The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. In the field of TESOL, self-regulation has been categorized into dimensions and linked with possible application tools to help ESL/EFL students better apply and develop related skills (Andrade and Evans…

A study conducted in the intensive English language program at Indiana University investigated: (1) the effects of students' language learning background (formal learning of English, exposure to and use of English in class, and extracurricular exposure to and use of English) on their performance on the Test of English as a Foreign Language…

The initial phase of an intensive language proqram relying on emotional involvement and close, interpersonal teacher/student contact is described. For duplication elsewhere, an overview is provided of the curriculum, syllabus, Master/Apprentice teaching team, student input, teacher evaluations, and funding. (PMJ)

In response to the need for specialized French language skills among foreign students at France's prestigious engineering school, the Ecole Nationale de Lyon, an intensive language instruction program was developed. The 3-week program precedes the school year so that language immersion and orientation targeted to the particular student group can…

Describes an academic bridge course designed to prepare advanced students in an intensive English program (IEP) for university studies. Findings reveal that this course is an effective tool for preparing English-as-a-Second-Language students for an American university. (21 references) (Author/CK)

A report is presented on the joint evaluation session of intensive overseas language programs. The evaluation session was attended by representatives of the following federally-funded programs: American Institute of Indian Studies, Berkeley Urdu Language Program in Pakistan, Center for Arabic Study Abroad (Cairo), Cooperative Russian Language…

A South African project investigated effective methods of English language instruction for educationally disadvantaged black gold mine workers. Four instructors taught eight 3-week intensive classes, four by traditional language teaching methods and four by methods used at the Institute for Language Teaching of the University of Stellenbosch…

Three Army programs in English as a second language (ESL) are evaluated. The programs had lengths of 3 weeks, 6 weeks, and 6 months. The evaluation was carried out with a standardized group test of English comprehension, an individually administered test of oral proficiency, questionnaires, observations, followup questionnaires and tests, informal…