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Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness

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Title: Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness
Language: English
Authors: De Prada Creo, Elena (ORCID 0000-0002-8207-2459)
Source: Journal of Continuing Higher Education. 2023 71(2):224-236.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Continuing Education, Second Language Instruction, Second Language Learning, English for Special Purposes, Program Effectiveness, Intensive Language Courses, Weekend Programs, Self Esteem, Student Motivation, Adult Students, Student Attitudes, Foreign Countries, Outcomes of Education
Geographic Terms: Spain
DOI: 10.1080/07377363.2021.2002605
ISSN: 0737-7363
1948-4801
Abstract: Acquiring and improving advanced foreign language communication skills are considerable challenges for graduates, especially when they require a specialised approach. Additionally, their specific needs and time limitations condition their possibilities of getting suitable programmes once they finish their higher education. This research tries to fill this gap by describing an intensive experiential programme design based on foreign language learning principles and checking the possible effectiveness of this structure in three areas: opportunities to practice, motivating atmosphere, and language improvement. A survey was administered to all the participants present in the last session of each intensive programme (28 in total; 381 participants). Participants had to indicate to what extent they agreed or disagreed with a series of statements regarding the programme's effectiveness. It was made clear that participation was anonymous, voluntary, and confidential. Results suggest that the experiential programme's intensive and focussed character is especially suitable for this target group within the context of continuing education due to the extensive access to meaningful input and interaction and the emotionally favourable learning environment. Regarding learning outcomes, students found that the intensive experience was successful from a language acquisition perspective, and they reported improvement in their perceived comprehension, lexical development, and general communication skills.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1396594
Database: ERIC
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  Value: <anid>AN0165125628;gwp01may.23;2023Jul24.06:18;v2.2.500</anid> <title id="AN0165125628-1">Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness </title> <p>Acquiring and improving advanced foreign language communication skills are considerable challenges for graduates, especially when they require a specialised approach. Additionally, their specific needs and time limitations condition their possibilities of getting suitable programmes once they finish their higher education. This research tries to fill this gap by describing an intensive experiential programme design based on foreign language learning principles and checking the possible effectiveness of this structure in three areas: opportunities to practice, motivating atmosphere, and language improvement. A survey was administered to all the participants present in the last session of each intensive programme (28 in total; 381 participants). Participants had to indicate to what extent they agreed or disagreed with a series of statements regarding the programme's effectiveness. It was made clear that participation was anonymous, voluntary, and confidential. Results suggest that the experiential programme's intensive and focussed character is especially suitable for this target group within the context of continuing education due to the extensive access to meaningful input and interaction and the emotionally favourable learning environment. Regarding learning outcomes, students found that the intensive experience was successful from a language acquisition perspective, and they reported improvement in their perceived comprehension, lexical development, and general communication skills.</p> <p>Keywords: Intensive experiential programmes; intensive courses; leisure and learning; English for specific purposes; professional communication; continuing education for professionals</p> <p>Acquiring and improving advanced foreign language communication skills are considerable challenges for graduates, especially when they require a specialised approach. In addition to the general lack of suitable courses and opportunities, motivation and time are common obstacles that professional adults often find on their path to improving their English knowledge. Parallel to this, adult professionals are well aware that globalisation and the need to be integrated into an international market demand advanced foreign language skills. For this reason, they have to juggle the contradictory feelings regarding the convenience of fulfilling their needs on the one hand and their lack of motivation to take action on the other.</p> <p>It is essential to consider that adults have specific needs and demands but also limitations and responsibilities that condition their integration and commitment in conventional language courses. Frequently, they cannot attend scheduled classes during the week or have difficulties finding appropriate programmes, especially if they require English for Specific Purposes (ESP) training. Accordingly, offering attractive and focussed alternative solutions for language learning and practice in meaningful situations can be an essential contribution to boost their interest and fit their requirements. Intensive courses during leisure time in an inviting environment can constitute an effective formula for combining adults' needs, interests, and motivation.</p> <p>For this intensive experience to be successful, it is necessary to consider some fundamental foreign language learning principles, ESP training, professional communication, and the specific features of intensive courses. Taking into account the considerations above, the purpose of this article is twofold: On the one hand, to describe the design of an intensive experiential programme, based on the principles of foreign language learning and acquisition applied to professional communication, and on the other, to check the possible effectiveness of this structure in three fundamental areas: opportunities to practise, motivating atmosphere, and language improvement.