• Evidence-Based Holistic Approa...

Result: Evidence-Based Holistic Approach to Supporting International Students’ English Language Proficiency Needs and Wellbeing: The Impact of Personalized Autonomous Learning

Title:
Evidence-Based Holistic Approach to Supporting International Students’ English Language Proficiency Needs and Wellbeing: The Impact of Personalized Autonomous Learning
Authors:
Kim, Mira, Black, Sharyn, Clifton, Jemma
Source:
Applied Linguistics. 46:668-690
Publisher Information:
Oxford University Press (OUP), 2024.
Publication Year:
2024
Subject Terms:
47 Language, 4703 Language Studies, 4 Quality Education, 4. Education, 4704 Linguistics, 05 social sciences, anzsrc-for: 1302 Curriculum and Pedagogy, anzsrc-for: 2004 Linguistics, anzsrc-for: 4704 Linguistics, 03 medical and health sciences, 0302 clinical medicine, Behavioral and Social Science, anzsrc-for: 47 Language, Communication and Culture, 0503 education, anzsrc-for: 4703 Language Studies
Document Type:
Academic journal Article
Language:
English
ISSN:
1477-450X
0142-6001
DOI:
10.1093/applin/amae038
Rights:
CC BY
Accession Number:
edsair.doi.dedup.....887bb45fc33644e9a822442f7cd6a09a
Database:
OpenAIRE

Further Information

This study was conducted to investigate more efficient ways to support international students at the authors’ university, where a significant proportion of students speak English as an Additional Language (EAL). Recognizing limited success in holistic language development, the study assessed the impacts of a self-directed learning English course called Personalized English Language Enhancement (PELE) built from a Personalized Autonomous model of learning. Building on prior research that demonstrated the pedagogical efficacy of PELE (Kim 2023), the current study compared results from EAL students who did and did not take the course and analysed the relationships between students’ English self-efficacy and well-being. Results showed PELE benefitted students in various areas, often significantly more than non-PELE students. Improvements extended beyond language proficiency to social and self-directed learning skills and overall well-being. This study emphasizes a shift from treating language proficiency as a singular challenge to equipping students with multifaceted tools for enriched English learning, autonomy, and resilience.