This case study investigates educational entrepreneurship in an intensive English as a foreign language (EFL) program at a major Thai university. Using a qualitative case study approach, the study draws on data collected in interviews, a focus group, and curriculum documents to investigate educational entrepreneurship in this context. The major…

Few studies have examined willingness to communicate (WtC) changes resulting from short-term intensive immersion programmes. This study investigated the antecedents to and changes in WtC during one such programme held at a Macau university. The programme required students to reside on campus and participate in extensive task-based communicative…

Mastery of foreign languages is one of the important demands at all levels of education today. This has been demonstrated by government regulations that make English subjects a compulsory subject for students to learn from elementary school to higher education, especially after the application of the KKNI curriculum, English courses have become…

This study examines the effects of a 2-week intensive English program based on the college students' perceptions of core competencies: English Communication Competency, Self-Directed Competency, Community Competency, and Knowledge and Information Literacy Competency. The program was non-credit and was held in January 2019 for first-year students…

This research assesses the first cohort of pathway students' needs and their academic and sociocultural experiences at a US university. A needs analysis survey, individual student interviews, and a follow-up survey were used for data collection. Understanding lectures, completing assignments, and building social relationships with domestics were…

Nonverbal behavior is an area of recent interest in second language acquisition (SLA). Some researchers have found that teachers' nonverbal behavior plays a role in second language (L2) learners' learning. Furthermore, corrective feedback during L2 interaction can also be facilitative of L2 development; however, little is known about how nonverbal…

Formulaic sequences (FS) are frequently used by native speakers and have been found to help non-native speakers sound more fluent as well. We hypothesized that explicitly teaching FS to classroom ESL learners would increase the use of such language, which could further result in increased second language (L2) fluency. We report on a 5-week study…

As English is one of the most spoken languages in the globally interconnected world of today, many Saudi universities are enrolling their EFL students in summer intensive English programs at US universities. The main purpose is to enhance their EFL students' oral competencies. This new policy is, in fact, the result of the failure of CLT practices…

The intensive English development/TESL program (TESL-GT) was created through a partnership between Ecuador and one Midwestern university. Through this program, Ecuador's Ministry of Education sought to enhance the instructional effectiveness of secondary English as a foreign language (EFL) teachers. The 67 Ecuadorian teacher participants in this…

This article examines the various educational paradigms used in the design of a European studies undergraduate programme in Hong Kong to enhance the acquisition of intercultural competences (IC) among students. The intercultural approach is supported by intensive foreign language (FL) learning and is motivated by a compulsory full year academic…

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…

The United States is faced with a serious shortage of linguistically and culturally competent students to meet the needs of our global population and economy. In order to address this deficiency, the US government has funded several initiatives to increase our nation's capacity to train teachers and students in critical languages. The Office of…

Students in the University of Rhode Island's International Engineering Program (IEP) spend a semester studying at an overseas university and another six months interning at a company abroad; at the end of five years, they earn two degrees, in engineering and a foreign language. Despite the extra academic demands, nearly a third of Rhode Island's…

TESOL theory is intended to inform teacher practice, but studying what teachers actually do in a given teaching context can sometimes lead to better theory. This report illustrates an area in which practice informed theory in the context of 1-on-1 writing conferences for prematriculated ESL writers. This report describes the creation and…

This article focuses on the current state of the ESL profession for teachers in Intensive English Programs (IEPs). Because the IEP context may be unfamiliar to some readers, the author first gives an overview of the characteristics and goals of these types of programs. Second, an examination of how administrators and programs are striving to…