Towards the Development of a Prognostic Approach to Student Retention in Foreign Language Classes

Lobo, Ana Isabel; Matas, Cristina Florencia Poyatos

doi:10.18848/1447-9494/cgp/v17i11/47361

Cited by 2 publications

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“…This is especially important given the current situation surrounding FL instruction in U.S. universities. First, attrition rates tend to be very high among first and second-year FL students (Lobo & Poyatos, 2010;Lobo, 2012), with a large percentage of these learners ceasing their study of the FL after a rather limited amount of time. The fact that first and second-year university courses are not teaching these students to write in the TL greatly reduces the possibility that these learners will ever be taught the writing conventions of the FL.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Role of Writing in the First and Second Year University Foreign Language Curriculum

Hubert

2014

Journal of Education and Training Studies

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Approaches to foreign language (FL) instruction have changed a great deal in the past fifty years, the most fundamental change being the shift from a focus solely on language form to a focus on communicative competence (CC). Although most FL instructors now appear to focus on CC in the teaching of speaking, they do not necessarily apply CC to writing in the same way. The study reported here attempts to describe the role currently played by writing in the first and second-year FL curriculum by detailing the methods used by 10 professors working at 7 different universities across the United States to teach FL writing in these courses. Results indicate that writing-to-learn activities make up a large majority of the writing methods used, but that learning-to-write activities that foster CC in writing have also been successfully integrated into the beginning FL curriculum.

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Section: Discussionmentioning

confidence: 99%

Evaluating the Role of Writing in the First and Second Year University Foreign Language Curriculum

Hubert

2014

Journal of Education and Training Studies

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“…In order to combat this problem an approach to language student retention has been developed. A prognostic stance that uses the First Year Student Survey (FYSS) as one of its main instruments to identify if students are at risk before they withdraw from a language course, is at the heart of this approach (Lobo & Poyatos Matas, 2010a). The approach uses two tools, the First Year Student Survey and the First Year Student Support Sheet.…”

Section: How At-risk Students Can Be Identified and Retainedmentioning

confidence: 99%

“…To determine which students are at risk is easy as the survey scores showed that students who had higher scores were at a lower risk of withdrawing and those with low scores had a higher chance of withdrawing. The trials of the prognostic approach and its implementation and evaluation in 2008, showed that the FYSS was successful in identifying students at risk of withdrawing from a foreign language university course 208 (Lobo & Poyatos Matas, 2010a). Although proving to be successful in its pilot and first implementation stages, the tool still needs some refining and there is a need to also to trial the prognostic approach with other disciplines, with other languages and with larger numbers of students before it can be functioning on a completely accurate basis.…”

Section: How At-risk Students Can Be Identified and Retainedmentioning

confidence: 99%

Will We Meet Again?: Examining the Reasons Why Students are Leaving First Year University Courses and Moving Towards an Approach to Stop Them

Lobo¹

2012

The International Journal of Learning: Annual Review

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Competition for students in a global market is intense. High attrition rates amongst university students are one of the underlying undesirable factors in the marketing mix tertiary institutions use to attract students (Schwartz, 2007). Not surprisingly, in a higher education environment where federal funding arrangements have started to focus on student completions rather than employment, it is essential to determine why students leave. In order to better understand the different dimensions involved in student attrition and retention it is important to determine the salient factors students give for withdrawing from their first-year tertiary courses. Through a review of the international literature, this paper introduces 17 factors why students claim to withdraw from their studies. This paper explores why students abandon their studies, and how to identify at-risk students for preventive intervention.

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Towards the Development of a Prognostic Approach to Student Retention in Foreign Language Classes

Cited by 2 publications

References 0 publications

Evaluating the Role of Writing in the First and Second Year University Foreign Language Curriculum

Evaluating the Role of Writing in the First and Second Year University Foreign Language Curriculum

Will We Meet Again?: Examining the Reasons Why Students are Leaving First Year University Courses and Moving Towards an Approach to Stop Them

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