Perceptions of International Students from Non-English Speaking Backgrounds regarding English Intensive Language Course. A Case of Francophone West African Students Studying at Kigali Independent University-ULK (Rwanda)

Abstract

This research explores the perceptions of international students from Francophone West AfricaatKigali Independent University ULK Rwanda regarding intensive English language coursethey are imparted before their enrollment in their schoolprogrammes. English mastery is one of core tools that students can use to performwell in all their subjects andenhance their communication at or outside the university. Researchers conducted the study between April and June 2024, and used a qualitative approach with30 in-depth interviews with female and male students. The latter originated from the Francophone West Africa and registered either at the Centre for Languages CELA or in ULK Schools. The interviewees’ ages varied between 22 and 35. The researchersused semi-structured individual interviews and the thematic analysis allowed themto identify major themes from the respondents’ verbatim. Results indicate that these students had no basics of English language proficiency before they enrolled as ULK students,and hence started learning English courseintensively. Most of them acknowledgedtheir aptitudein the language had upgradedbecause they could express themselves confidently, and could then apply new grammatical rules and vocabulary words. Thus,they admittedkey language development since they completed their intensive English language. The changes mostly focused on real contexts where they had to use thislanguage in tangible life circumstances. In addition, results confirm that students’ enhanced English language level contributed a lot to the understanding of other subjects they had to learn at university. Ultimately, English is a medium of instruction at ULK whose influence remains indubitable as it allows them to study comfortably their content subjects in their individual departments. Interviewees recommended having more classes of English and extending their learning period. Using equipment that is more appropriatecould effectively boost their listening skill. Equally, such environment could allow them to adjustto the academic language requirements easily.