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dc.contributor.authorFenton-Smith, Benen_US
dc.contributor.authorHumphreys, Pamelaen_US
dc.contributor.authorWalkinshaw, Ianen_US
dc.date.accessioned2019-05-29T12:32:55Z
dc.date.available2019-05-29T12:32:55Z
dc.date.issued2018en_US
dc.identifier.issn1475-1585en_US
dc.identifier.doi10.1016/j.jeap.2017.12.001en_US
dc.identifier.urihttp://hdl.handle.net/10072/373782
dc.description.abstractThere is an increasing understanding that the development of academic language and learning (ALL) for students with English as an additional language (EAL) should be facilitated via coordinated, institution-wide, scalable provision. However, with large-scale curriculum reform comes increased accountability and expectation of visible learning outcomes. This paper outlines six mechanisms that can be utilised in the evaluation of institution-wide credit-bearing English language enhancement courses (ELECs): 1) English language proficiency, 2) academic outcomes, 3) academic integrity, 4) retention, 5) student evaluations, and 6) self-directed learning. It is argued that, as measurable gains are likely to be modest in the short term, multiple methods are advisable to garner evidence of cumulative value. The constraints and affordances of each mechanism are discussed and operationalised in relation to a suite of ELECs at a large Australian university. The findings demonstrate co-occurrence of a range of positive student outcomes when compared with students who did not undertake the ELECs.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherElsevieren_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofpagefrom72en_US
dc.relation.ispartofpageto83en_US
dc.relation.ispartofjournalJournal of English for Academic Purposesen_US
dc.relation.ispartofvolume31en_US
dc.subject.fieldofresearchApplied Linguistics and Educational Linguisticsen_US
dc.subject.fieldofresearchSpecialist Studies in Educationen_US
dc.subject.fieldofresearchLinguisticsen_US
dc.subject.fieldofresearchcode200401en_US
dc.subject.fieldofresearchcode1303en_US
dc.subject.fieldofresearchcode2004en_US
dc.titleOn evaluating the effectiveness of university-wide credit-bearing English language enhancement coursesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Languages and Linguisticsen_US
gro.hasfulltextNo Full Text


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