Innovative progress tracking: Enhancing student achievement with effective interventions

Ashley Starford; Ivona Ravlikj

doi:10.21153/tesol2024vol32no2art1819

Authors

Ashley Starford Swinburne College, Australia
Ivona Ravlikj Swinburne College, Australia

DOI:

https://doi.org/10.21153/tesol2024vol32no2art1819

Abstract

This paper examines the efficacy of academic support interventions provided by the Swinburne College Student Hub for international students enrolled in the Postgraduate Qualifying Program (PQP) or English Language Intensive Courses for Overseas Students (ELICOS). Interventions for PQP students encompass plagiarism checking, paraphrasing, proofreading, referencing, and essay structure guidance, while ELICOS interventions are skill-based workshops focusing on reading, listening, and writing. The study highlights the importance of tracking student progress to refine interventions effectively. Program-specific student trackers were developed, leading to significant improvements in student success rates in assignments and unit completion, as revealed by analysis of empirical data from 2022. The findings underscore the effectiveness of tailored academic support, with implications for enhancing the delivery of support services and improving academic outcomes for PQP and ELICOS cohorts in academic settings.

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Author Biographies

Ashley Starford, Swinburne College, Australia

Ashley Starford is an Academic Advisor and ELICOS Teacher at Swinburne College, Melbourne, Australia. He has developed curriculum items for General English, English for Academic Purposes, and bespoke ELICOS courses. Ashley contributed to the 2020 Action Research in ELICOS Program and teaches part-time at the University of Melbourne’s Faculty of Education. Published in the English Australia Journal, his interests include AI, inclusivity in the ELICOS curriculum, and exploring teacher-student relationships in EAL contexts.
Ivona Ravlikj, Swinburne College, Australia

Dr Ivona Ravlikj is a lecturer in business innovation and entrepreneurship for UniLink business diploma and a course coordinator for Business and Law at Swinburne College. Ivona holds a PhD in intrapreneurship from Swinburne University of Technology and is actively involved in scholarly work. Her research interests are in the area of women entrepreneurs and sustainability; gender identity and congruence in entrepreneurship; intrapreneurship and knowledge intensity; employee professional development, as well as improvement of students’ networking and employability skills.