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Contribution to Book
Familiar Strangers: International Students in the U.S. Composition Course
ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support
  • Elena Lawrick, Reading Area Community College
  • Fatima Esseili, University of Dayton
Document Type
Book Chapter
Publication Date
1-1-2015
Abstract
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.
Inclusive pages
80-94
ISBN/ISSN
978-1138791718
Document Version
Published Version
Comments

This chapter is provided for download with permission from the publisher. Permission documentation is on file.

Publisher
Taylor & Francis
Place of Publication
New York, NY
Citation Information
Elena Lawrick and Fatima Esseili. "Familiar Strangers: International Students in the U.S. Composition Course" ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support (2015)
Available at: http://works.bepress.com/fatima_esseili/4/