Evidence-Based Holistic Approach to Supporting International Students’ English Language Proficiency Needs and Wellbeing: The Impact of Personalized Autonomous Learning

• Mira Kim ^[1] ; Sharyn Black ^[2] ; Jemma Clifton ^[3]
  1. [1] School of Humanities & Languages, University of New South Wales
  2. [2] Business School, University of New South Wales
  3. [3] School of Psychology, University of New South Wales

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• Localización: Applied linguistics, ISSN 0142-6001, Vol. 46, Nº 4, 2025, págs. 668-690
• Idioma: inglés
• DOI: 10.1093/applin/amae038
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study was conducted to investigate more efficient ways to support international students at the authors’ university, where a significant proportion of students speak English as an Additional Language (EAL). Recognizing limited success in holistic language development, the study assessed the impacts of a self-directed learning English course called Personalized English Language Enhancement (PELE) built from a Personalized Autonomous model of learning. Building on prior research that demonstrated the pedagogical efficacy of PELE (Kim 2023), the current study compared results from EAL students who did and did not take the course and analysed the relationships between students’ English self-efficacy and well-being. Results showed PELE benefitted students in various areas, often significantly more than non-PELE students. Improvements extended beyond language proficiency to social and self-directed learning skills and overall well-being. This study emphasizes a shift from treating language proficiency as a singular challenge to equipping students with multifaceted tools for enriched English learning, autonomy, and resilience.

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