</p> <hd id="AN0165125628-2">Theoretical Background</hd> <p>For this research, language learning has been approached within the context of intensive courses, combining the literature carried out in this area with the main principles of foreign language learning and acquisition, specifically the roles that input, output, interactions, context, and emotional factors can play in the process.</p> <hd id="AN0165125628-3">Intensive Courses</hd> <p>Intensive courses have been considered excellent language practice formats for learning and acquisition (Scott & Conrad, [<reflink idref="bib28" id="ref1">28</reflink>]). It has been argued that they can present many benefits to both students and faculty (Caskey, [<reflink idref="bib4" id="ref2">4</reflink>]; Daniel, [<reflink idref="bib8" id="ref3">8</reflink>]). Sometimes this type of structure is even more effective than traditional courses (Scott, [<reflink idref="bib27" id="ref4">27</reflink>]). This effectiveness can also be observed in oral courses for adults, especially in lexical complexity (Serrano, [<reflink idref="bib29" id="ref5">29</reflink>]).</p> <p>Researchers have tried to delve deeper into the reasons that can explain the success of intensive courses. They have highlighted aspects such as being short, concentrated, and more open to interaction, discussion, and other constructive teaching methods (Kucsera & Zimmaro, [<reflink idref="bib22" id="ref6">22</reflink>]). With careful planning, expert implementation, and adequate resources, intensive courses have been demonstrated to be highly effective (Dwyer, [<reflink idref="bib13" id="ref7">13</reflink>]).</p> <hd id="AN0165125628-4">English for Specific Purposes: Professional English Communication</hd> <p>Graduate professionals worldwide, from any field of study, are frequently faced with some weaknesses that tertiary education could not fully address and are fundamental for a successful career: comprehensive knowledge of a highly specialised technical vocabulary (Chung & Nation, [<reflink idref="bib5" id="ref8">5</reflink>]; Liu & Hu, [<reflink idref="bib23" id="ref9">23</reflink>]) and intercultural skills for effective communication in international professional contexts (Ahmed, [<reflink idref="bib1" id="ref10">1</reflink>]). This discrepancy between requirements and acquired competencies is highly relevant since both employers and graduates are aware of their importance, and students perceive them as fundamental challenges (Wu & Hammond, [<reflink idref="bib34" id="ref11">34</reflink>]).</p> <p>Accordingly, for intensive courses to be successful, it is necessary to consider the mentioned features, i.e., their focus on oral courses for adults and the acquisition of complex vocabulary (Serrano, [<reflink idref="bib29" id="ref12">29</reflink>]), their short and concentrated approach, and their use of constructive teaching methods such as interaction and discussion (Kucsera & Zimmaro, [<reflink idref="bib22" id="ref13">22</reflink>]). In addition, they should also take into account some fundamental foreign language learning principles, which will be analysed in what follows.</p> <hd id="AN0165125628-5">Input, Output, and Interaction</hd> <p>Most studies devised to observe the real dimension of input corroborate its importance in the process of learning a second or foreign language (L2) (Mackey, [<reflink idref="bib25" id="ref14">25</reflink>]). A common concern has been to define the ideal features of input to facilitate learning. According to research, input has to be sufficient in terms of quantity (Spolsky, [<reflink idref="bib30" id="ref15">30</reflink>]) and frequency (Dulay et al., [<reflink idref="bib12" id="ref16">12</reflink>]). Additionally, it has been emphasised that input needs to be understood by the individual (Krashen, [<reflink idref="bib21" id="ref17">21</reflink>]; Van Patten, [<reflink idref="bib31" id="ref18">31</reflink>]). Once the message has been understood, the language acquisition machinery can incorporate the new elements. Another feature input should have to make learning possible is to be specially addressed to the individual, turning personalised input into a valuable language learning factor.</p> <p>In addition to the important role of input, it has been stated (Long, [<reflink idref="bib24" id="ref19">24</reflink>]) that receiving and understanding messages is not enough: We have to produce them. In this way, language acquisition possibilities are higher when the individuals can organise their output during interaction with their interlocutors. Different studies (Gass, [<reflink idref="bib16" id="ref20">16</reflink>]; Long, [<reflink idref="bib24" id="ref21">24</reflink>]) defend the importance of interaction for acquiring a second/foreign language as it connects output production, access to more input, and feedback. In this way, learners can modify their output and improve their language skills (Gass & Mackey, [<reflink idref="bib17" id="ref22">17</reflink>]). In the specific case of immersion courses, studies such as the one by Freed et al. ([<reflink idref="bib14" id="ref23">14</reflink>]) highlighted that when they compared regular classrooms, study abroad programmes, and intensive domestic immersion programmes, the immersion group reported using the L2 more frequently than the others. This finding is of special significance because it corroborates the effectiveness of intensive immersion programmes to generate opportunities for interaction and facilitate language learning.</p> <hd id="AN0165125628-6">Context, Atmosphere, and Emotional Factors</hd> <p>The context where language learning occurs is considered one of the key elements to understanding the nature and extent of language acquisition (Collentine, [<reflink idref="bib6" id="ref24">6</reflink>]). Thus, context is connected with the importance of input, output, and interaction. Learning the L2 abroad provides more opportunities for practice in real-life situations, and accordingly, students achieve a higher English level (De Prada et al., [<reflink idref="bib9" id="ref25">9</reflink>]). However, the favourable conditions of authentic situations can be emulated in other contexts. According to Dewey ([<reflink idref="bib11" id="ref26">11</reflink>]), immersion programmes at home can yield similar results to studying abroad regarding acquiring different L2 skills.