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Wilhelm, Kim Hughes – Applied Linguistics, 1999
Examined language learning background features in relation to overall grade, rate of progress, and completion of an intensive English program. Determined extent to which success could be accurately predicted by an expert system when basing inferences on feature constellations including language learning background features only, entry proficiency…
Descriptors: Academic Achievement, Classification, Computational Linguistics, English (Second Language)
Wilhelm, Kim Hughes – Journal of Intensive English Studies, 1996
Discusses issues related to the integration of computer-assisted language learning (CALL) into an intensive English program (IEP), drawing from the experiences of a program involved in change from a skill-separated to a skill-integrated curricular model. Emphasizes that student use of software should be monitored and that programs should have…
Descriptors: Change Strategies, Computer Assisted Instruction, Computer Software, Course Objectives
Wilhelm, Kim Hughes – 1995
A study examined variability in learner progress through a pre-university intensive English-as-a-Second-Language program as it relates to 36 language learning background variables (e.g., formal English training and exposure, motivation, etc.) and four entry-level proficiency variables. Subjects were 201 Indiana University students. Success was…
Descriptors: Academic Achievement, College Second Language Programs, College Students, English (Second Language)
Wilhelm, Kim Hughes – 1992
A project to improve a program in English for academic purposes in Malaysia is described. The program is a university preparatory curriculum for Malaysian students wishing to attend colleges in the United States. In the program, students are placed in one of three tracks based on English language proficiency. The project was intended to integrate…
Descriptors: Change Strategies, College Bound Students, College Preparation, Curriculum Development