Issues of International Students' Academic Adaptation in the ESL Writing Class: A Mixed-Methods Study

Autor/in	Park, Eunjeong
Titel	Issues of International Students' Academic Adaptation in the ESL Writing Class: A Mixed-Methods Study
Quelle	In: Journal of International Students, 6 (2016) 4, S.887-904 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Student Adjustment; Academic Discourse; Writing Skills; Graduate Students; Questionnaires; Phrase Structure; Literacy; Student Attitudes; Semi Structured Interviews; Observation; English (Second Language); Second Language Learning; Mixed Methods Research; Writing Instruction; Computational Linguistics; Essays + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Discourse; Diskurs; Writing skill; Schreibfertigkeit; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fragebogen; Phrasenstruktur; Alphabetisierung; Schreib- und Lesefähigkeit; Schülerverhalten; Beobachtung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibunterricht; Linguistics; Computerlinguistik; Essay; Aufsatzunterricht
Abstract	Despite the contribution to economic and social impact on the institutions in the United States, international students' academic adaptation has been always challenging. The study investigated international graduate students' academic adaptation scales via a survey questionnaire and explored how international students are academically adapted in the U.S. college setting through qualitative research with class observations, field notes, and semi-structured interviews. In addition, the use of lexical bundles was examined as one of the academic literacy adaptation indicators. The quantitative and qualitative results revealed international graduate students' academic adaptation in different angles. The implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01