</p> <p>Equally, some authors consider that the classroom can constitute an appropriate social context for communication. In the case of intensive courses, students highlighted the importance that context could play in their learning. Classroom relationships, classroom atmosphere, class size, and the physical environment were considered especially relevant (Scott, [<reflink idref="bib27" id="ref27">27</reflink>]). The atmosphere generated is also fundamental in order to encourage trust and participation, since a supportive environment is essential for effective language learning (Cotterall, [<reflink idref="bib7" id="ref28">7</reflink>]). According to Scott ([<reflink idref="bib27" id="ref29">27</reflink>]), the ideal number of participants for a relaxed atmosphere ranges between 10 and 30. This relaxing atmosphere and adequate training can increase motivation (Kucsera & Zimmaro, [<reflink idref="bib22" id="ref30">22</reflink>]), reduce learning anxiety levels, and lead to the programme's success.</p> <hd id="AN0165125628-7">The Intensive Experiential Programme: Guiding Principles and Design</hd> <p>Based on the different considerations mentioned above, we devised a programme that tried to utilise the main principles associated with successful language acquisition.</p> <p>The first consideration was the selection of the context where the experiential programme would take place. To recreate English-speaking microcosms in places that could guarantee a total immersion, we selected rural houses in the countryside (Galicia, Spain). A call was made through newspapers and social media to attract those who wanted to participate in the programme. Some requirements had to be met, such as Wi-Fi connection, meeting rooms, dining room, and full board option. The entire property was rented for the purpose, and owners and staff contributed to facilitating that all the input was in English. No other guests had access to the house. All the written elements (notices, information sheets, menus) were translated into English by the organisers.</p> <p>The locations were in green areas with many possible activities at a short distance. All the selected houses were conveniently located, so trips there and back from any point in the region would take less than 2 h and 30 min to avoid spending much time travelling. Gastronomy was part of the course content, so special attention was paid to its good quality.</p> <p>Courses were organised during off-season weekends. With this, the property owners had full occupancy in periods with low demand and could concentrate on the project, which they did.</p> <p>The programme combined academic sessions with leisure activities. The theoretical part included ESP sessions for professionals, emphasising specific vocabulary and structures. Specialised technical words were selected, considering their relevance and frequency for each discipline (Ha & Hyland, [<reflink idref="bib18" id="ref31">18</reflink>]; Nation, [<reflink idref="bib26" id="ref32">26</reflink>]). Theory and practice were carefully balanced. Students were required to participate in the sessions actively through teamwork, oral presentations, and debates. Following previous research recommendations, the maximum number of participants was 15 to facilitate interaction and create a pleasant atmosphere (Scott, [<reflink idref="bib27" id="ref33">27</reflink>]).</p> <p>The leisure activities included cultural visits to natural and cultural heritage places, hiking routes in green areas, visits to markets, cookery classes with products from the region, relaxing activities, yoga, dancing, mindfulness, and cinema. Special attention was paid to extensive oral practice, fostering interactions, and opportunities for receiving individualised input and feedback.</p> <p>Teaching methods, course structure, and leisure activities were guided by the following principles (based on Cotterall, [<reflink idref="bib7" id="ref34">7</reflink>]; Katz & Stevens, [<reflink idref="bib19" id="ref35">19</reflink>]; Scott, [<reflink idref="bib27" id="ref36">27</reflink>]; Wood, [<reflink idref="bib33" id="ref37">33</reflink>]):</p> <p></p> <ulist> <item> <emph>Focussed, uninterrupted learning</emph>: The three days were exclusively devoted to learning and practising English, so participants were especially centred on communication skills.</item> <p></p> <item> <emph>Interaction and in-depth discussions</emph>: Based on Scott's findings, lessons and activities were scheduled at an intensive pace, from breakfast to after-dinner activities, such as films, TV series, or board games. They were demanding both intellectually and socially. They required deep involvement and interaction.</item> <p></p> <item> <emph>Emphasis on core concepts</emph>: Because intensive experiential courses had a focussed thematic content, participants could concentrate on relevant areas. In this way, the content could be processed more efficiently, leading to more in-depth knowledge and creative thinking.</item> <p></p> <item> <emph>More memorable learning experience</emph>: Participants had to be immersed in this learning situation without any other distraction or interference contributing to making it more memorable. According to Scott's research, this is the expected result as participants concentrate their efforts and energy on the learning experience.</item> <p></p> <item> <emph>Time to prepare tasks</emph>: During the intensive experiential course, students were given allocated time to prepare the assigned tasks. In this way, students could not procrastinate, and as a consequence they were better prepared for the scheduled activities and tasks.</item> <p></p> <item> <emph>Course organisation and methodology</emph>: Special attention was paid to active, experiential learning and interactive teamwork discussions. Course organisation was also considered fundamental. Materials were carefully selected and adapted to participants' needs, focussing on in-depth approaches to the different topics. Delving deeper into specific areas has been recommended as a positive strategy to improve the long-term retention of learned material (Scott, [<reflink idref="bib27" id="ref38">27</reflink>]).</item> <p></p> <item> <emph>Input, interaction, and context</emph>: All the activities were scheduled in English, and participants were required to speak English at all times. This was a specific requirement for their participation in the programme. An "only English" communication protocol was established to maximise the opportunities for input, output, interaction, and use of effective communication strategies.