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What did they expect? Exploring a link between students’ expectations, attendance and attrition on English language enhancement courses

Lobo, Ana and Gurney, Laura 2014, What did they expect? Exploring a link between students’ expectations, attendance and attrition on English language enhancement courses, Journal of further and higher education, vol. 38, no. 5, pp. 730-754, doi: 10.1080/0309877X.2013.817002.

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Title What did they expect? Exploring a link between students’ expectations, attendance and attrition on English language enhancement courses
Author(s) Lobo, Ana
Gurney, Laura
Journal name Journal of further and higher education
Volume number 38
Issue number 5
Start page 730
End page 754
Total pages 25
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2014
ISSN 0309-877X
1469-9486
Keyword(s) student expectations
international students
ESL
student attrition
English language enhancement courses (ELECs)
Summary This article reports on and discusses the findings of an investigationcarried out to explore the expectations of an English language enhancementcourse (ELEC) held by a group of undergraduate students at anAustralian university. For the study, a mixed-methods approach was utilised,with two instruments: a survey with a combination of closed- andopen-ended questions and semi-structured interviews. The research wasguided by the following three questions: (1) What do the students expectto learn on the course? (2) How are they developing their expectations?(3) Are the students’ expectations being met? The literature concerningstudent expectations foregrounds the complexity and multi-faceted natureof the concept, the satisfaction of which can impact on student engagement,satisfaction, performance, retention and attrition. Findings showthat the participants’ expectations of the course content and teachingstaff were largely met; nonetheless, a lack of class attendance was notedthroughout. Expectations were reported to have been developed largelythrough consultation with previous students of the course (43 per cent)and information materials provided by the university (42 per cent). Thearticle concludes with a discussion regarding the implications of thefindings for universities and education providers both in Australia andabroad.
Language eng
DOI 10.1080/0309877X.2013.817002
Field of Research 130313 Teacher Education and Professional Development of Educators
1301 Education Systems
Socio Economic Objective 930299 Teaching and Instruction not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2013, ICU
Persistent URL http://hdl.handle.net/10536/DRO/DU:30082756

Document type: Journal Article
Collection: School of Education
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