Hitting the Mark: Learner's Perceptions of Course Design in a Foundation ESOL Program

Authors

  • Malcolm N. Macdonald
  • Richard Badger
  • Goodith White

DOI:

https://doi.org/10.18806/tesl.v17i1.882

Abstract

This article investigates a first-year undergraduate program in TESOL consisting of three strands: a language-based course, a theme-based content course, and a sheltered-content course. Learners rated different aspects of their development in language, skills, and strategies-as well as motivational factors-over two semesters. Overall, learners rated the language-based course more highly in the first semester and the two content courses more highly in the second. Three conclusions were drawn: first, variation in methodology and design of the content course is such that it is difficult to generalize about generic types of content course; second, our EAP course/program might benefit from progressing asymmetrically, by starting with a more extensive language component and ending with a more extensive content component; and, third, no course was perceived by learners to provide optimum language acquisition and skills development in every domain.

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Published

1999-10-26

How to Cite

Macdonald, M. N., Badger, R. . . . . . . . . . ., & White, G. . . . . . . . . . . (1999). Hitting the Mark: Learner’s Perceptions of Course Design in a Foundation ESOL Program. TESL Canada Journal, 17(1), 87–102. https://doi.org/10.18806/tesl.v17i1.882

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Section

Articles