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  1. Introduction

Australia is a multicultural society where people come and live from different countries. Universities in Australia provide international education. Many international students are admitted into university in Australia. English is used as international language all over the world for communication. Many students are required to attain a certain level of proficiency in English for higher studies. Virginia and Kirk (2016) explain that the ability to write academic doctoral papers has proved to be more difficult to the non-English speaking students compared to English speaking students. Often international students lack proficiency in English. In addition, students may have difficulty understanding the different subjects that they study in Australia in English (Wang, 2017; Cohen, 1974).

Different institute offers free or volunteer student learning mentorship for the student to assist their learning in English. Although the university offers free program, it is observed that the students are reluctant to attend the program. It is observed that there is lack of effectiveness and the attendance of the participant in this program. This is according to Chow (2013), provides an insight into how English has proved to dominate wit a narrowed diversity of linguistic. The effectiveness of the program varies from institution to institution. The effect of this program on the student is important to understand to develop the appropriate program for the better output. There is a no solid reason or finding why the students are reluctant to attend the program. DeCoursey et al. (2017) argue that students are challenged on how to tackle aspirational aspect of n international culture as most students avoid assimilation into an English speaking culture.

In this project, a research will be carried out to investigate what programs are offered by different universities for international students. A different view was given by Au (2008) who noted different views regarding the qualitative and quantitative approach. Qualitatively and quantitatively the relevance of gender and other beliefs in a Hong Kong society is multifaceted where numerous challenges exist are reported among students’ summer effects as prerequisite of English for their programs.

A model will be developed based on a literature review to investigate the performance of the programme(s) offered by RMIT. An interview questionnaire will be prepared and online survey will be developed to get the feedback from student participants. The results from the participant will be analysed and discussed for improvement of the project. The reason of the reluctance of attendance will be found out how it can help university to adopt for better attendee (Kwong, 2006). This position is informed by the fact that students from a traditional set up finds it meaningless to learn English.

  1. Research Question(s) and intended the results from the research question

). Going by the research from Wesley (2010), the main purposes of the programme is two-fold and entail the manner in which the English language is on the spread. The categories are:RMITFor international student whose native language is not English, many universities provides free program to assist their learning such as English ready workshop in (

  1. How to explain and make understandable the aspect of the English as a course

  2. Help to tackle the course the linguistic students are subjected to with a key focus on English as a second language (Song & Caruso).

There is no literature or research to quantify the effective applicability of the program. Beverly et al., (1992) stated that it is important to find out the differences between just basics English writers and ESL writers. In addition, no data is available which shows the benefit of the program on the student study. In this research, a model will be developed to collect the data from the participant of the program offered by university to investigate the effectiveness of the program (International Journal on Studies in English Language and Literature, 2016).

The expected outcome from the research according to Webb and Chang (2015) show how previous language has an effect on the students. The details are as shown below:

  • Find the data of the effectiveness of the English ready workshop program

  • Find out the limitation and scope of the programme

  • Find ways of improving the programme including the decision to use student-centred learning as provided for in the levels of competence and construction of English language programs (Tuan, 2017)

  1. Methodology

In this project, the effectiveness of different program offered by university will be investigated. To carry out the research the methodology will be divided into three components as suggested by previous studies that (Henderson, 2009).

  1. Face to face interview

  2. Data acquisition from different university website for their particular program offered for the student as proposed by Fox et al. (2013)

  3. Online survey for feedback in accordance with the model proposed by Cumming et al. (2001) that provides three most important parts that are involved in second language

). Therefore, in the present study interview and survey will be incorporated. At the beginning, an interview will be carried out for the participant. The participant will be selected who attended the program offered by the university. The data collected from the interview will be processed and analysed for understanding the effectiveness of the program (Schulz, 2011). Sánchez-Gómez et al., 2017; Ma et al., 2017). Additionally, survey methods have been used differently for the investigation of the participant attitude toward a programme (Wu and Zhang, 2017; Starkey, 2015Interview as a process of data collection is an effective way to understand the effectiveness of a programme. Previous researches conducted to understand effectiveness of a programme depended on data from face to face interviews (

For the research validity and reliability it will not be feasible to carry out interviews from students in the same class as there could be chances of biased responses. As results, the information and the material from different university regarding the offered programme will be collected as proposed by previous researches such as Madu (2010). The data collected will be analysed for the understanding of the program.

