International Teaching Assistants' English Oral Language Proficiency Gains Within Expectancy Value Theory

• In Event: AERA Poster Session 3
  In Poster Session: Graduate Education

Abstract

International Teaching Assistant Programs offer courses as interventions to prepare international graduate students to communicate effectively with undergraduates. International Teaching Assistants (ITAs) are often challenged to improve their proficiency as quickly as possible in order to maintain funding. The present study looks at the make-up of ITAs enrolled courses to improve their oral language proficiency to satisfy state mandated requirements and measures the change in their oral proficiency. The results indicated that the intervention improved language proficiency. The significant gains made were attributed to the Expectancy Value Theory (EVT), focusing specifically on an expectation of success, attainment, and utility value. The findings have important implications for further studies to expand curriculum development to support continued allocation of resources for ITAs.

Authors

• Stephanie L Woods, Columbia College

• Amanda Olsen, The University of Texas - Arlington