Why Choose NC?

Learner Autonomy

At New Cambridge, we strongly believe in the concept of ‘learning for life’. Our aim is to develop learner autonomy in our students so that, even when they leave our school, the learning process continues in the absence of a teacher. Students are able to assume responsibility for their own learning through a process of self-regulation and self-discipline, making full use of all available resources.

At New Cambridge, we aim to set the student at the centre of the learning process. Our courses are flexible enough to allow a large degree of customisation to suit the needs and requirements of individual classes composed of individual students. While the course content focuses on IELTS examination skills in the context of IELTS themes and topics, the nature of the delivery, the types of activities and the versatility of the teachers permit a high level of customisation.

This concept is alien to current practice in many South-east Asian learning environments, and many students initially have difficulty adjusting to the methodology in place at New Cambridge.  Many students have come to depend on the rigid scaffolding characteristic of most South-east Asian educational institutions, where students simply follow rules and regulations and established patterns of learning behaviour. These patterns include rote-learning, a blanket acceptance of everything they hear in the classroom, resulting in a passive learning style with little pro-activity, and a tangential, almost coincidental, involvement in the learning process.

New Cambridge teachers encourage a ‘culture of engagement’, in which students interact with the course content to investigate its impact on their own life and life-styles. This involves drawing them away from the comfort zone of detachment. Through active engagement with the social issues which are presented in each course, students are often faced with challenges to their own status quo and must justify current practices and perceptions within a larger framework. Such questioning helps students to develop the critical thinking skills necessary for effective study at overseas universities.

In concrete terms, learner autonomy involves the full use of all the resources available to students in the learning environment, including the SAC (self-access centre), on-line and print materials, as well as teachers and other students. Self-correction techniques for writing as well as peer and self-evaluation foster a culture of pro-activity and self-regulation, resulting in a reduced reliance on external rewards and a greater degree of intrinsic motivation.

Student Skills Development

Besides IELTS examination techniques, all of a student’s English skills ( Listening, Reading, Writing and Speaking ) will be improved automatically with 400 hours of study.  This is further to essential study skills for overseas education that are learnt by utilizing New Cambridge’s highly regarded courses and services.

IELTS preparation is categorised into two types of student skills development methods:
 1 – Short term IELTS preparation.

 Using this method students achieve a natural score indicating their actual ability without skills development.  The score will generally be unaltered or there can be a slight ( 0.5 band ) increased from a short IELTS course or repetitive revision.  For example, if a student has a natural ability to achieve an IELTS band 6, they would receive an IELTS result of 6 or 6.5 maximum. 

However, if the student undertakes no preparation, their expected score is lower than 5.5.
Regardless, even if an IELTS band of 6.5 is achieved, the student will often encounter significant language obstacles and barriers when they move overseas.  This is because the student has purely enhanced their IELTS exam aptitude but not their actual English ability.  This can make any period of overseas study extremely difficult.  This is especially true when listening to lectures, reading research materials, working and contributing with academics and producing written work.

2 – Long term IELTS preparation and language skills enhancement.

If a student has an actual ability to achieve an IELTS band of 6 and they study consecutive IELTS preparation courses, they receive an IELTS band 7.  This is after studying a second or sometimes third course and making use of New Cambridge’s exceptional self-study services and facilities.  All facilities and courses instill a concept of self autonomy and are designed especially for Thai learners of academic English and IELTS.

The achieved IELTS band is a truthful reflection of the student’s language and communication skills.  Once studying abroad, the student has the ability to succeed in their studies.  The student understands academic lectures fully, has the talent to evaluate and comprehend difficult written materials, can work effectively in a team with academics and has the capability to produce complex written work.

This skills development method not only increases English skills, it also teaches a student valuable self autonomy that increases their efficiency and abilities.  This is essential as much is expected from a student learning in an overseas institute and this differs greatly from Thai educational environments.