Factors Influencing ESL Students' Selection of Intensive English Programs in the Western United States

Autor/inn/en	Blanco, Katie; Tanner, Mark W.; Hartshorn, K. James; Eggington, William G.
Titel	Factors Influencing ESL Students' Selection of Intensive English Programs in the Western United States
Quelle	In: TESOL Journal, 11 (2020) 3, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.510
Schlagwörter	English (Second Language); Second Language Instruction; Course Selection (Students); Student Attitudes; Teacher Competencies; Program Effectiveness; Geographic Location; School Safety; Reputation; School Counseling; Immigration; Student Personnel Services; Web Sites; Referral; Computer Mediated Communication; Social Media; Decision Making + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Course selection; Student; Students; Kurswahl; Schülerverhalten; Lehrkunst; School counselling; Pädagogische Beratung; Web-Design; Computerkonferenz; Soziale Medien; Decision-making; Entscheidungsfindung
Abstract	Intensive English programs (IEPs) help speakers of other languages gain necessary language, cultural, and educational skills to succeed in an English-speaking environment (Hamrick, 2012; Toner, 2017). Whereas previous research investigated factors influencing student choice of IEPs in the southeastern United States (Williams, 1994) and in California (Jones, 2013), this is the first study to identify factors influencing choice of IEPs by students of English as a second language located in the wider western United States. Results indicate that participants highly valued a program that was well respected, provided an intense learning experience, and had excellent teachers. Location factors of greatest importance were the safety of the school and community, and the good reputation of the city where the program is located. The most important student services were academic or personal counseling, immigration services, and out-of-class activities. The marketing factors rated highest were the program's website, referrals from former students, and the ability to communicate online with the school. Social media appeared to be of minimal to moderate importance in influencing students' decisions. Implications of these findings are discussed for program directors of IEPs and teachers seeking to attract new students and grow their programs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01