Environments External

University / ESL Trends

Global online programs and improved on-site EFL programs in foreign institutions are expanding with better access to high quality commercial materials and texts, making it less important to study ESL in the U.S. ESL trends are moving toward a greater focus on English for Specific Purposes, critical thinking skills and cross-cultural competence.

Central Issues:

The University of Oregon, like other universities across the country, is accepting an increasing number of international students, the majority coming from Asia and the Middle East. The plan to increase the current 10% international student population stems in part from the financial need to fill the gap from a decreasing local out-of-state student population.

Consequences:

The large influx of international students, while helping the university meet some of its diversity and financial goals, has also resulted in concern among the faculty that they are not adequately prepared linguistically or culturally to achieve academic success. The largely homogenous international student populations often do not use English outside of class.

Need for Support:

There is an increasing awareness among departments across campus of the need for better linguistic and cultural support of these high-tuition-paying students. The university is considering raising the TOEFL entrance requirements for international students in response to these concerns. However, this “quick fix” will not alleviate the need for better support for matriculated students, as there is a documented low correlation between TOEFL scores and academic preparedness. Greater support is needed in the form of available services to assist international students academically and in the acculturation process.

Demand for Standards:

The recommendations of the English Proficiency Working Group should be put into action, including increasing the TOEFL entrance requirements for international students to 67 (201401), and 72 (201501) and the recommendation that all incoming international students take AEIS placement tests regardless of TOEFL or other entrance test scores.

Financial Trends:

Universities are privatizing and increasing university fees to students. They are selling a product (education) to consumers, focusing on results rather than process. Universities are increasing the number of non-tenure-track faculty and part-time adjuncts. There is an increased recognition of the need to offer tuition remission to students from underrepresented countries in order to increase diversity.

Student / Learner Trends

The committee identified areas in Student/Learner trends that may affect the AEI.

1. Within the AEI, learner expectations are changing.

a. Students expect quick, results-oriented learning with a focus on the skills needed for matriculation and success in the university as well as to achieve a sufficient score on high-stakes exams such as the TOEFL, and IELTS in order to enter the university.

b. There is high importance placed on degrees and certifications that will enable students to obtain high-paying or highly rewarding jobs after college.

2. Rapid technological change is impacting students’ daily lives and behaviors. This leads to:

a. lower attention span,

b. sleep deprivation

c. desire for latest technology throughout their learning experience.

3. There is a dynamic tension between the need to become “global thinkers” and the challenge of making it a priority. In other words, there is a difference in the desire for cultural competence and the immediate need for acculturation.

4. Student access to sponsored funding is dependent on their country of origin’s booming economic status. Some results of this are:

a. Students, families, sponsors place high pressure on academic success for return on investment

b. Students with low economic resources have less access to higher education or

c. Students with low economic resources expect financial support

5. There is a conception that students’ academic skills are decreasing. With that, there is more recognition of students with special learning needs along with teacher trainees who will encounter students with a high risk of dropout or failure.

6. Adult learners often have life, work and familial obligations. Therefore they are seeking:

a. flexible, economically affordable, credentialed opportunities to improve qualification.

b. alternative training such as online learning tools

Social Trends

Social trends influencing the AEI, as identified by the committee, are as follows:

Modes of Communication- Increase in global networking, use of social media as the “norm”, students comfortable with online interaction, connected with cell phones and other mobil devices. Text messaging is an authentic form of communication. There is a massive dissemination of information, blurred boundaries (public vs. private), social shift in expectations of students in how they interact with teachers.

Job Market- On the national and international level, there is a shift in Value to cost of education perceptions. This is seen in the influx of non-traditional students as people find it harder to get jobs. The US has a strong reputation for quality education, but this may change as global forces shift. There is a need for affordable education that a has direct link to job outcomes. Move toward meaningful, hands-on learning. Additionally, there are trends in the global market such as an increased need for English education, and English now taught at earlier times in the school systems abroad. Big desire in Africa for US education. Student population- There are complicated needs for some students (visas, child care, govt. instability)

Economic and Budget Trends

The committee identified the following areas of focus for the budget:

Possible changes to funding sources with govt. organizations scaling back funds to programs such as ours, and reducing or eliminating grants. This is true at the federal, state and international level. Areas to look to in the future may be private sector, untapped alumni funds, and recruiting of full fee-paying students. As these economic changes occur, there may be disconnect between student needs and program needs. Other areas of concern are; lack of facilities or space for staff and students, instability of international economies (could reduce enrollment), the need to explore emerging economies such as Brazil, India and Russia, need to insure the diversity of the program and fund EFL/ESL in economically impoverished regions.

Technology / Online Education Trends

Technology is revolutionizing the educational experience for many students and instructors, removing learning from the constraints of a physical classroom space and freeing students to learn wherever and whenever they choose. Many students are beginning to shift their expectations of their educational experience. In addition, perceptions of online learning are improving; online study is now socially accepted, and in many ways, is expected by students as a part of the educational process. Resources are now available to provide students with access to an entire world full of information and the introduction of mobile devices like smart phones and tablets ensure that that information can be accessed at any time and in any location. These new technologies, which remove many of the restrictions to communication across borders, will only become more common and more integrated into the educational experience until, at some point, the technology becomes “invisible” in the classroom and is viewed as another learning tool, like pencil and paper. As a result of this rise in technology for language learning, the AEI is being presented with an opportunity to expand online education in ways that were impossible just a few years ago, with course offerings ranging from “hybrid” classes in which heavily online elements are combined with traditional coursework to fully online courses, including courses in ESL/EFL and in teacher training. In addition, AEI is able to expand its use of technology in the face to face classroom, harnessing students' devices, digital recording capabilities, and other tools for multimedia teaching and learning.