EXPLORING CHANGES IN ESL BELIEFS SYSTEM OF INTERNATIONAL GRADUATE STUDENTS

 

Ridha Ben-Rejeb

 

Mr., University of Western Ontario, London-ON, Canada, rbenreje@uwo.ca   

 

Abstract

Internationalization of higher education is vital for the sustainability of Canadian campuses which are humming along tight and shrinking budgets each fiscal year. In this vein, applied language researchers have pointed out to the significance and implications gained from investigating international students complex beliefs and perceptions about learning English as a Second language (ESL) (Altan, 2006; Block, 2007; Jackson, 2008; Amuzie & Winke, 2009; Baiyinna, 2011; Nhapulo, 2013; Zhong, 2014). For the value of insights can lead to identify learners' needs and expectations in the classroom context, hence tailored instructional planning, high impact learning and high retention rates. To date, there is a paucity of studies that investigated non-English speaking background international ((NESBI) students' beliefs system change and transformative learning experience in the aftermath of their transition from an ESL program to credit-bearing university core programs. The present study employed mixed methods approach to investigate participants' personal constructs through a survey and qualitative retrospective accounts about their language learning experiences and adjustments in a Canadian university. The data reveal a wide gap in their beliefs system pertaining to academic requirements, education systems, cultural and communication differences as well as a set of new assumptions have evolved. The study concludes that beliefs are dynamic and responsive to the length of exposure to the new learning context. The findings of the study have both theoretical and practical implications, particularly in supporting the view that language schools should play a greater role in designing inclusive curricula and employing teaching methodologies responsive to the multi-culturally diverse students’ populations.

Keywords: Beliefs System, ESL, International Students, Transformative Learning Experience