What happens when international students, especially from the Middle and Far East backgrounds, join an English for Academic Purposes programme in the UK? This paper discusses the impact of embedding cultural field trips and themes such as arts, history, and social life, well-being discussions, reflections, and focus groups in Academic English courses. The study is based on teaching two small (6) undergraduate and two medium-sized (15-20) master’s classes. In the author’s view, depending on the type of activities, the following skills and mindsets were improved: communication, cultural intelligence, decision-making, empathy, financial intelligence, growth mindset, networking, problem-solving, resilience, self-confidence, self-awareness, sense of belongingness and social integration, teamwork and to a lesser degree leadership. The undergraduates found the activities mostly helped them develop cultural awareness, self-confidence, and resilience; it also reduced the sense of burnout and homesickness through self-awareness and peers’ empathy. On the other hand, the postgraduate students had a sense of developing networking skills, problem-solving, communication, cultural intelligence, and a growth mindset. Being more mature, PG students were more interested in cultural awareness, intercultural competence, networking, communication and problem-solving, whereas the UG students were focussing on culture shock, nostalgia and burnout or developing decision-making skills related to financial self-management. Further research needs to be developed on the systematic integration of the related speaking, note-taking, and listening activities in lesson plans, and inclusion of the related themes in reading, reflective writing, and case studies.

Authors:
Branka Visnjic, Aston University, United Kingdom

About the Presenter(s)
Dr Branka Visnjic is a University Assistant Professor/Lecturer at Aston University in United Kingdom

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