program. One of the most widely used textbooks in North America is the series, Hurra!!! po polsku I, II, III. This textbook is based on a communicative approach to language pedagogy and consists of thematic chapters according to aspects of life and culture in everyday society. The intent of the Hurra!!! po polsku series is that students will experience Poland while learning the language. This presents a problem to educators of Polish in the United States. Numerous communicative exercises presuppose acquaintance with the target culture while providing little in the way of input. We have found that students have difficulty relating to many exercises that carry specific cultural information. Our project is based on two specific goals: first, to decrease the amount of time spent in class to explain culture-specific aspects of the textbook; and second, to spare our students at least some amount of the usual culture shock one experiences when traveling to Poland. In this report, we describe a website, exercises, and activities we developed to accompany the textbook.

Promoting Communicative Skills and Cultural Understanding among Saudi EFL Students Joining Summer English Programs at US Universities: A Web-Based Project

As English is one of the most spoken languages in the globally interconnected world of today, many Saudi universities are enrolling their EFL students in summer intensive English programs at US universities. The main purpose is to enhance their EFL students' oral competencies. This new policy is, in fact, the result of the failure of CLT practices in local universities (Liao, 2004; Nunan, 2003), large EFL classes and students' low proficiency (Yu, 2001; Li, 1998) and EFL teachers' preference for using traditional methods rather than communicative ones (Chowdhry, 2010; Littlewood, 2007). However, Saudi students, upon arrival to the US, encounter challenging communicative situations. The present study, therefore, advocates the implementation of four-week language software program in Jazan university prior to the later four-week language program in US universities. The aim is to prepare EFL Saudi students for the communicative and academic situations and cultural norm they would be encountering and experiencing in the USA. The project includes two modalities; online learning and in class learning. The online learning entails a language software content-based program with emphasis on listening, vocabulary, writing, grammar and reading skills. The in-class learning includes only speaking activities that are paralleled and compatible to the online thematic content. Thus, the main focus of the present paper will primarily be directed to providing a detailed description of the online language software and the different elements involved in constituting it. Keywords: language software components, integrated skills, communicative competencies, intensive language programs, cultural and sociolinguistic norms