Academic achievement gaps between different groups of students in Higher Education (HE) has become a crucial concern. This paper focuses on an action-research oriented, skills development diagnostic programme designed and delivered in collaboration between subject-specialists and learning development practitioners to first-year management students. The aim was to bridge the skills gap for students from different backgrounds including entry qualifications, race and socio-economic class. The programme targeted: structure, critical writing, and evidence-based writing. The diagnostic used the Articulate software and the results directed students onto one of two levels of study-skills sessions: Develop or Enhance. Preliminary evaluation results showed students reported an increase in confidence levels ranging from 22% - 25.8%. This type of programme could potentially equip students with the tools and knowledge they need to succeed in their studies regardless of their backgrounds, and thereby help in facilitating student mobility and social justice in HE.

This study investigated the impact of overseas internships on the performance of Japanese undergraduates on the Test of English for International Communication (TOEIC) using a control-group pretest-posttest experimental design. Students participating in overseas internships were compared to their counterparts in a nonoverseas internship control group. Using TOEIC data collected in June 2019 and September 2019, we performed t tests and used a difference-in-differences model with propensity score matching estimation of participation in overseas internships, students’ demographic information, family socioeconomic status variables, and self-learning characteristics. The study showed that students’ participation in overseas internships and self-learning activities had significant effects on TOEIC performance. The findings of this study also indicate that aside from the effects of overseas internships experience and self-learning on students’ academic performance, learner autonomy may be important for improving students’ performance. This study sheds light on the association between overseas internships and students’ academic achievement and makes an important contribution to the broader conceptual literature.

Creating a student-centered English language classroom requires instructors to develop robust strategy toolboxes that promote learner agency and autonomy. When students are situated at the heart of instruction, learning experiences are differentiated and self-guided, resulting in increased intrinsic motivation. This workshop introduces language educators of all levels to a variety of activities that empower multilingual students to take ownership of their learning by exercising voice and choice throughout the learning process. These pedagogical approaches create space for students to integrate their lived experiences, follow their interests and passions, and exercise individual and collaborative decision-making as self-directed learners. Participants will interact with and build activities using provided templates that intentionally incorporate student voice and choice at various stages of the learning cycle, from vocabulary development and brainstorming options, to differentiated skill development and authentic assessment.