</item> <p></p> <item> <emph>Combination of lessons and leisure activities</emph>: Language teaching and learning transcended formal instruction limits and were naturally integrated into everyday activities. In this way, there were more opportunities for input, output, and interaction. In the case of scheduled learning, contents were organised in ESP sessions, offering relevant and meaningful vocabulary and structures with a particular emphasis on oral skills, native speaker models, and fluency-focussed activities (Wood, [<reflink idref="bib33" id="ref39">33</reflink>]).</item> <p></p> <item> <emph>Context, atmosphere, and motivation</emph>: Participants should have a favourable and open attitude for language practice and learning. Hence, high quality accommodation was selected to make them feel comfortable and secure in a supportive environment (Cotterall, [<reflink idref="bib7" id="ref40">7</reflink>]). The combination of academic and leisure, cultural, and sports activities could help participants to access different input and interaction possibilities in a relaxed emotional mood favourable for learning.</item> <p></p> <item> <emph>Cooperative teachers and instructors</emph>: It is highly recommended that teachers work in teams, cooperating and designing coordinated activities (Katz & Stevens, [<reflink idref="bib19" id="ref41">19</reflink>]). Teachers, instructors, and leaders were carefully selected, taking into account their training and adequacy as good native speaker models (Wood, [<reflink idref="bib33" id="ref42">33</reflink>]). A total of twelve native speakers participated in the project. They came from different countries and regions in the United Kingdom, the United States, and New Zealand. Similarly, personal qualities and expertise were also considered (Scott, [<reflink idref="bib27" id="ref43">27</reflink>]). Among these characteristics, enthusiasm, knowledge, experience, good communication skills, open-mindedness, and respect were highlighted.</item> </ulist> <p>Based on the previously described research and the subsequent design of the intensive programme, the following research questions were posed:</p> <p></p> <ulist> <item> Q1: Are intensive experiential weekend courses suitable generators of meaningful input and interaction?</item> <p></p> <item> Q2: Do intensive experiential courses provide a confidence-building and motivating atmosphere for language acquisition?</item> <p></p> <item> Q3: Do participants consider they have acquired better comprehension and vocabulary skills and experienced general improvement?</item> </ulist> <hd id="AN0165125628-8">Methodology</hd> <p></p> <hd id="AN0165125628-9">Participants</hd> <p>The sample was made up of 381 graduate professionals, 205 women (53.8%) and 176 men (46.2%). Regarding age, 24.93% were between 20 and 34, 62.99% were between 35 and 50, and 12.07% between 51 and 65. No participant was older than 65. Their English level was B1(intermediate) or superior.</p> <hd id="AN0165125628-10">Instrument and Procedure</hd> <p>A descriptive study was carried out using an observational design that aimed to systematically and objectively record the students' opinions.</p> <p>Based on the described existing research and the objective of the intensive programme, a specific questionnaire was devised to elicit participants' perceptions regarding the previously indicated research questions. This section included nine questions measuring three different areas:</p> <p></p> <ulist> <item> The first set addressed four different components (activities, pace, input, and interaction) and had the objective of obtaining information about participants' perceptions of the chosen course structure (a combination of academic and leisure activities) as a generator of input and interaction. The statements to elicit this information were as follows:</item> <p></p> <item> A1. The number and variety of activities were appropriate.</item> <p></p> <item> A2. The pace and rhythm of the schedule were comfortable.</item> <p></p> <item> A3. I received a great deal of information in English that I could understand.</item> <p></p> <item> A4. I had plenty of opportunities to practise English with other speakers.</item> <p></p> <item> The second set included two statements (confidence and motivation) to elicit information about the atmosphere and environment regarding confidence and motivation:</item> <p></p> <item> B1. I feel more confident communicating in English now than when I arrived.</item> <p></p> <item> B2. My motivation to learn English has increased thanks to this experience.</item> <p></p> <item> Finally, the third set included three statements (comprehension, vocabulary, improvement) that addressed participants' perceived results (comprehension, vocabulary, general improvement):</item> <p></p> <item> C1. I understand English better now than when I arrived.</item> <p></p> <item> C2. I have learnt new words and expressions.</item> <p></p> <item> C3. I feel my English has improved as a result of this experience.</item> </ulist> <p>This type of measurement (self-perception of level) is used by other studies, such as those by Dewaele and Stavans ([<reflink idref="bib10" id="ref44">10</reflink>]), Korzilius et al. ([<reflink idref="bib20" id="ref45">20</reflink>]), and Fürst and Grin ([<reflink idref="bib15" id="ref46">15</reflink>]), who highlight the fact that this measurement has greater validity than academic marks or other objective measurements in many situations.</p> <p>To design the questionnaire and guarantee its validity, five expert judges from the areas of psychology, education, and applied linguistics reviewed the questions. They were asked their opinions regarding the resulting instrument (Cabero Almenara & Llorente Cejudo, [<reflink idref="bib3" id="ref47">3</reflink>]). Following Weir's indications ([<reflink idref="bib32" id="ref48">32</reflink>]), questions were adapted or reformulated to make them more comprehensible and clearer when required by the expert judges.</p> <p>The participants in this study had to indicate to what extent they agreed or disagreed with a series of statements regarding the programme's effectiveness. The answers were given via a Likert scale with five alternatives: (<reflink idref="bib1" id="ref49">1</reflink>) strongly disagree, (<reflink idref="bib2" id="ref50">2</reflink>) disagree, (<reflink idref="bib3" id="ref51">3</reflink>) neither agree nor disagree, (<reflink idref="bib4" id="ref52">4</reflink>) agree, or (<reflink idref="bib5" id="ref53">5</reflink>) strongly agree. This type of scale was chosen because it is simple to construct and complete, each specific item can have its response analysed separately or in conjunction with other questions, and, very importantly, it is likely to be highly reliable (Bertram, [<reflink idref="bib2" id="ref54">2</reflink>]).