ABSTRACT
This chapter proposes a way to promote active learning for international students of the Pre-Sessional Academic English programs in an after-COVID-19 (AC) context. Drawing on the literature on student engagement, student-centered approaches, and active learning, it argues that the open-ended relationship between ESL (English as Second Language) students and knowledge has been undermined linguistically, socially, and technologically by AC teaching and learning. Despite the intensiveness and density of content allocation in the curriculum in the Pre-sessional English for Academic Purposes Programme (PEAP), one way to engage students is by creating a pedagogical space for students to conceptualize their prior language knowledge, academic convention, and practice. Centralizing students does not mean giving them all the freedom to do whatever they want but giving them structured freedom to build their confidence in adapting to their new learning environment in the UK.
