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Innovative Progress Tracking: Enhancing Student Achievement with Effective Interventions

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Title: Innovative Progress Tracking: Enhancing Student Achievement with Effective Interventions
Language: English
Authors: Ashley Starford, Ivona Ravlikj
Source: TESOL in Context. 2024 32(2):5-40.
Availability: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Peer Reviewed: Y
Page Count: 36
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Intervention, Foreign Countries, Foreign Students, Graduate Study, English (Second Language), Instructional Effectiveness, Progress Monitoring, College Students, Second Language Instruction, Language Skills, Colleges, Intensive Language Courses, Universities
Geographic Terms: Australia
ISSN: 1030-8385
2209-0916
Abstract: This paper examines the efficacy of academic support interventions provided by the Swinburne College Student Hub for international students enrolled in the Postgraduate Qualifying Program (PQP) or English Language Intensive Courses for Overseas Students (ELICOS). Interventions for PQP students encompass plagiarism checking, paraphrasing, proofreading, referencing, and essay structure guidance, while ELICOS interventions are skill-based workshops focusing on reading, listening, and writing. The study highlights the importance of tracking student progress to refine interventions effectively. Program-specific student trackers were developed, leading to significant improvements in student success rates in assignments and unit completion, as revealed by analysis of empirical data from 2022. The findings underscore the effectiveness of tailored academic support, with implications for enhancing the delivery of support services and improving academic outcomes for PQP and ELICOS cohorts in academic settings.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1436059
Database: ERIC
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  Data: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
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  Data: This paper examines the efficacy of academic support interventions provided by the Swinburne College Student Hub for international students enrolled in the Postgraduate Qualifying Program (PQP) or English Language Intensive Courses for Overseas Students (ELICOS). Interventions for PQP students encompass plagiarism checking, paraphrasing, proofreading, referencing, and essay structure guidance, while ELICOS interventions are skill-based workshops focusing on reading, listening, and writing. The study highlights the importance of tracking student progress to refine interventions effectively. Program-specific student trackers were developed, leading to significant improvements in student success rates in assignments and unit completion, as revealed by analysis of empirical data from 2022. The findings underscore the effectiveness of tailored academic support, with implications for enhancing the delivery of support services and improving academic outcomes for PQP and ELICOS cohorts in academic settings.
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      – Text: English
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      Pagination:
        PageCount: 36
        StartPage: 5
    Subjects:
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        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Foreign Students
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      – SubjectFull: Graduate Study
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Progress Monitoring
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      – SubjectFull: College Students
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Skills
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      – SubjectFull: Colleges
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      – SubjectFull: Intensive Language Courses
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      – SubjectFull: Australia
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      – TitleFull: Innovative Progress Tracking: Enhancing Student Achievement with Effective Interventions
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