A study on the use of personalized autonomous learning to improve outcomes for EAL PhD students


Mira Kim, Jemma Clifton, and Anneli Strutt of the University of New South Wales have published an article on the impact of a personalized autonomous learning model on international PhD students who speak English as an additional language (EAL). The authors note that previous studies have found that English language proficiency is critical to the wellbeing of EAL international students. The personalized autonomous learning model, called PELE, encourages students to explore new ways of enhancing their English skills in a safe learning environment with support from peer mentors. The authors found that the EAL international PhD students who participated in the PELE approach demonstrated improvements to their self-efficacy, interpersonal relationships, sense of belonging to the university community, and more.

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