자연주의적 탐구조사(Naturalistic Inquiry)

Learning Vocabulary in Another Language: Appendixes

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Learning Vocabulary In Another Language

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

http://isplaza.dreamhosters.com/wp-content/uploads/2014/05/Smith-Khawaja-2011.pdf

A review of the acculturation experiences of international students

EnglishInternational students in institutions of higher education in English-speaking countries make valuable educational and economic contributions. For these benefits to continue, universities must become more knowledgeable about the adjustment issues these students face and implement appropriate support services. This review identifies factors that influence the adjustment and academic achievement of international students. Adjustment challenges are primarily attributable to English language proficiency and culture. Achievement is affected by English proficiency, academic skills and educational background. Understanding international student adjustment issues has global implications for intercultural education. Successful support interventions are reviewed and implications for practice discussed.FrenchLes eleves internationaux etudiant au sein d'institutions d'enseignement superieur dans des pays anglophones apportent une contribution precieuse tant sur le plan educationnel que sur le plan economique. ...

International students in English-speaking universities Adjustment factors

The role of learner autonomy and self‐regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. In the case of distance language learning, course designers must consider not only how to help learners gain communicative competence but also language learner strategies that support success. Although the concepts of autonomy and self‐regulated learning share some similarities, they have been variously defined and applied to distance education. Current research and discussion has not synthesized the ways in which these factors can be more fully utilized to improve distance education. Based on a critical review and synthesis of the literature on autonomy and self‐regulation, this article contributes a new model for distance language learning. The model provides guidance for course designers and assists instructors in supporting their students.

A model for self‐regulated distance language learning

Learning communities, designed primarily to increase student persistence and academic achievement, are a common first-year initiative on university campuses. Assessments of learning communities frequently examine indicators that are easily quantifiable such as student persistence and academic achievement, but also examine factors thought to affect these outcomes such as student involvement and satisfaction. This article reviews published studies to determine the degree to which learning communities successfully affect involvement, satisfaction, achievement, and persistence, and attempts to identify the characteristics that produce positive results. The review concludes that first, learning communities do attain positive outcomes, but second, that it is difficult to determine which characteristics of learning communities (i.e., integrated course content, coordinated assignments, academic skills training, mentoring) account for their success due to the small number of studies, the heterogeneity of programs,...

Learning Communities: Examining Positive Outcomes

As diverse student populations expand in colleges and universities in the United States, attention must be given to preserving students' cultural integrity. Dominant theories of student persistence contend that integration, not cultural preservation is necessary to student success. This qualitative study examines the experiences of one group of diverse students who had low retention and graduation rates. International students in their senior year at a private, religiously-affiliated university were interviewed to determine if they had integrated into the mainstream campus culture to be successful. Three areas of change were identified: those that most students make when transitioning to college, those required by the religious environment of the institution, and those related to students' home cultures. The study demonstrates that one group of diverse students, international students, saw integration as positive. They did not view their integration as assimilation and felt that they had preserved their c...

International Student Persistence: Integration or Cultural Integrity?:

Higher education institutions in the United States recognize the economic and educational benefits of international students. Although non-native English speakers (NNES) submit evidence of English language proficiency for admission purposes, many struggle with the demands of English. This study draws on qualitative and quantitative data to provide insights into the international student experience from the perspectives of students and faculty. It examines how English language proficiency affects academic and social adjustment, identifies useful types of support, and considers the effects of English proficiency on intercultural learning. Students are generally satisfied with their proficiency, appreciate English as a Second Language courses, and feel their English is improved through course work and social interaction. Professors feel students' skills are adequate but could be improved, and report adjusting their teaching approaches to accommodate NNES. Intercultural interaction aids English development an...

https://www.tandfonline.com/doi/pdf/10.1080/19313150802668249

Maureen Snow Andrade

Papers

International students in English-speaking universities Adjustment factors

A model for self‐regulated distance language learning

Learning Communities: Examining Positive Outcomes

International Student Persistence: Integration or Cultural Integrity?:

The Effects of English Language Proficiency on Adjustment to University Life