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Thirty-seven Korean post-secondary students were studied over one semester in intensive ESL or degree programs, with a focus on their English language development and adaptation to Canadian life and study. Data were gathered through ongoing informal contact as well as through pre-and post administration of a detailed questionnaire, an English proficiency self-assessment instrument, and a focus group discussion. Findings provide valuable information for prospective students and programs. They indicate the value of intensive language instruction versus degree studies for rapid gain in productive English skills and confidence. Orientation programs, homestays, and ethically diverse classes are associated both with English development and with successful adaptation. Comparisons of the attitudes of new arrivals and more seasoned students towards intensive English programs suggest changes over time regarding instructional practices (e.g., error correction and small group work). Issues deserving further research are identified.
Lee et al. (Thu,) studied this question.