4. Feasibility and Scope of the Study

The main scope of the research is to

  • Is to adopt Eunjung and Kim (2014) research scope by providing real word test for English language. Conduct interview with the student to investigate the effectiveness of the program offered to student to whom English is as second language

  • Analyse the data collected from the interview

  • Find the way for improvement

  • Propose suggestion for the improvement based on the data collected based on approach given by Lung (2015)

The feasibility of the research is based on the following:

  • The interview will be carried out on the student from the RMIT campus

  • The research follows guideline provided by Kadiu and Treska (2017) in obtaining material from other university which are available in the website

  • Questionnaire can be sent using email and other social media provide details n a look into the state of the art surveys.

5. Report Structure (proposed)

The structure of the report is as follows

Chapter one: Introduction

Chapter two: Literature Review

This chapter will provide systematic review of previous studies on issues such as effects of English as a second language, impacts of second languages on students programs among other literature of concern which have been captured by like Coleman (1997); Langum and Sullivan (2017). Band paraphrasing of the article as elaborated by Bolderston et al. (2008) through which the experiences of the undergraduate are analysed and presented.

Chapter three: Research methodology

Other areas under focus in chapter three involve

  • Survey questionnaire and interview

  • Data collection

  • Data analysis

Chapter four: Results and Discussion

This chapter will put into perspective, the research findings from data collected relating such findings with previous researches such as such Feigenbaum and Bander (1979). Other areas will be graphical representations, data management procedures that outline results and discussions as tools for accessing English learning as a second language.

Chapter five: Conclusion and Recommendation


The last section will detail external materials used to support the research inform of references

6. Project Timelines the individual student’s volume are gathered and analysed (Fareh, 1986).

Date completion

Literature review and model development

30 July 17

Interview of student

Data collection and Analysis

Results and discussion


Report writing

References/Sources of evidence

Ana M Pinto-Llorente, Ma Cruz Sanchez-Gomez, Franscisco Jose Gracia-Penalvo, Sonia Casillas-Martin (2017). «Students’ perceptions and attitudes towards asynchronous technological tools in blended-learning training to improve grammatical competence in English as a second language.» Computers in Human Behavior
72: 632-643.

Au, M. F. (2008). Investigating gender in students’ English learning beliefs in an English as a second language (ESL) class. doi:10.5353/th_b4126205

Bolderston, A., Palmer, C., Flanagan, W., & McParland, N. (2008). The experiences of English as second language radiation therapy students in the undergraduate clinical program: Perceptions of staff and students. Radiography, 14(3), 216-225. doi:10.1016/j.radi.2007.03.006

Chow, .G. (2013). Book Review: English Language as Hydra: Its Impacts on Non-English Language CulturesVaughanRapatahanaPaulineBunce (eds) English Language as Hydra: Its Impacts on Non-English Language Cultures (UK, US, Canada: Multilingual Matters, 2012), 304 pp. ISBN 9781847697509 (Hbk). RELC Journal, 44(3), 396-398. doi:10.1177/0033688213500562

Cohen, A. D. (1974). the culver city spanish immersion program: how does summer recess affect spanish speaking ability? language learning, 24(1), 55-68. doi:10.1111/j.1467-1770.1974.tb00235.x

DeCoursey, C. A., Petkov, P., & Cherneva, N. (2017). Appraising English-Speaking International University Student Attitudes towards Their Elite Second-Language Education and Status. English Language and Literature Studies, 7(2), 85. doi:10.5539/ells.v7n2p85

Fareh, S. I. (1986). How Far Does the English Language Teachers’ Pronunciation Affect That of Their Students in Jordanian Public Schools? Kansas Working Papers in Linguistics. doi:10.17161/kwpl.1808.565

Feigenbaum, I., & Bander, R. C. (1979). American English Rhetoric: A Writing Program in English as a Second Language. TESOL Quarterly, 13(1), 110. doi:10.2307/3585983

Fox, J., Cheng, L., & Zumbo, B. D. (2013). Do They Make a Difference? The Impact of English Language Programs on Second Language Students in Canadian Universities. TESOL Quarterly, 48(1), 57-85. doi:10.1002/tesq.103

Henderson, P. A. (2009). “Is everybody getting it?”: Sustained support for English as a second language students. About Campus, 14(4), 8-15. doi:10.1002/abc.296

Kadiu, V., & Treska, T. (2017). second language acquisition through a communication study of how european university of tirana students acquire the english language. inted2017 proceedings. doi:10.21125/inted.2017.1995

Kwong, S. E. (2006). English through songs. doi:10.5353/th_b3673672

Langum, V., & Sullivan, K. P. (2017). Writing academic english as a doctoral student in sweden: narrative perspectives. Journal of Second Language Writing, 35, 20-25. doi:10.1016/j.jslw.2016.12.004

Leung, T. (205.). The impact of an English-through-drama course on students’ attitudes towards English as a second language. doi:10.5353/th_b4126288

Madu, B. (2010). Perceived societal expectations of boys and girls on the learning of English as a second language and how they affect their performance. Gender and Behaviour, 8(1). doi:10.4314/gab.v8i1.54707

Promoting Interaction among Students in the English Second Language (ESL) Learning Through Interactive Tasks. (2016). International Journal on Studies in English Language and Literature, 4(1). doi:10.20431/2347-3134.0401013

RMIT. «SLAMs.» Retrieved 02/07/2017, 2017, from https://www.rmit.edu.au/students/study-support/english-language-development.

Schulz, B. (2011). Syntactic creativity in second language English: wh-scope marking in Japanese-English interlanguage. Second Language Research, 27(3), 313-341. doi:10.1177/0267658310390503

Shufeng Ma, Richard C. Anderson, Tzu-Jung Lin, Jie Zhang, Joshua A. Moris, Kim Nguyen-Jahiel, Brian W. Miller, May Jdalla, Theresa Scott, Jingjing Sun, Kay Grabow, Beata M. Latawiec, Sherry Yi.,(2017). «Instructional influences on English language learners’ storytelling.» Learning and Instruction
49: 64-80.

Song, B., & Caruso, I. (1996). Do English and ESL faculty differ in evaluating the essays of native English-speaking and ESL students? Journal of Second Language Writing, 5(2), 163-182. doi:10.1016/s1060-3743(96)90023-5

Starkey, T. J. (2015). «The critical factors that influence faculty attitudes and perceptions of teaching English as Second Language nursing students: A grounded theory research study.» Nurse Education Today

Tuan, V. V. (2017). Communicative Competence of the Fourth Year Students: Basis for Proposed English Language Program. English Language Teaching, 10(7), 104. doi:10.5539/elt.v10n7p104

Wang, A. (2017). Using Second Life in an English Course. International Journal of Computer-Assisted Language Learning and Teaching, 7(1), 66-85. doi:10.4018/ijcallt.2017010105

Webb, S., & Chang, A. C. (2015). how does prior word knowledge affect vocabulary learning progress in an extensive reading program? studies in second language acquisition, 37(04), 651-675. doi:10.1017/s0272263114000606

Wesely, P. M. (2010). Student Attrition from Traditional and Immersion Foreign Language Programs. Language and Linguistics Compass, 4(9), 804-817. doi:10.1111/j.1749-818x.2010.00241.x

Wu, H. and L. J. Zhang (2017). «Effects of different language environments on Chinese graduate students’ perceptions of English writing and their writing performance.» System

Eunjung, L., & Kim, C., (2014). Educational Effects of Intensive English TOEIC Program for University Students. Studies in English Language & Literature, 40(2), 215-230. doi:10.21559/aellk.2014.40.2.011