</p> <p>The survey was administered to all the participants present in the last session of each intensive programme (28 in total; 381 participants), using a questionnaire. It was made clear that participation was anonymous and voluntary, specifying that the information provided would be treated confidentially.</p> <hd id="AN0165125628-11">Data Analysis</hd> <p>For the data analysis, frequencies and percentages were used and included in Tables 1, 2, and 3. The mean, mode, and standard deviation (SD) for all the items under study were calculated and included in Tables 4, 5, and 6. All the analyses were carried out employing the statistical package SPSS 21.0.</p> <p>Table 1. Frequencies of participants' perceptions regarding the number of activities, pace, input, and interaction.</p> <p> <ephtml> <table><thead><tr><td /><td>Value</td><td>Frequency</td><td>Percentage</td></tr></thead><tbody valign="top"><tr><td>Activities</td><td char=".">3</td><td char=".">4</td><td char=".">1.0</td></tr><tr><td char=".">4</td><td char=".">43</td><td char=".">11.3</td></tr><tr><td char=".">5</td><td char=".">334</td><td char=".">87.7</td></tr><tr><td>Pace</td><td char=".">4</td><td char=".">34</td><td char=".">8.9</td></tr><tr><td char=".">5</td><td char=".">347</td><td char=".">91.1</td></tr><tr><td>Input</td><td char=".">4</td><td char=".">9</td><td char=".">2.4</td></tr><tr><td char=".">5</td><td char=".">372</td><td char=".">97.6</td></tr><tr><td>Interaction</td><td char=".">4</td><td char=".">9</td><td char=".">2.4</td></tr><tr><td char=".">5</td><td char=".">372</td><td char=".">97.6</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>N</emph>: 381.</p> <p>Table 2. Frequencies of participants' perceptions regarding confidence and motivation.</p> <p> <ephtml> <table><thead><tr><td /><td>Value</td><td>Frequency</td><td>Percentage</td></tr></thead><tbody valign="top"><tr><td>Confidence</td><td char=".">3</td><td char=".">29</td><td char=".">7.6</td></tr><tr><td char=".">4</td><td char=".">55</td><td char=".">14.4</td></tr><tr><td char=".">5</td><td char=".">297</td><td char=".">78.0</td></tr><tr><td>Motivation</td><td char=".">4</td><td char=".">18</td><td char=".">4.7</td></tr><tr><td char=".">5</td><td char=".">363</td><td char=".">95.3</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>N</emph>: 381.</p> <p>Table 3. Frequencies of participants' perceptions regarding comprehension, vocabulary, and improvement.</p> <p> <ephtml> <table><thead><tr><td /><td>Value</td><td>Frequency</td><td>Percentage</td></tr></thead><tbody valign="top"><tr><td>Comprehension</td><td char=".">3</td><td char=".">25</td><td char=".">6.6</td></tr><tr><td char=".">4</td><td char=".">102</td><td char=".">26.8</td></tr><tr><td char=".">5</td><td char=".">254</td><td char=".">66.7</td></tr><tr><td>Vocabulary</td><td char=".">3</td><td char=".">13</td><td char=".">3.4</td></tr><tr><td char=".">4</td><td char=".">108</td><td char=".">28.3</td></tr><tr><td char=".">5</td><td char=".">260</td><td char=".">68.2</td></tr><tr><td>Improvement</td><td char=".">3</td><td char=".">18</td><td char=".">4.7</td></tr><tr><td char=".">4</td><td char=".">74</td><td char=".">19.4</td></tr><tr><td char=".">5</td><td char=".">289</td><td char=".">75.9</td></tr></tbody></table> </ephtml> </p> <p>3 <emph>N</emph>: 381.</p> <p>Table 4. Participants' perceptions of the number of activities, pace, input, and interaction.</p> <p> <ephtml> <table><thead><tr><td /><td>Minimum</td><td>Maximum</td><td>Mean</td><td>Mode</td><td>SD</td></tr></thead><tbody valign="top"><tr><td>Activities</td><td char=".">3</td><td char=".">5</td><td char=".">4.87</td><td char=".">5</td><td char=".">0.371</td></tr><tr><td>Pace</td><td char=".">4</td><td char=".">5</td><td char=".">4.91</td><td char=".">5</td><td char=".">0.285</td></tr><tr><td>Input</td><td char=".">4</td><td char=".">5</td><td char=".">4.98</td><td char=".">5</td><td char=".">0.152</td></tr><tr><td>Interaction</td><td char=".">4</td><td char=".">5</td><td char=".">4.98</td><td char=".">5</td><td char=".">0.152</td></tr></tbody></table> </ephtml> </p> <p>4 <emph>N</emph>: 381.</p> <p>Table 5. Participants' perceptions of confidence and motivation.</p> <p> <ephtml> <table><thead><tr><td /><td>Minimum</td><td>Maximum</td><td>Mean</td><td>Mode</td><td>SD</td></tr></thead><tbody valign="top"><tr><td>Confidence</td><td char=".">3</td><td char=".">5</td><td char=".">4.70</td><td char=".">5</td><td char=".">0.602</td></tr><tr><td>Motivation</td><td char=".">4</td><td char=".">5</td><td char=".">4.95</td><td char=".">5</td><td char=".">0.212</td></tr></tbody></table> </ephtml> </p> <p>5 <emph>N</emph>: 381.</p> <p>Table 6. Participants' perceptions of comprehension, vocabulary, and improvement.</p> <p> <ephtml> <table><thead><tr><td /><td>Minimum</td><td>Maximum</td><td>Mean</td><td>Mode</td><td><italic>SD</italic></td></tr></thead><tbody valign="top"><tr><td>Comprehension</td><td char=".">3</td><td char=".">5</td><td char=".">4.60</td><td char=".">5</td><td char=".">0.610</td></tr><tr><td>Vocabulary</td><td char=".">3</td><td char=".">5</td><td char=".">4.65</td><td char=".">5</td><td char=".">0.545</td></tr><tr><td>Improvement</td><td char=".">3</td><td char=".">5</td><td char=".">4.71</td><td char=".">5</td><td char=".">0.548</td></tr></tbody></table> </ephtml> </p> <p>6 <emph>N</emph>: 381.</p> <hd id="AN0165125628-12">Results</hd> <p>Results show that dispersion is low, indicating that the values were near the mean and, in consequence, they can be considered precise and representative.</p> <p>Regarding research question number 1 (Q1), which refers to the possibility of obtaining meaningful input and participating in numerous interactions, results show that all participants considered that the format of the course enabled them to have multiple communicative exchanges using the L2 (see Table 4). Participants' responses indicate that the number (4.87) and pace (4.91) of activities reached almost the maximum score. The same occurred with the opportunities for obtaining input (4.98) and interaction (4.98).</p> <p>A striking fact is that most participants gave these features the highest scores (see Table 1), highlighting that the course structure was adequate for intensive language practice.</p> <p>Regarding question number 2, which refers to the recreation of a confidence-building and motivating atmosphere, participants confirmed that this type of environment and activities adequately contributed to a satisfactory state of mind for learning (4.95).