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ERIC Number: EJ864999
Record Type: Journal
Publication Date: 2009-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0729-4360
Improving the Academic Outcomes of Undergraduate ESL Students: The Case for Discipline-Based Academic Skills Programs
Baik, Chi; Greig, Joan
Higher Education Research and Development, v28 n4 p401-416 Aug 2009
This article examines the impact of an adjunct English language tutorial program on the academic performance of first-year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline-specific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixed-method approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline-specific approach to language and academic skills support and that regular participation in a content-based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer-term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline-based programs for ESL students. (Contains 3 figures, 3 tables, and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia