Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs

Abstract

This article examines the impact of an adjunct English language tutorial program on the academic performance of first‐year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline‐specific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixed‐method approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline‐specific approach to language and academic skills support and that regular participation in a content‐based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer‐term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline‐based programs for ESL students.

Keywords:

• academic outcomes
• English as a second language
• international students
• language and academic skills

Notes

1. The acronym ‘ESL’ is used to refer to all students for whom English is a second, third or additional language. While we acknowledge that ‘EAL’ (English as an Additional Language) is the preferred term used by several authors in the field, we have chosen to employ ‘ESL’ as it is a commonly used and recognised descriptor in the Australian educational context and is used extensively in university policy and procedural documents.

2. The program was developed by the authors in 2006 when they were employed as senior advisers in the University's Language and Learning Skills Unit.