Matching Items (7)
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- All Subjects: English
- All Subjects: Higher Education
- Creators: James, Mark
- Status: Published
Description
The American English and Culture Program (AECP) at Arizona State University is an intensive language program that has taught English to speakers of other languages from over 115 countries. This study focuses on English education from five of those countries by examining the similarities and differences between AECP and English education in those countries, as well as analyzing the concerns about English education in these countries and how they may impact students who come to AECP. Those countries are Saudi Arabia, China, Japan, Korea, and Kuwait. The primary characteristics that are analyzed are history of English in relation to that country, the goals of English learning, the teaching methods used in the classes, and textbook content. The implications of this study are to help EFL educators learn about their students' backgrounds in the English language through learning the students' countries' various histories and difficulties concerning English, thus allowing them to help students better transition into the English programs such as AECP. This study also shows what research is readily available about English education in other countries, and reveals that there is a lack of research in some aspects of English education for some countries.
ContributorsMeyer, Elizabeth Kayla (Author) / James, Mark (Thesis director) / Thompson, Robert (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Chemistry and Biochemistry (Contributor)
Created2014-05
ContributorsPanosian, N. Zari (Author) / Ison, Tara (Thesis director) / Fortunato, Joe (Committee member) / Talerico, Daniela (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2013-05
Description
In this formative research project, we seek to better understand the general barriers to refugee access to higher education. Using mixed methods research--which included surveys, interviews, and course data--we evaluate the benefits and challenges experienced by refugee students in Israel who are enrolled in Arizona State University's Education for Humanity programs. In the end, this case study resulted in 24 recommend programmatic changes designed to eliminate the barriers that prevent refugee students from accessing and succeeding in higher education.
ContributorsJackman, Julia (Co-author) / Altaf, Amal (Co-author) / DeLargy, Pamela (Thesis director) / Mokwa, Michael (Committee member) / School of Civic & Economic Thought and Leadership (Contributor) / School of Molecular Sciences (Contributor) / School of Human Evolution & Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
In this formative research project, we seek to better understand the general barriers to refugee access to higher education. Using mixed methods research--which included surveys, interviews, and course data--we evaluate the benefits and challenges experienced by refugee students in Israel who are enrolled in Arizona State University's Education for Humanity programs. In the end, this case study resulted in 24 recommend programmatic changes designed to eliminate the barriers that prevent refugee students from accessing and succeeding in higher education.
ContributorsAltaf, Amal (Co-author) / Jackman, Julia (Co-author) / DeLargy, Pamela (Thesis director) / Mokwa, Michael (Committee member) / School of Life Sciences (Contributor) / School of Human Evolution & Social Change (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Transitioning into civilian life after military service is a challenging prospect. It can be difficult to find employment and maintain good mental health, and up to 70 percent of veterans experience homelessness or alcoholism. Upon discharge, many veterans pursue higher education as a way to reintegrate into civilian society. However, many studies have shown that veterans encounter multiple challenges during their attempt to reintegrate into civilian life, including anxiety, a lack of relevant skills, post-traumatic stress disorder (PTSD), and other issues that may lead to communication and interaction challenges in the higher education environment. Student veterans also face challenges in the lack of common language and culture clashes due to differences between military and college culture. This study used a mixed-methods approach to examine the challenges military veterans face related to language use in civilian life. The data was collected from 149 student veterans who completed a questionnaire and 11 student veterans who participated in interviews. Detailed analysis of collected data showed that student veterans experienced some challenges in language use, especially when they initially enrolled in their courses, but they seemed to have overcome challenges after spending time in the university setting. The veterans who had prior college education before joining the military seemed to have a slight advantage, having had experience using the academic language. The study also explored how student veterans chose to share their veteran status with other people in their university community. The findings showed that they strongly identified with their veteran identity and was comfortable sharing their status with others, but they also sometimes were reluctant to share their military experience in details because they were afraid that their peers would not understand.
ContributorsObaid, Naji (Author) / Matsuda, Aya (Thesis advisor) / Smith, David (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2022
Description
While English language education has become increasingly prominent worldwide, countries have adopted various initiatives to increase English language development. One country making a push for English language development is Taiwan; however, current educational practices and values can prove to be challenges in implementing new methods. For example, although Communicative Language Teaching (CLT) methods gained popularity starting in the 1990s, they have been slow to take hold in Taiwan. Additionally, Taiwan’s Ministry of Education is pushing for bilingualism by the year 2030, introducing curricular reforms and new strategies to increase the prominence of English on a social level. In order to analyze current educational methods and practices in Taiwan, as well as predict the efficacy of new strategies, this study focused on gathering the perspectives and experiences of the students themselves. International students were specifically targeted, as they have had exposure to multiple educational environments, as well as firsthand experience applying their English language knowledge in an immersive environment. To gather student perspective, an online survey was made available to Taiwanese international students currently studying in a U.S. university. Respondents were asked multiple-choice questions on curricular focus, as well as short answer questions regarding their educational experiences. Overall, the respondents showed an agreement in regards to the heavy emphasis of reading, writing, and grammar in Taiwan, which they correlated directly with high-stakes exams, particularly the university entrance exam. They also noted the lack of speaking and listening practice, as well as a strong desire to apply English in a communicative sense. These observations hold significant implications for various stakeholders, including teachers, principals, curriculum developers, exam designers, and university admissions.
ContributorsEricson, Rebecca Elaine (Author) / Matsuda, Aya (Thesis director) / James, Mark (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Attending college is like embarking on a journey of self-discovery and transformation. Education as a heroic journey transforms students in such a way that it will invite them to re-examine their conceptual structures, as well as internalized cultural norms. While heroes make their way through their journey, they are often viewed as drawing upon different archetypes. By recognizing the strengths and weaknesses of each archetype, the Hero can consciously rely on the most beneficial attribute of this transformative journey. Despite the essential role of universal archetypes in students’ educational journey, they have been overlooked and replaced by a more functional approach in which personal development is neglected. Therefore, calling for a transformative educational approach in higher education has been advocated to push against the boundaries imposed by the functional approach and to help students transcend their personal boundaries. The purpose of this study is to discover the dominant Shadow archetypes of first-year college students and to explore the influence of archetypal unconscious traits on students’ self-efficacy. To investigate students’ archetypal personalities, two questionnaires: Pearson-Marr Archetypal Indicator (PMAI) and Sherer’s General Self-Efficacy Scale (SGSES), were applied. To investigate students’ perceptions on the influence of their Shadow archetypes, semi-structured online based interviews through Zoom were conducted. For the quantitative data analysis, statistical analysis was carried out using SPSS; and for the qualitative data analysis, deductive thematic analysis was used to analyze the interview protocols. It was revealed from the findings that the most active archetypes among first year college students are the Seeker, Jester, and Caregiver archetypes. The most common Shadow archetypes that are active among first year college students are the Idealist, Ruler, and the Warrior archetypes. The statistical analysis indicated that there is a linear relationship between the Shadow archetypes and students’ self-efficacy. The thematic analysis of semi-structured interviews revealed that first year college students’ academic self-efficacy is influenced by the traits of their Shadow archetypes in various ways. Some of these influences are lack of motivation, procrastination, inability to set goals, irresponsibility, and negative self-evaluation. Keywords: Shadow, Self-Knowledge, Archetypes, Self-efficacy, Transformative Education.
ContributorsAlqadi, Mona (Author) / Van Gelderen, Elly (Thesis advisor) / James, Mark (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2022