The goal of this dissertation is to understand the lived experience of international students who are enrolled as degree-seeking students at a four-year university after completing an Intensive English Program and to answer the question what variables appear to impact more successful or less successful international students as they matriculate to a four-year institution after leaving an Intensive English Program. To answer this question, a phenomenological form of qualitative research was utilized to conduct semi-structured interviews of ten academically more successful international students and ten academically less successful international students. The focus of this study is on the participants’ narrative experiences of their time in the Intensive English Program and, later on, as degree-seeking students.
The results of this study indicated that the academically more successful international students exhibited five learner tendencies that gave them advantages in managing successfully the academic rigors of college:
1. The more successful international student showed a stronger tendency to an internal locus of control by taking responsibility of their academic performance.
2. The more successful international student showed better problem-solving skills that made them more adapt to monitor their academic progress and assess which learning strategies were more effective for them.
3. The more successful international student demonstrated better work habits and time management skills that helped them stay focused on studying.
4. The more successful international students demonstrated more effective strategic thinking skills as they were more intentional in the way they approach their studies in order to improve their academic performance.
5. The more successful students were far more socially engaged and connected to their peers through various academic honor societies, professional organizations, and social circles.
This study was conducted in hopes of filling a gap in the literature regarding international students’ experience in college after matriculating from an Intensive English Program. Findings from this study have several implications for the academic success and retention of international students who matriculated to a university from a pre-admission Intensive English Program. They point to several specific items that could be developed to enhance the support these students need for success in college.
|Commitee:||Oxley, Judith, Roberts, Nathan, Tetnowski, John|
|School:||University of Louisiana at Lafayette|
|Department:||Applied Language and Speech Sciences|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 78/04(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Higher education|
|Keywords:||Intensive English programs, International students|
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