| dc.description.abstract | Increased student mobility has led to an increase of international students studying at Irish universities. The predictor of English LX students academic success primarily relies on standardized tests, however, the use of these tests and associated preparation courses as preparation tools for higher education is questioned. In response, pre-sessional English for Academic Purposes (EAP) programs have been created to serve as alternative entry and preparation tools. Still, these programs are under-researched, and their development not always linked with research and theory. Further, there is a lack of Irish-based research which focuses on international students and EAP. Therefore, this research aims to investigate how pre-sessional EAP programs can be better designed to meet the needs of international students through a comprehensive needs-analysis of Irish third level education. This was done through a mixed-methods analysis of questionnaire responses from 124 international students and interviews with 14 faculty and 41 international students in Ireland. Theoretically, this study is informed by Academic Literacies, with the supporting theories of Global Englishes and translanguaging.
Students within this study primarily spoke negatively about their experiences studying in Ireland. Findings revealed that international students face linguistic, cultural, social, emotional, structural (institutional), and socio-economic challenges during their degree. These elements are intertwined, and no sphere can be ignored when looking to support students. Further, both students and faculty felt that there is a wide range of variation in academia. This included differences in institutions, disciplines, modules, assessment, expectations, and lecturing styles. They also felt that Global Englishes and translanguaging were found throughout academia. This variation, and the wide range of challenges and needs add to the complexity of supporting students during their studies. Both English L1 and English LX students must navigate expectations, course requirements, and new cultures. However, faculty also navigate these aspects, namely through external authority which imposes policies, expectations, and requirements.
Therefore, a holistic approach needs to be taken in Ireland to internationalization in general and to pre-sessional EAP programs in particular. Opening such EAP programs to all students regardless of their L1, along with offering the program for free or through means-testing, would make these programs inclusive and accessible to all who would benefit from such a program. Further, institution-specific and discipline-specific programs would allow students to gain familiarity with their institution and degree of choice. Overall, an Academic Literacies approach to both the curriculum and assessment is suggested. Integrating translanguaging and Global Englishes into the program is also essential to better reflect the realities of language use in academia and better support students. Additionally, it is suggested that a robust social program be developed along with pre-sessional EAP programs. Social programs can include housing for the summer on the university campus or with host families, excursions and trips, holistic workshops, work-placement or community service, and a mentoring program. As Irish universities are still in the baby stages of holistic internationalization, it was therefore also suggested that governmental and institutional changes be made to better support international students. By drawing out implications for pre-sessional EAP programs, institutions, and the government, the present study emphasizes that the onus to adapt, internationalize, and succeed in their new environments should not be solely on the student, but rather the responsibility shared amongst all players. | en |
