A Personalised Autonomous Model to Resolve a Prolonged Dilemma in International Students' English Language Needs in Higher Education

Autor/in	Kim, Mira
Titel	A Personalised Autonomous Model to Resolve a Prolonged Dilemma in International Students' English Language Needs in Higher Education
Quelle	In: Higher Education Research and Development, 42 (2023) 3, S.603-618 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Mira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2105823
Schlagwörter	Foreign Countries; Foreign Students; Personal Autonomy; English (Second Language); Second Language Learning; Second Language Instruction; Holistic Approach; Sustainability; Behavior Change; Models; Student Needs; Higher Education; Course Descriptions; Self Esteem; Self Efficacy; Student Motivation; Student Adjustment; Barriers; Language Proficiency; Student Attitudes; Socialization; Academic Language; Independent Study; Undergraduate Students; Language Skills; Sense of Community; Australia + Suchen Sie Ihr Suchwort? Ausland; Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Holistischer Ansatz; Nachhaltigkeit; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursstrukturplan; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Socialisation; Sozialisation; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Selbststudium; Australien
Abstract	This article sets out to introduce a Personalised Autonomous (PA) model as a holistic and sustainable model to address the issue of international students' English Language Proficiency (ELP) in Australian higher education. This model was embedded in a credit-bearing course entitled Personalised English Language Enhancement (PELE). Both quantitative and qualitative data collected over the five years from 2016 to 2020 have revealed that the course has significant impacts on students' confidence, self-efficacy, motivation and sense of belonging. Data have also shown that such positive impacts lead to behavioural changes in social and academic contexts. It is hoped that this article will add a note of optimism to the ELP issue that remains the most common and dominant challenge for international students in Australia despite various approaches attempted over several decades. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01