Understanding the experiences and preferences of international students during their programs of study can be crucial for how institutions of higher education recruit, retain, and ensure the success of students in an increasingly competitive global market. While there is a well-established body of literature on the academic and living experiences…

Language policies of countries have focused especially on the teaching and learning of English, the universal language of communication because of the increase in international exchange of information. In this context, one of the changes which were made in the field of foreign language teaching in recent years in Turkey is that the intensive…

While studies have shown benefits of plurilingual pedagogies on students' experiences learning languages, more research is needed to examine how these pedagogies can be enacted in foreign language programmes in digital environments. Moreover, prioritising oral engagement has been an urgent need among teachers who use synchronous platforms such as…

Learner perceptions toward and utilization of L1 glossed feedback in an automated writing evaluation (AWE) program were investigated in an Intensive English Program (IEP) class. This small case study focused on two Chinese students who responded to weekly surveys, semi-structured interviews, and screen capture videos of their revisions over a…

Educational experiences during childhood are critically important for development, but migrant children often experience unique challenges. To ameliorate these, extra training in English language--such as provided by the intensive English language programme in South Australia (IELP)--is frequently offered to children taking on English as an…

This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is…

This paper aims to analyse the role of time concentration of instructional hours on the acquisition of formulaic sequences in English as a foreign language (EFL). Two programme types that offer the same amount of hours of instruction are considered: intensive (110 hours/1 month) and regular (110 hours/7 months). The EFL learners under study are…

Although English as a second language (ESL) programs are common in the United States, there is surprisingly little research documenting the existing structures and mentoring strategies they use. This lack of research could be partly due to ESL programs' widely varying internal structures (Larson, 1990) and the fact that they are often marginalized…

This article describes the efforts of an intensive English programme to design a class that addressed the challenges of bringing authentic English into the curriculum. This class exposed students to a variety of authentic English language input, while providing support. Through this class, students volunteered with various community organizations.…

Discusses the question of separate incorporation versus Teachers of English to Speakers of Other Languages (TESOL) control of the Commission of Intensive English Program Accreditation. (Author/VWL)

The bibliography presents over 100 citations of papers, articles, and reports on diverse aspects of the administration of intensive English language programs. The works are produced by both individuals and organizations. Citations include basic bibliographic information and a brief annotation. Topics addressed include: specific program profiles…

Examines research on the effectiveness of bilingual French/English "immersion" programs v French/English "intensive" programs consisting of a regular curriculum in English plus an intensive five-month oral French program. (AM)

A program in English as a second language for students in New York nonpublic schools is evaluated. The program provided intensive English language supplemental instruction to enhance listening, speaking, reading, writing, cognitive, and conceptual skills in limited-English-speaking students in kindergarten through grade 8. Evaluation was…

While intensive English programs have much in common with continuing education, problems of student balance, classroom management, and unique cultural pressures separate them from the mainstream of continuing education and require creative and individualized solutions. (Author/MSE)

The Chapter 1 English-as-a-Second-Language (ESL) program provided supplementary, intensive English language instruction to limited-English-proficient (LEP) students in 69 non-public schools in New York City. The program's primary goal was to help LEP students gain the listening, speaking, reading, and writing skills necessary to improve their…