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Kamiya, Nobuhiro – TESOL Journal, 2016
This study focuses on four teachers teaching a speaking and listening class at an intensive English program in the United States who read three academic articles on oral corrective feedback (CF). The researcher investigated their stated beliefs and classroom practices of CF as well as their responses to the readings through three classroom…
Descriptors: Academic Discourse, Oral Language, English (Second Language), Second Language Learning
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Ernst, Beth Kozbial; Wonder, Kelly; Adler, Julie – TESOL Journal, 2016
Integrating English language learners into the academic mainstream is a critically important goal. For students who are learning content in their second or third language as well as negotiating the university's social context, integrating into the mainstream academic environment can be challenging. Instructors at a public university intensive…
Descriptors: English (Second Language), Second Language Learning, Intensive Language Courses, College Freshmen
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Plakans, Lia – TESOL Journal, 2013
Developing assessments within a program can create more useful measures of our students' language. This includes rating scales used in performance assessments such as writing or speaking tests. This article describes the process of development, use, and revision of a writing placement scale by teachers in an intensive English language program. To…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Language Tests
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Moussu, Lucie – TESOL Journal, 2010
Several scholars have investigated the strengths and weaknesses of native-English-speaking (NES) and nonnative-English-speaking (NNES) teachers of English as a second language (ESL), but few researchers have explored intensive English program (IEP) administrators' and ESL teachers' perspectives on teacher training and the strengths and weaknesses…
Descriptors: Preservice Teacher Education, Preservice Teachers, English (Second Language), Second Language Learning