This study applies the Full Range of Leadership Model (Bass & Avolio, 1994), which includes the popular concepts of transformational, transactional, and non-leadership, in a university intensive English program (IEP) with the goal of better understanding effective teacher leadership practices in a TESL context. Fifty-nine pre-collegiate IEP…

The University English Centres of Australia (UECA) 'Assessment Symposium: Assessment Practice in a Changing World' at Southern Cross University in October 2022 highlighted the growing interest in integrated assessment in Australian university direct entry programs (DEPs) for English as Additional Language (EAL) students. In keynote presentations,…

This research explores the relationship between morphological awareness (MA) and linguistic aspects by examining how MA affects postgraduates' academic writing, particularly in English as a second language (L2), dealing with writing challenges and vocabulary issues. This study investigates the relationship between MA and academic writing and the…

This study examines the impact of High-Immersion Virtual Reality (HiVR) as a tool for teaching English L2 pragmatics to international students enrolled in an Intensive English Program at a US university. This research focuses on integrating HiVR into explicit L2 pragmatics instructional treatments. A quasi-experimental design was employed to…

Purpose: For bilingual children with developmental language disorder (DLD), language treatment response is the degree to which an individual child progresses in both of their languages. Understanding what predicts language treatment response for an individual child can help clinicians plan treatment more effectively. Method: This study is a…

This book considers the past, present and future directions of innovation in US-based Intensive English Programs (IEPs), which provide international students with an immersion-style environment for learning academic English, prior to matriculating into a full-time college or university degree program. IEPs frequently serve as sites for pre-service…

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…

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…

Flexible learning in this pandemic combines a specific percentage of synchronous and asynchronous sessions. In this research, the adoption of Zoom as a discussion platform tool in teaching communicative English skills to tertiary education students in a public HEI is discussed; based on the Leapfrog Principle. The study investigated the…

This study draws upon critical theory for its theoretical underpinnings and narrative inquiry as a methodological tool to examine the ways that Black ESL teachers working in Intensive English Language Programs in the United States position themselves and define their roles as language educators especially with consideration of their diverse…

Poor retention rates for Core French, combined with the federal government's action plan to increase bilingualism in Canada, have led to the introduction of Intensive French (IF) in Grade 6 as an alternative for learning French. While anecdotal reports suggest that IF has no negative impact on English language skill development, empirical evidence…

For this dissertation, I had the opportunity to investigate a well-established university-based intensive English program in the northeastern United States as it transitioned from an integrated-skills to a paired-skills approach. My goal as a researcher was to investigate in what ways "listening," the second language (L2) skill…

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…

The aim of this study was to explore the experiences of international-student English language learners (ELLs), situated on a language learning plateau (L2P), who have been exposed to a Growth Mindset Pedagogy with Deliberate Practice. The researcher used a qualitative research design, to document the experiences of five adult English language…

Language-intensive exposure and immersion can be regarded as key factors in developing proficient language learners. In the context of teaching English as a foreign language (EFL), the current research was conducted to compare two modes of teaching English using the "Unlock Textbook Series" published by Cambridge University Press at…