international students

Essentials of Enhancing International Students Learning through Strategic Planning and Guided Support.

Identifying learning needs for International students are very important during Induction week. This enables appointed tutors to identify the limitations and the opportunity for curriculum plan to make necessary amendments at the early stage. Thus, this action research project aim to discuss the importance of identifying learning needs of international Students to design and plan the curriculum at the early stages of their study during induction and early term.
Why International Students?
Teaching at many private colleges for the past 5 years as a management tutor, it was identified that international students took half of the year to settle down within their studies due to following reasons,
Changes in their physical environment.
Language barrier (speaking and creative writing)
 Changes in Learning methods and Practices (Functional Learning)

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Supporting ESOL Learners with Limited Functional Skills

All learners received initial, formative and summative assessments during the course. My observations concluded that formative and summative were well structured and provided the learner and tutor with continuous feedback and successful candidates with a real sense of achievement. However, the initial assessment was found to be the weakest link in assessment chain because it was inconsistent and unreliable. This was evident by the number of tutors that had commented on the amount of undiagnosed ESOL learners who exhibited limited functional skills and had little chance of understanding the content of the course and passing the examination.

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Perceptions Of International Students Regarding Equality At A Private College In The United Kingdom

My interest in the welfare of international students is due to the fact that l used to be one a few years ago and experienced the challenges of adapting to a new culture not only while studying but when engaged with the general community. My subject specialist teaching area involves assisting learners to adopt the care value base which should be part of their professional and personal practice. My learners work with vulnerable people and some of them are practising to be managers which means they will be directly responsible for the welfare of others and therefore needed to develop skills for promoting equality within their work place. As a result, l felt this had to start with how the learners felt in the classroom. The students had also hinted during normal classroom discussions about how they felt about equality within the college which l therefore decided to explore and find out to what extent and the impact.

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Is On-Line Learning A Viable Option For A Small School Or Individual Teacher in the English Language Industry And If So In What Forms And To What Extent?

By using action research I can explore the depth of the problems associated with the time management of face-to-face learning and the effects on teachers and small language schools. By exploring principles and approaches to on-line learning I will be able to make a set of suggestions and strategies for the future that will be economically and practically viable. The resulting suggestions may then be used to improve the functionality of English language classrooms for both students and teachers and make the lives of EFL teachers more predictable.

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Motivation in the L2 Classroom

Motivation in the L2 Classroom

One of these issues is motivation towards target language, which is a critical area of concern itself for second language Teachers. A major concern to second or foreign language (L2) researchers has been the role played by motivational factors in L2 learning and it is a complex phenomenon as these factors are deep within the students’ mind. And this shall form the central focus of this study. As a teacher of these students, what matters most to me can be summed up in the simple question that forms the basis of my enquiry: What are the attitudes and motivation in Learning English?

Barriers Related to Language and Culture Which Prevent Overseas Students From Achieving Their Potential.

Barriers Related to Language and Culture Which Prevent Overseas Students From Achieving Their Potential.

Recently, there was a significant increase in the number of international students in the UK. Many universities and college offer courses to international students but the figure shows international students don‟t show their full potential while they have good academic backgrounds from their native countries. It is hard for students to undertake course or research and write in the language that is not their first language i.e. English. Many students struggle with cultural or social as well as academic adjustment in the UK.
This paper will investigate the cultural and language barriers that prevent international students to show their full potential in the colleges and universities. It will also suggest the solution how to cope up the situation and assist students to get full advantages of education facilities in the UK.