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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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Thompson, Amy S. – TESOL Journal, 2013
Although English as a second language (ESL) programs are common in the United States, there is surprisingly little research documenting the existing structures and mentoring strategies they use. This lack of research could be partly due to ESL programs' widely varying internal structures (Larson, 1990) and the fact that they are often marginalized…
Descriptors: English (Second Language), Second Language Learning, Second Language Programs, Second Language Instruction
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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
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Delk, Cheryl; Hoger, Beth – TESOL Journal, 2003
Suggests that cultural scenarios combining Intensive English program students and native English speaking students benefit both groups when linguistic and nonlinguistic information is exchanged. Discusses activities for combining English as a Second or Other Language and business communication students. (Author/VWL)
Descriptors: Business Communication, English (Second Language), Intensive Language Courses, Interdisciplinary Approach
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Sutherland-Smith, Wendy – TESOL Journal, 2002
Describes how the Internet was used for online interaction in a 10-week English-as-a-Second-Language course. Students were highly motivated and seeking eventual admittance to undergraduate programs through successful completion of International English language Testing System (IELTS) examinations. (Author/VWL)
Descriptors: Adults, Computer Mediated Communication, English (Second Language), Foreign Countries
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Crookes, Graham; Arakaki, Lowell – TESOL Journal, 1999
The study discussed here involves the idea sources of a group of English-as-a-Second-Language teachers in an intensive English program in the western United States. Its conceptual context is teacher beliefs and cognition, a research area that was more active in mainstream education in previous decades and only recently is beginning to have an…
Descriptors: English (Second Language), Intensive Language Courses, Interviews, Language Teachers
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Stoller, Fredricka L. – TESOL Journal, 1999
Describes an English for academic purposes program design that uses a content-based, integrated skills approach to prepare learners for the demands of mainstream instruction. (Author/VWL)
Descriptors: Curriculum Design, English (Second Language), English for Academic Purposes, Intensive Language Courses
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Bicknall, Jerry – TESOL Journal, 1999
Describes a computer-assisted language-learning project undertaken in an intensive English course at West Virginia University. The results of the project have applications for English-language teaching across a wide range of contexts that include university-based English-as-a-Second-Language and the K-12 classroom, adult education, and literacy…
Descriptors: Adult Education, Computer Assisted Instruction, Computer Literacy, Elementary Secondary Education