1887
Volume 31, Issue 1
  • ISSN 0155-0640
  • E-ISSN: 1833-7139

Abstract

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.

This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.

It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

Loading

Article metrics loading...

/content/journals/10.2104/aral0804
2008-01-01
2024-12-13
Loading full text...

Full text loading...

References

  1. Bardovi-Harlig, K. ; Bofman, T.
    (1989) Attainment of syntactic and morphological accuracy by advanced language learners. Studies in second language acquisition 11, 17–34. doi: 10.1017/S0272263100007816
    https://doi.org/10.1017/S0272263100007816 [Google Scholar]
  2. Birrell, B.
    (2006) Implications of low English standards among overseas students at Australian universities. People and place14 (4), 53–64.
    [Google Scholar]
  3. Douglas, D.
    (1994) Quantity and quality in speaking test performance. Language testing11 (2), 125–144. doi: 10.1177/026553229401100203
    https://doi.org/10.1177/026553229401100203 [Google Scholar]
  4. Elder, C. ; O’Loughlin, K.
    (2003) Investigating the relationship between intensive EAP training and band score gains on IELTS. IELTSresearch reports, 4, Canberra: IELTS Australia, 207–254.
    [Google Scholar]
  5. Ellis, R. ; Barkhuizen, G.
    (2005) Analysing learner language. Oxford: Oxford University Press.
    [Google Scholar]
  6. Ferris, D.
    (2003) Response to student writing. Implications for second language students. Mahwah, New Jersey: Lawrence Erlbaum Associates.
    [Google Scholar]
  7. Foster, P. ; Tonkyn, A. ; Wigglesworth, G.
    (2000) A unit for all measures: Analyzing spoken discourse. Applied linguistics21 (3), 354–375. doi: 10.1093/applin/21.3.354
    https://doi.org/10.1093/applin/21.3.354 [Google Scholar]
  8. Gardiner, K.
    (1999) Analysis of IELTS re-take candidates. Cambridge: UCLES Internal Report.
    [Google Scholar]
  9. Gass, S.
    (2003) Input and interaction. In Dougherty, C. ; Long, M. (Eds.) The Handbook of second language acquisition (pp. 224–255). Oxford, England: Blackwell. doi: 10.1002/9780470756492.ch9
    https://doi.org/10.1002/9780470756492.ch9 [Google Scholar]
  10. Green, T.
    (2004) Making the grade: score gains on the IELTS writing test. Research Notes, 16, University of Cambridge ESOL examinations, 9–13.
    [Google Scholar]
  11. Green, A. ; Weir, C.
    (2002) Monitoring score gain on the IELTS academic writing module in EAP programmes of varying duration. Phase 1 report. Cambridge: UCLES.
    [Google Scholar]
  12. (2003) Monitoring score gain on the IELTS academic writing module in EAP programmes of varying duration. Phase 2 report. Cambridge: UCLES.
    [Google Scholar]
  13. Hunt, K.
    (1966) Recent measures in syntactic development. Elementary English43, 732–739.
    [Google Scholar]
  14. Iwashita, N. ; McNamara, T.
    (2003) Task and interviewer factors in assessment of spoken interaction in a second language. Unpublished report, Language Testing Research Centre: The University of Melbourne.
    [Google Scholar]
  15. Polio, C.
    (1997) Measures of linguistic accuracy in second language writing research. Language learning47 (1), 101–143.
    [Google Scholar]
  16. Read, J. ; Hays, B.
    (2003) The impact of the IELTS test on preparation for academic study in New Zealand. IELTS research reports 5, 237–262.
    [Google Scholar]
  17. Richards, J. C. ; Platt, J. ; Platt, H.
    (1992) Dictionary of language teaching and applied linguistics. Essex: Longman.
    [Google Scholar]
  18. Swain, M.
    (1991) Manipulating and complementing content teaching to maximise second language learning. In, Phillipson, R. ; Kellerman, E. ; Selinker, L. ; Sharwood-Smith, M. ; Swain, M. (Eds.) Foreign/second language pedagogy research. A commemorative volume for Claus Faerch (pp. 234–250). Clevedon: Multilingual Matters.
    [Google Scholar]
  19. Wolfe-Quintero, K. ; Inagaki, S. ; Kim, H.
    (1998) Second language development in writing: Measures of fluency, accuracy and complexity. Honolulu, Hawaii: University of Hawaii at Manoa.
    [Google Scholar]
  20. Zumbo, B.
    (1999) The simple difference score as an inherently poor measure of change: Some reality, some methodology. In Thompson, B. (Ed.) Advances in social science methodology, Vol. 5 (269–304). Greenwich, CT: JAI Press.
    [Google Scholar]
/content/journals/10.2104/aral0804
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error