</p> <p>Regarding their confidence level with regard to the foreign language, all participants indicated that they felt highly confident (4.7) in the context (see Table 5). No participant considered that the environment was not adequate, and most of them (78%) gave the highest score (see Table 2).</p> <p>In response to their motivation level, most participants declared that they considered the course highly motivating (4.95) for language practice (see Table 5). Specifically, 95.3% of participants gave the highest score (<reflink idref="bib5" id="ref55">5</reflink>) and 4.7% close to the maximum (<reflink idref="bib4" id="ref56">4</reflink>). No participant chose three or lower (see Table 2).</p> <p>For question number 3, regarding language learning and acquisition, all participants considered that the intensive weekend was a successful experience in the three areas considered. Regarding comprehension, participants estimated that the programme helped them understand better (4.60), improve vocabulary skills (4.65), and experience a general improvement (4.71) in their communication competence (see Table 6). No participant considered that the programme was not adequate for language improvement, and most of them (75.9%) gave the highest score (see Table 3).</p> <hd id="AN0165125628-13">Discussion</hd> <p>Regarding the access to input, participants considered that they had plenty of opportunities for language practice and interaction, confirming that the chosen formula was adequate for the intended purpose. In addition to the different activities, this perception is backed up by research carried out by Scott ([<reflink idref="bib27" id="ref57">27</reflink>]) regarding the limited number of students. In this sense, the described programme made it possible for participants to be able to receive input specially addressed to them, increasing their chances of understanding and meeting the necessary language learning and acquisition conditions.</p> <p>As far as input quantity is concerned, this type of course structure was perceived as a sound generator of input and interactions. The different types of activities and the constant contact with peers and instructors in different communicative situations proved to be optimum sources of input, output, and interactions, thus facilitating learning (Gass & Mackey, [<reflink idref="bib17" id="ref58">17</reflink>]).</p> <p>Participants indicated that the number, pace, and selection of activities offered plenty of opportunities for obtaining meaningful input. This result suggests that the intensive and focussed character of the practised input was especially suitable for this context and target group (Scott, [<reflink idref="bib27" id="ref59">27</reflink>]).</p> <p>According to participants, this type of intensive experience provided an excellent framework for input and organisation of output through interactions. Having accessible, varied input and opportunities for interaction in an English-only environment at all times made it possible to obtain all the benefits of input for language improvement. In this way, we can confirm that, under certain conditions, intensive experiential programmes can be highly effective initiatives for language practice and acquisition. As mentioned, immersion in a controlled social context where English is the only way of communication and where interaction with native speakers is guaranteed can make this programme even more effective than staying abroad (Freed et al., [<reflink idref="bib14" id="ref60">14</reflink>]) when the opportunities for meaningful interactions are limited.</p> <p>The specific features of this type of training contributed to creating a more relaxed learning environment than conventional courses (Scott, [<reflink idref="bib27" id="ref61">27</reflink>]). As both students and instructors were spending academic and social time together, the atmosphere generated was characterised by comradeship, confidence, and collaboration. Sharing social contacts and educational and leisure experiences helped create a solid and coordinated group that were able to know each other better and establish close relationships. Additionally, participants indicated having high levels of motivation. This result is coherent with research suggesting that participants integrated into intensive courses are more highly motivated or reach higher motivational levels. As Kucsera and Zimmaro ([<reflink idref="bib22" id="ref62">22</reflink>]) highlight, the high level of motivation can also indicate that this kind of programme attracts more highly motivated or focussed students. This fact can also lead the students to consider intensive courses to be more effective than traditional ones.</p> <p>Regarding learning outcomes, as indicated in the case of intensive courses (Scott, [<reflink idref="bib27" id="ref63">27</reflink>]), students found that the intensive experiential programme was successful from a language acquisition perspective. Significant improvement was found in their perceived comprehension, lexical development, and general communication skills. According to Scott's research, this is the expected result as participants concentrate their efforts and energy on the learning experience. Additionally, the content is processed more efficiently, leading to more in-depth knowledge and creative thinking. In this way, controlled settings involving extensive use of the L2 can be highly effective for learning, meaning that intensive experiential programmes at home can yield similar results to studying abroad regarding L2 skills acquisition (Dewey, [<reflink idref="bib11" id="ref64">11</reflink>]).</p> <hd id="AN0165125628-14">Conclusions</hd> <p>The intensive courses based on different experiences have been shown to be a suitable formula for professional adults' continuing education due to their intensive and focussed character, their specialised approach, and their adaptation to participants' needs and requirements. The programme contributed to fill some weaknesses detected in tertiary education, such as the knowledge and practice of highly specialised technical vocabulary and intercultural communication skills in international professional contexts.</p> <p>Combining academic lessons and cultural and leisure activities in an emotionally favourable learning environment was confirmed to fit professional adults' interests and demands and to promote language acquisition. This adequacy could be observed in the three areas under study, providing multiple opportunities for interaction in a friendly and motivating atmosphere and favouring significant language improvement.