English language -- Study and teaching -- Foreign speakers, English teachers -- Training of, Second Language Instruction
This project examines the relationship between co-curricular activities and ESL student success in an intensive English language program. Extracurricular and co-curricular activities have been linked to the improvement of several factors, such as self-esteem, retention, and grade point average (Astin, 1984, 1999; Bergen-Cico & Viscomi, 2013). Research in second language acquisition has suggested that meaningful interaction between individuals in the target language (L2) will increase a student’s proficiency. Therefore, a ESL student’s further involvement in an intensive English program could have a major impact on not only their academic success (operationalized in this study by the amount of classes that received a passing mark), but also their proficiency. Documented are the lived experiences of four, advanced-level ESL students who are currently enrolled in an intensive English language program on the west coast of the United States. The information gathered through face-to-face interviews and an analysis of each student’s academic transcript is used to see if there is a relationship between the students’ academic involvement in co-curricular activities and their perception of their success.
Mitchell, James D.
"Co-Curriculum and ESL Student Success: A Case Study in an Intensive English Language Program,"
PSU McNair Scholars Online Journal:
1, Article 6.