ERIC Number: EJ1314138
Record Type: Journal
Publication Date: 2021
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2162-3104
EISSN: N/A
Peaks and Valleys: The Lived Experiences of International Students within an English Immersion Program Using the Integrated Skills Approach
Stegall, Jennifer
Journal of International Students, v11 n3 p723-741 2021
This qualitative phenomenological study examined how 11 international students experienced learning English within an intensive English immersion program, which used an integrated skills approach for language learning. Participants included seven males and four females from Africa, Asia, Central America, Middle East, and South America. Drawing on sociocultural and sociolinguistic theories, data analysis suggested that the participants experienced a range of competing emotions and relied on instructors for support and guidance throughout the learning process. In addition, participant testimonies demonstrated that successful language learning occurred when instructors met their social needs (e.g., provided a sense of belonging) and respected their cultural mores (e.g., supported a family-orientation in class). Implications from this study offer insights for university-based immersion programs in the United States.
Descriptors: Phenomenology, Foreign Students, Immersion Programs, English (Second Language), Second Language Instruction, Intensive Language Courses, Sociocultural Patterns, Linguistic Theory, Learning Processes, Student Attitudes, Teacher Student Relationship, Language Teachers, Educational Experience, College Students, Universities, Cultural Awareness, Social Integration, Personal Narratives, Learning Theories
Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A