16, 18, 20, 24? Correlation Between Student Contact Hours and Student Achievement for English as a Second or Foreign Language Learners  

Oleh:

Alibrandi, Tom

Jenis: Article from Proceeding
Dalam koleksi: The 34th Thailand TESOL International Conference Proceedings 2014; 21st Century English Language Education: Towards Global Citizenship, The Empress Hotel, Chiang Mai, Thailand, January 17 – 18, 2014, page 111-117.
Topik: persistence; success; ESL/EFL program; student learning hours
Fulltext: 16, 18, 20, 24 Correlation between student.pdf (1.37MB)

Isi artikel

This research faces the emerging controversy about what constitutes the most productive model of weekly instructional learning time for English as a Second or Foreign Language and Intensive English Programs (ESL/EFL/IEP). Due to a spike in enrollment in Fall 2007, necessitating fewer instructional hours per week per student in order cover all sections with Full Time Instructors, persistence and success rates were tracked through three consecutive Fall semesters (2006, 2007 & 2008) in which new students (n=720) in the American University of Sharjah (UAE) Intensive English Program were offered varying numbers of contact hours of identical skill-based courses. This research was deemed critical for program, praxis, and curriculum development, especially as informed by the culture and educational models in the catchment areas from which the American University of Sharjah draws its students. Based on student success and persistence rates, the data indicate that there is little or no significant learning difference between 20 and 16 hours of student contact.

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