Language support programs and international student academic success: Evaluating evidence and identifying gaps
1 Department of Educational Leadership and Policy Studies, University of Texas, Arlington.
2 Educational Foundations and Research, University of North Dakota, North Dakota, United States.
3 Department of Education SA, Pietermaritzburg, South Africa.
Review
Open Access Research Journal of Multidisciplinary Studies, 2024, 07(01), 163–174.
Article DOI: 10.53022/oarjms.2024.7.1.0021
Publication history:
Received on 15 February 2024; revised on 20 March 2024; accepted on 23 March 2024
Abstract:
This concept paper delves into the pivotal role of language support programs, particularly English as a Second Language (ESL), in enhancing the academic success of international students. It conducts a comprehensive review of existing literature to evaluate the effectiveness of these programs, identifies critical gaps in current research, and proposes avenues for future exploration to bolster the efficacy of language support services. The academic success of international students is contingent upon their ability to effectively communicate and comprehend course materials in a language that may not be their native tongue. Language support programs, notably ESL, play a crucial role in bridging linguistic barriers and facilitating meaningful engagement with academic content. However, the effectiveness of these programs varies widely, prompting the need for a thorough evaluation. Through an extensive examination of available evidence, this paper identifies both strengths and limitations within current language support initiatives. While some programs exhibit promising outcomes in improving language proficiency and academic performance, others fall short in adequately addressing the diverse needs of international student populations. Moreover, there is a notable dearth of research addressing specific factors influencing the effectiveness of language support programs, such as instructional methodologies, cultural considerations, and institutional support structures. The identified gaps underscore the necessity for further research to refine and optimize language support services for international students. Future investigations should aim to elucidate the nuanced interactions between language proficiency, cultural adaptation, and academic achievement. Additionally, there is a pressing need to explore innovative approaches, technologies, and pedagogical strategies to enhance the accessibility and effectiveness of language support programs. This concept paper serves as a foundation for advancing scholarship in the realm of language support for international students. By critically evaluating current evidence, identifying research gaps, and proposing avenues for future exploration, it aims to foster a deeper understanding of the role of language support programs in promoting the academic success and holistic development of international student populations.
Keywords:
International student; Gaps; Success; ESL
Full text article in PDF:
Copyright information:
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0