Where Next? Drop Out and Progression from ESOL Provision.

N

76

Achievement Gains; Adult Education; Dropout Characteristics; Dropout Rate; English (Second Language); Foreign Countries; Intensive Language Courses; Program Design; Second Language Instruction; Second Language Programs; Student Attitudes; Student Characteristics; Student Educational Objectives; Surveys; Teacher Attitudes; Withdrawal (Education)

United Kingdom (England); United Kingdom (Wales)

A study investigated factors in the dropout and progression of students from 33 programs in English for Speakers of Other Languages (ESOL) in England and Wales. Data were gathered in student and teacher surveys. Results indicate a high level of student movement to and from ESOL classes. In intensive courses, more students were graded and more came from other program types. About half the students continued study into a second year. Both tutors and students felt educational services could be improved. Most students had prior English training at some level. One-quarter of the students transferred to another class or progressed out of ESOL training. More students from intensive courses than others reported reaching their goals. Proportion of classes graded as to level and number of students entering from other program types were predictors of relative success of intensive courses. About one-quarter of the students dropped out, for various reasons. One-fifth of those dropping out felt dissatisfied with courses; tutors thought only 4 percent felt dissatisfied. Thirty percent who dropped out left for personal reasons; tutors estimated this group at 20 percent. Dropout was greater from non-intensive than intensive courses. The survey instruments are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

1999

ED425659