Students' perspectives of an EAP pathway program

Increasing numbers of overseas students are applying to study at universities in Australia. Many students who meet all of the university's academic entry requirements except English language proficiency are offered pathway programs which prepare them for their tertiary studies. To date, much of the research relating to international students focuses on their progress in tertiary, rather than pathway programs, and little is known about the students' own impressions. One such program in Western Australia was the subject of a two-phase study which was carried out through interviews with thirteen students from a range of cultural and linguistic backgrounds, in order to find out what perceptions they had of its effectiveness. The participants noted that they had benefited from taking this program, as it had provided them with a good transition to studying in Australia, but a number of obstacles still had to be overcome. The results also reveal that readiness to study in a tertiary institution goes well beyond the achievement of an English language proficiency score for entry. Modifications to the program are recommended

Issues of English language proficiency for international students

In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective

An Investigation into the predictive validity of the IELTS Test as an indicator of future academic success

In recent times there has been an increase in the number of overseas students choosing to study in universities in English-speaking countries. As a result, the issue of eligibility criteria has become an important one, with measurement of proficiency in the English language being a key aspect. At present, one of the most widely used tests for this purpose is the International English Language Testing System (IELTS). This test is used at Curtin University of Technology in Western Australia. The purpose of this study is to investigate how accurate IELTS is as a predictor of performance and success in the Schools of Business, Science and Engineering. To do this a small-scale quantitative study was carried out amongst first-year undergraduate students from diverse non-English-speaking backgrounds who were admitted on the basis of their IELTS score. The findings show little evidence for the validity of IELTS as a predictor of academic success, confirming previous research findings which suggest that language is but one of many important contributing factors.19 page(s

The predictive validity of IELTS

In recent times there has been an increase in the number of overseas students choosing to study in universities in English-speaking countries. As a result, the issue of eligibility criteria has become an important one, with measurement of proficiency in the English language being a key aspect. At present, one of the most widely used tests for this purpose is the International English Language Testing System (IELTS). This test is used at Curtin University of Technology in Western Australia. The purpose of this study is to investigate how accurate IELTS is as a predictor of performance and success in the Schools of Business, Science and Engineering. To do this a small-scale quantitative study was carried out amongst first-year undergraduate students from diverse non-English-speaking backgrounds who were admitted on the basis of their IELTS score. The findings show little evidence for the validity of IELTS as a predictor of academic success, confirming previous research findings which suggest that language is but one of many important contributing factors

Using Images to Facilitate Writing for Skills Assessment: A Visual PELA

Determining the writing skill level of students commencing tertiary education is a key element in predicting their likely study success and in providing appropriate writing development opportunities. Writing tests constructed around written instructions often assume high levels of reading and comprehension skills, which in some instances impose difficulties for students who have varying levels of comprehension and writing skills as shaped by their cultural and ethnic, learning journey experiences and previous formal English language instruction. Many universities have now established Post-Entry Language Assessment (PELA) tools as a means to determining student language skills at the commencement of their studies. Discussed here is a Visual PELA (VP) intended to stimulate student writing of a small passage of text for the purpose noted above. The visual nature of this instrument is intended to provide an alternative approach for visual learners, or those for whom written instructions pose difficulties, to demonstrate their literacy skills. This paper describes the development and initial testing of a VP with a view to it becoming an additional tool for determining writing skills levels for commencing students. A trial of this VP took place with a cohort of mostly international students having English as an Additional Language/Dialect (EAL/D) undertaking higher degree by research studies in an Australian university. The VP used here was founded on the idea of using images to stimulate the writing of a short passage of text where students can find their own context and ideas to write in an imaginative way and thus demonstrate their writing skill on entry to their tertiary studies

English language interventions that improve international business student group-work performance

© 2017 by IGI Global.English-taught business degrees now represent an important part of the global education market. These attract students from all parts of the world, many whose first language is not English. Universities hosting these courses have developed language support mechanisms and programmes which have proven effective in supporting language needs in the academic context. However, these have not generally included specialised attention to group-work where the demands for communicating in English may be significantly more challenging than in a classroom environment. In this chapter, the authors consider the growth of English language support mechanisms in general, and outline a study that quantifies the impact of English in group work performance. They also detail the design of a short intervention programme focused on group-work that can improve the skills learned by students with English as a second language, and increase their performance significantly. They use this study to suggest mechanisms, and to propose improvements to English support programmes

Learning in transition: Culture to culture

This paper documents a study concerning students’ transition from their initial study settings to the Curtin University (CU) learning culture of practice. The principal aim of this research was to better understand students’ learning needs as they move from one learning culture to the next with a view to optimising study experiences and retention, particularly for students at risk. Data from student writing tasks and interviews were analysed, along with common student errors and difficulties emergent from student assignments. Findings were then aligned with the services and resources provided to students by the Communication Skills Centre which forms part of the Curtin Business School (CBS). Findings reported here have been used to improve understanding of students’ learning needs and to assist in fine-tuning student support practices delivered by the CSC at CU

The Role of Motivation in the English Language Growth of International Students After University Entry

Many international students from culturally and linguistically diverse backgrounds undertake tertiary studies in Australian universities. Academic success is dependent, at least in part, on English language proficiency, and students need to be motivated to improve their language ability over a prolonged period throughout the course of their degree. The study reported in this article aimed to assess the role of motivation in improving the English language proficiency of international students. The sample, taken from five universities in Australia, included undergraduate and postgraduate (coursework and research) students. Both quantitative and qualitative data were gathered, using surveys and interviews. Results indicate that while the importance of English language is acknowledged, international students frequently encounter barriers which impede their motivation to improve. It is recommended that universities provide adequate ongoing support to sustain students’ motivation in order to improve student retention rates and to produce the desired graduate skills