Abstract
To begin, this research explored the effectiveness of a generic EAP programme and how it might contribute to Non-English Background international tertiary student success in their chosen academic fields. It sought to discover if a broad, academic skills-based programme was adequate in preparing international students for tertiary study in a New Zealand.
This study is significant because it examined the perceptions of a group of twelve international students, of whom English is not their first language, whilst living in Dunedin, New Zealand. They were enrolled in a generic EAP programme and then went on to study in their chosen academic fields at the University of Otago. It explored the extent to which completing a generic EAP programme benefitted the academic success of students once enrolled into a mainstream tertiary environment.
This thesis focussed on which aspects of the EAP course students found most useful for their future university careers and how they made sense of the skills they learned based on their own perceptions of their own lived experiences. To help the researcher investigate this issue, a key research question was formulated: ‘How do participants perceive the usefulness and relevance of an EAP programme to their future success in their chosen academic field?’. Three support research questions were also established to help unearth data through the process of one to one semi-structured interviews: ‘What non-academic factors may impact on participants’ overall success during their EAP course and their transition into university’, ‘What academic skills taught in the EAP programme did the participants perceive to be most useful/relevant for their future academic studies?’ and ‘What were the participants’ perceptions about their own academic literacy by the end of their first year of mainstream university study when compared to their academic literacy at the end of the EAP course?’
The research design consisted of qualitative data gathering and analysis methods informed by constructivist theory. There were two phases for data gathering - Phase 1 involved one to one semi-structured interviews with twelve research participants while they were enrolled in the English for Otago course and Phase 2 focused on the same research participants with one-to-one semi-structured interviews after completing their first year of academic studies at the University of Otago. The approach to the analysis of data was primarily inductive with a coding system set up to organise data into themes.
The findings indicated that the research participants had positive views of the benefits of completing a generic EAP programme and of the impact it had on their subsequent university academic achievements. It was noted by all students that communication, socialisation, a positive wellbeing and peer support were as important for their academic success as academic skills. English language proficiency also went beyond the traditional skills to include an understanding of the New Zealand accent along with colloquial idioms and slang which helped build confidence in social and academic settings. All students reported that they gained new strategies to help their transition into university. However, the participants critiqued the lack of collaboration in the EAP programme towards their intended future subjects, with a lack of subject specific content to help support their future tertiary study.
The implications/benefits of this research are many. Closer examination of international student perception of the benefits of completing a generic EAP course, may further educators’ understanding of NESB tertiary students’ experiences of teaching and learning both in EAP and university programmes. The findings can contribute to improved learning experiences for students in university bridging courses and university academic programmes. Quality programmes that are responsive to international students’ needs are important, as perception of quality is an important factor for students when choosing their study destination.