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On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
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Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs
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EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction
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EAP learners' structured reflections on self-development strategies: The design, implementation, and evaluation of a task for EAL university students
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Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model
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Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice
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Language specialists’ views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials
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The place of Benesch's critical English for academic purposes in the current practice of academic language and learning
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Mandatory trialling of support services by international students: What they choose and how they reflect
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The application of discourse analysis to materials design for language teaching
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Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university
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A scoping study of academic language and learning in the health sciences at Australian universities
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Tracking international students’ English proficiency over the first semester of undergraduate study
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Facilitating self-directed learning amongst international students of health sciences: The dual discourse of self-efficacy
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Abstract:
This paper reports on a curriculum initiative that was designed to address the need for international students at an Australian university to access the range of learning services available to them outside of regular coursework. The initiative was motivated by the well-documented low rate of uptake of services across the tertiary sector, and by Principle 3 of the Department of Education, Employment and Workplace Relations? (DEEWR) Good Practice Principles for English Language Proficiency for International Students in Australian Universities, which stipulates that students take greater responsibility for their learning and that universities inform students of the opportunities available to them. The paper explains how students were set the task of exploring the learning services in their environment. It also explains how this task was given discipline-specific validity for students of health sciences by embedding it within a thematic course unit focussed on the concept of "self-efficacy". Data about the effectiveness of the initial implementation of the task are discussed. Preliminary findings indicated students saw value in attending services but required a clearer rationale for doing so as part of an in-course assignment. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: http://hdl.handle.net/10072/46041
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Reading discussion groups for teachers: connecting theory to practice
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A debate on the desired effects of output activities for extensive reading
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