Exercise #5
Methodological memos:
SAMPLE #2
In an effort to ensure greater English proficiency, American institutions of Higher Education require prospective International Graduate Students who have not met the TOEFL score requirement to take time-consuming and expensive non-credit language programs. Though these programs might be seen as beneficial, it must be noted, however, that the language programs may result in postponement of international students’ graduation date due to additional coursework. Such courses may not result in either excellent English proficiency or academic success. More often than not, these programs adversely affect the student’s life, cultural adjustment, social activity, and emotional well-being on campus.
[If these are true you would need some references to back up these claims.]
[Do you have research that backs up the assertion that these language programs are not effective? If not, you might want to change the wording so that it reflects that this is your experience or opinion.]
To explore the effect of language programs on international graduate students in private faith- based institution in Southern California (Phenomenology Theory)
Research Question:
Q1: Why do international graduate students continue with expensive non- credit courses course and lengthy language programs despite the uncertainty in the language program’s ability to help the students use English proficiently and academic success?
Sub-questions:
Factors related to language programs
Q1: What factors influence international graduate students in their decision to enroll in language courses at APU?
Q2: What factors aid international graduate students’ active engagement in language programs?
[You will have to spend some time exploring and defining "active engagement"]
Exercise #6
Methodological memos:
SAMPLE #3
Problem Statement:
In an effort to ensure greater English proficiency, American institutions of Higher Education require prospective International Graduate Students who have not met the TOEFL score requirement to take time-consuming and expensive non-credit language programs. Though these programs might be seen as beneficial, it must be noted, however, that the language programs may not result in either excellent English proficiency or academic success. More often than not, these programs adversely affect the student’s life, cultural adjustment, social activity, and emotional well-being on campus.
[If these are true you would need some references to back up these claims.]
[Do you have research that backs up the assertion that these language programs are not effective? If not, you might want to change the wording so that it reflects that this is your experience or opinion.]
To explore the effect of language programs on international graduate students in private faith- based institution in Southern California (Phenomenology Theory)
Research Question:
Q1: Why do international graduate students continue with expensive non- credit and lengthy language programs despite the uncertainty in the language program’s ability to help the students use English proficiently and academic success?
Sub-questions:
Factors related to language programs
Q1: What factors influence international graduate students in their decision to enroll in language courses at APU?
Q2: What fosters aid international graduate students’ active engagement and academic success in language programs?
[You will have to spend some time exploring and defining "active engagement"]
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