View in EDS

More than Learning English? The Impact of University Intensive English Language Program Attendance on International Student Academic Achievement

Saved in:
Bibliographic Details
Title: More than Learning English? The Impact of University Intensive English Language Program Attendance on International Student Academic Achievement
Language: English
Authors: Clark, Adam T. (ORCID 0000-0003-1759-6720), Lippincott, Dianna, Kim, Jeongeun (ORCID 0000-0002-3736-1446)
Source: Education Policy Analysis Archives. Mar 2021 29(43).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 24
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, College Students, Intensive Language Courses, Attendance, Foreign Students, Academic Achievement, Language Proficiency, College Freshmen
ISSN: 1068-2341
Abstract: 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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1322549
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1322549
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1322549
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: More than Learning English? The Impact of University Intensive English Language Program Attendance on International Student Academic Achievement
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Clark%2C+Adam+T%2E%22">Clark, Adam T.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1759-6720">0000-0003-1759-6720</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lippincott%2C+Dianna%22">Lippincott, Dianna</searchLink><br /><searchLink fieldCode="AR" term="%22Kim%2C+Jeongeun%22">Kim, Jeongeun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3736-1446">0000-0002-3736-1446</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. Mar 2021 29(43).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intensive+Language+Courses%22">Intensive Language Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1068-2341
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1322549
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1322549
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Intensive Language Courses
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: College Freshmen
        Type: general
    Titles:
      – TitleFull: More than Learning English? The Impact of University Intensive English Language Program Attendance on International Student Academic Achievement
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Clark, Adam T.
      – PersonEntity:
          Name:
            NameFull: Lippincott, Dianna
      – PersonEntity:
          Name:
            NameFull: Kim, Jeongeun
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 29
              M: 03
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-electronic
              Value: 1068-2341
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 43
          Titles:
            – TitleFull: Education Policy Analysis Archives
              Type: main
ResultId 1