ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support
This chapter presents selected findings from our study of a well-established ESL writing program at a U.S. university with a large population of international undergraduate students. The study was conducted in all 13 writing sections. The instruments included demographic data from university registrars; one instructor survey, administered at the end of the semester; and two student surveys, one administered at the beginning of the semester and one at the end. The instructor survey response rate was 100% (13 teachers); the student survey response rates were 82.5% (161 students) and 88% (171 students), respectively.
The reported findings inform five areas: an ESL course in the university's writing program, placement and student motivation, course structure and practices, instructor feedback, and writing lab (WL). A tripartite discussion of each area includes the observed processes, related findings, and potential implications.
Copyright © 2015 from ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support, by Norman W. Evans, Neil J. Anderson, and William G. Eggington. Reproduced by permission of Taylor and Francis Group, a division of Informa plc. This material is strictly for personal use. For any other use, the user must contact Taylor & Francis directly at this address: email@example.com. Printing, photocopying and sharing via any means is a violation of copyright.
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Lawrick, Elena and Esseili, Fatima, "Familiar Strangers: International Students in the U.S. Composition Course" (2015). English Faculty Publications. 86.