</p> <p>Having to communicate in English at all times in different contexts can be considered an essential condition for putting the described elements into practice. If we succeed in making students develop the habit of communicating in English whenever the situations and the interlocutor allow it, there would be more opportunities for interacting, receiving individually addressed input, and, as a consequence, improving communication skills. Likewise, participants should be aware of the endless options for language learning and practice that can be easily accessible in their free time once they have finished their higher education. In this way, the combination of leisure and learning within the context of continuing education could be a reality and extend to many other areas of students' training.</p> <p>Although this structure was organised in a specific region of Spain (Galicia), using different countryside accommodation networks we believe it could be easily replicated in many other areas as most countries have similar or alternative tourist accommodation establishments. The same can apply to other languages, even local ones. Additionally, working with reduced groups of learners in a controlled environment and with a wide range of outdoor activities can be a good alternative in situations, such as the current one, in which specific social and travel restrictions are applicable.</p> <hd id="AN0165125628-15">Limitations and Future Research</hd> <p>Although this programme was centred on English as a foreign language, extending it to other languages, including local ones, could be of interest. In this case, from a research point of view, it would be significant to compare the effects of these intensive programmes where a specific environment is recreated to teach a foreign language versus where the target language is the one spoken locally.</p> <ref id="AN0165125628-16"> <title> References </title> <blist> <bibl id="bib1" idref="ref10" type="bt">1</bibl> <bibtext> Ahmed, M. R. (2021). Teaching English for professional communication: Future challenges, developments and implications. The Asian ESP Journal, 17 (2), 98 – 113.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref50" type="bt">2</bibl> <bibtext> Bertram, D. (2008). Likert Scales... are the meaning of life. Topic report. <ulink href="http://poincare.matf.bg.ac.rs/∼kristina/topic-dane-likert.pdf">http://poincare.matf.bg.ac.rs/∼kristina/topic-dane-likert.pdf</ulink>.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref47" type="bt">3</bibl> <bibtext> Cabero Almenara, J., & Llorente Cejudo, M. C. (2013). La aplicación del juicio de experto como técnica de evaluación de las tecnologías de la información (TIC). Eduweb. Revista de Tecnología de Información y Comunicación en Educación, 7 (2), 11 – 22.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref2" type="bt">4</bibl> <bibtext> Caskey, S. R. (1994). Learning outcomes in intensive courses. 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A review of time-shortened courses across disciplines. College Student Journal, 34 (2), 298 – 308.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref25" type="bt">9</bibl> <bibtext> De Prada, E., Mareque, M., & Pino, M. (2020). Creativity and intercultural experiences: The impact of university international exchanges. Creativity. Theories – Research - Applications, 7 (2), 321 – 345. https://doi.org/10.2478/ctra-2020-0017</bibtext> </blist> <blist> <bibtext> Dewaele, J. M., & Stavans, A. (2014). The effect of immigration, acculturation and multicompetence on personality profiles of israeli multilinguals. International Journal of Bilingualism, 18 (3), 203 – 221. https://doi.org/10.1177/1367006912439941</bibtext> </blist> <blist> <bibtext> Dewey, D. P. (2007). Japanese vocabulary acquisition by learners in three contexts. Frontiers: The Interdisciplinary Journal of Study Abroad, 15 (1), 127 – 148. https://doi.org/10.36366/frontiers.v15i1.223</bibtext> </blist> <blist> <bibtext> Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford University Press.</bibtext> </blist> <blist> <bibtext> Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10 (1), 151 – 164. https://doi.org/10.36366/frontiers.v10i1.139</bibtext> </blist> <blist> <bibtext> Freed, B. F., Segalowitz, N., & Dewey, D. P. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26 (02), 275 – 301. https://doi.org/10.1017/S0272263104262064</bibtext> </blist> <blist> <bibtext> Fürst, G., & Grin, F. (2018). Multilingualism and creativity: A multivariate approach. Journal of Multilingual and Multicultural Development, 39 (4), 341 – 355. https://doi.org/10.1080/01434632.2017.1389948</bibtext> </blist> <blist> <bibtext> Gass, S. M. (2003). Input and interaction. In C. J. Doughty & H. L. Long (Eds.), The handbook of second language acquisition (Vol. 2, pp. 224 – 256). Blackwell Publishing.</bibtext> </blist> <blist> <bibtext> Gass, S. M., & Mackey, A. (2006). Input, interaction and output: An overview. AILA Review, 19 (1), 3 – 17. https://doi.org/10.1075/aila.19.03gas</bibtext> </blist> <blist> <bibtext> Ha, A. Y. H., & Hyland, K. (2017). What is technicality? A Technicality Analysis Model for EAP vocabulary. Journal of English for Academic Purposes, 28, 35 – 49. https://doi.org/10.1016/j.jeap.2017.06.003</bibtext> </blist> <blist> <bibtext> Katz, S., & Stevens, S. A. (1997). Standard English immersion for native English speakers. 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A critique of intensive courses and an agenda for research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 8, pp. 411 – 459). Agathon Press.</bibtext> </blist> <blist> <bibtext> Serrano, R. (2010). Development of English language skills in oral production by adult students in intensive and regular EFL courses. Vigo International Journal of Applied Linguistics, 7, 99 – 113.</bibtext> </blist> <blist> <bibtext> Spolsky, B. (1986). Conditions for second language learning. Oxford University Press.</bibtext> </blist> <blist> <bibtext> Van Patten, B. (1990). Attending to form and content in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12, 287 – 302.</bibtext> </blist> <blist> <bibtext> Weir, C. J. (2005). Language testing and validation. An Evidence-based Approach. Palgrave McMillan.