Australian universities have a large population of students who speak English as an additional language (EAL). This phenomenon is due to Australia being a multi-cultural society with a strong international education sector that contributes significantly to its economy. Numerous models and approaches have been deployed by Australian universities to address the need of international students to improve their English language proficiency. Each approach has made a unique contribution in their distinct contexts, but most of them reported various challenges - particularly in terms of student engagement and sustainability (Rochecouste & Oliver, 2014). Against this background, a Personalised Autonomous (PA) model has been introduced as a holistic and sustainable approach. The PA model was developed through classroom-based action research to address the imbalance in translation and interpreting students' linguistic competence in their working languages (Kim 2014). It was later adopted to develop a course called Personalised English Language Enhancement (PELE). The PELE course has been proven to be innovative and much needed in the field as it has significant positive impacts on students in "a) their confidence with English skills in both academic and everyday contexts, b) self-efficacy skills for self-regulated English learning and academic and social engagement, and c) their sense of belonging to the PELE community, faculty, and university". Furthermore, students' confidence in English skills and self-efficacy are strongly correlated (Kim, in press).
In this follow-up study, we measured the impacts of PELE on their English confidence and self-efficacy, and how these related to their well-being and their sense of connection to the university. We collected data from two different groups. One group took the PELE course over a term and the other group did not (non-PELE). Surveys were used to collect quantitative data from both groups at the beginning of the term and at the end. Qualitative data were also collected from several focus groups to supplement the survey data. Language learners commonly experience language anxiety when they need to perform in the language they are currently developing (Horwitz, 2001). However, little is known about how international students' English confidence is related to their well-being and university engagement. In this paper, we explore this question focusing on international doctoral candidates during their critical period of identity formation as researchers (Green 2005).
References
Green, B. (2005). Unfinished business: Subjectivity and supervision. Higher Education Development and Research, 24, 151-163.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics 21, 112-126.
Kim, M. (2014). Action research on advanced bilingual enhancement in translator education. In K. Kunz, E. Teich, S. Hansen-Schirra, S. Neumann & P. Daut (Eds.). Caught in the middle: language use and translation (pp. 195-213). Saarland University Press.
Kim, M. (in press). A personalised autonomous model to resolve a prolonged dilemma in international students' English language needs in higher education. Higher Education Development and Research.
Rochecouste, J., & Oliver, R. (2014). English Language Growth and the International Student. HERDSA Review of Higher Education, 1, 63-82.
