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Paul GallantryDTLLSResearchPrcjectProPosalTopicorinvestigationfnt b"tyThreehevelone nterfacenanFEcontext:wlrydaesachievementndsuccesseelinewhenstudentsmovefrcmntermediate(43)groupso {JpperntermediateLI) groups,sndhowcanthis be'improved?Theaimof thisresearchroject s to investigatehepossible easonsehindheapparentndrecordeddeclinen achisvementndsucc,e$shenESOL studentsrogress romESOL entrythreeclassesoESOLevel one atThamesValleyUniversity,Reading.t $rillalsonvestigatepossiblereasons so whyfewer studentsendoprogressolevel oneandbeyond,eferringocurrenttheoriesconcerninganguageearningand acquisition.The nvestigatiorqwhilefocusingonaspecificcircumstance,ill besetwithinthe broadercontextoflanguageearning.t willdeploy asuiteofmethodso collectdatAandromthisseeko understandhecurrentsituation,whyitoccurs,andwhatactionsmay betakenoimprove hestudentexperience,ndachievementndsuccessiguresof theESOL cohort.Thenvestigationwillbeginrom thecurrentsituationast is understood:^ [^*AoThestudentcohortofover300 ull-andparttime studentsnESOLargelycomprisesIr*')nlearners t he entryevels@l,W,andE3),withesshan25o/ofthetotalcohorteing#Fc*"'studentstLlotL2'6orecordsor exampassest entry3 indicateaveryhigh successate.By contrastsuccessratesateveloneho*umarkedly owerrate.A#*{.d**drg,sb.?rFew oftheentrythree studentsctuallychooseoprogressostudyatevel one"'n'*rFrSfudentswhomove onfromentry3 tolevel onehaveaowerprognosticationor successtthehigherevelof study,whereashosewhodirectlyenterevel oneromplacementestshaveagreaterhancefsuccess.-.Studentswhoachieveentry3 inReading,WritingandSpeakingandListeningSkillsfor| ,rP x.plLife(SfL)examinationsayprogressoothercourses.g.HNDprogrammesn TVU{ry .#FA"Reading, .rrnthoughheymaynot bepreparedinguisticallyoracademicallyo copewithu,tJlr*ttthe demandsfa coursedeliverednthemediumofEnglish,meaninghat achievementnd.f*,^uu'tsuccesss affectednareasutsideESOL.'ffThe researchwillfirstascertainhe truthorotherwiseofthesestatements.naddition,twillseeko
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eIs evelonestudy fEnglisheensnh6renilffbre'difficult'thanadentryevel?
oDoes hestyle oflearningequiredat level oneplacestudentsromcertaineducationalndculturalbackgroundst a disadvantage?t4xn a"*oDo thesubjectmatterandhemesexploredatevelonediffersignificantlyroolent{levels,anddothesehemesmilitate againsthenterestsofthe'average'earner?oDoesacquisitionlowor stopentirelyatEntry3{o befollowed.byaperiodofformal.",, S.1"orf-
learningfcertainanguageeaturesteroeln&tf'13e*r"tt:'$,'*caw;fi$*:il'r1;
rDothemajority ofstudentseed oprogresseyondEntry3, or dotheyeel heyfi6edoprogress?oHowfar do extrinsicandntrinsicmotivationsaffectheneedor studentsoprogress,ndarehesemotivationseflectednthestudents'IndividualearningPlansILPs)?oWouldarestructuringofhigherevelprovisionalter henumberofstudentswhoareretainedandmprove achievementndsuccess?
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