</bibtext> </blist> <blist> <bibtext> Wood, D. (2009). Preparing ESP learners for workplace placement. ELT Journal, 63 (4), 323 – 331. https://doi.org/10.1093/elt/ccp005</bibtext> </blist> <blist> <bibtext> Wu, W., & Hammond, M. (2011). Challenges of university adjustment in the UK: A study of East Asian Master's degree students. Journal of Further and Higher Education, 35 (3), 423 – 438. https://doi.org/10.1080/0309877X.2011.569016</bibtext> </blist> </ref> <aug> <p>By Elena De Prada Creo</p> <p>Reported by Author</p> <p></p> <p>Elena De Prada Creo holds a PhD in Applied Linguistics (University of Santiago de Compostela, Spain). She is a specialist in TESOL (Trinity College London, England) and a Professor of English for Specific Purposes at the University of Vigo and UNED (Spain). She also taught at the University of Santiago and several European universities. She has occupied various academic positions at the universities of Santiago de Compostela and Vigo. In the last eight years, she has been vice-dean for international affairs. She has supervised different research projects and doctoral dissertations. She was the leading researcher in various innovation and research projects funded by the university and the government. Her publications and research guidelines are focussed on foreign language learning, ESP, teacher training, innovative teaching, learning methods, continuing education, multilingualism, interculturality, and creativity.</p> </aug> <nolink nlid="nl1" bibid="bib28" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib27" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib29" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib22" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib13" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib23" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib34" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib25" firstref="ref14"></nolink> <nolink nlid="nl9" bibid="bib30" firstref="ref15"></nolink> <nolink nlid="nl10" bibid="bib12" firstref="ref16"></nolink> <nolink nlid="nl11" bibid="bib21" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib31" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib24" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib16" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib17" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib14" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib11" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib18" firstref="ref31"></nolink> <nolink nlid="nl19" bibid="bib26" firstref="ref32"></nolink> <nolink nlid="nl20" bibid="bib19" firstref="ref35"></nolink> <nolink nlid="nl21" bibid="bib33" firstref="ref37"></nolink> <nolink nlid="nl22" bibid="bib10" firstref="ref44"></nolink> <nolink nlid="nl23" bibid="bib20" firstref="ref45"></nolink> <nolink nlid="nl24" bibid="bib15" firstref="ref46"></nolink> <nolink nlid="nl25" bibid="bib32" firstref="ref48"></nolink>
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Items – Name: Title
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  Group: Ti
  Data: Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22De+Prada+Creo%2C+Elena%22">De Prada Creo, Elena</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8207-2459">0000-0002-8207-2459</externalLink>)
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Continuing+Higher+Education%22"><i>Journal of Continuing Higher Education</i></searchLink>. 2023 71(2):224-236.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– 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="%22Adult+Education%22">Adult Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Continuing+Education%22">Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Special+Purposes%22">English for Special Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Intensive+Language+Courses%22">Intensive Language Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Weekend+Programs%22">Weekend Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1080/07377363.2021.2002605
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  Label: ISSN
  Group: ISSN
  Data: 0737-7363<br />1948-4801
– Name: Abstract
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  Data: Acquiring and improving advanced foreign language communication skills are considerable challenges for graduates, especially when they require a specialised approach. Additionally, their specific needs and time limitations condition their possibilities of getting suitable programmes once they finish their higher education. This research tries to fill this gap by describing an intensive experiential programme design based on foreign language learning principles and checking the possible effectiveness of this structure in three areas: opportunities to practice, motivating atmosphere, and language improvement. A survey was administered to all the participants present in the last session of each intensive programme (28 in total; 381 participants). Participants had to indicate to what extent they agreed or disagreed with a series of statements regarding the programme's effectiveness. It was made clear that participation was anonymous, voluntary, and confidential. Results suggest that the experiential programme's intensive and focussed character is especially suitable for this target group within the context of continuing education due to the extensive access to meaningful input and interaction and the emotionally favourable learning environment. Regarding learning outcomes, students found that the intensive experience was successful from a language acquisition perspective, and they reported improvement in their perceived comprehension, lexical development, and general communication skills.
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  Data: 2023
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  Data: EJ1396594
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07377363.2021.2002605
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 224
    Subjects:
      – SubjectFull: Continuing Education
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English for Special Purposes
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Intensive Language Courses
        Type: general
      – SubjectFull: Weekend Programs
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Spain
        Type: general
    Titles:
      – TitleFull: Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: De Prada Creo, Elena
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0737-7363
            – Type: issn-electronic
              Value: 1948-4801
          Numbering:
            – Type: volume
              Value: 71
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Continuing Higher Education
              Type: main
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