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Community college English compositio...

Gil, Ariel C.

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Community college English composition instructors' perceptions regarding the college writing readiness of ESL students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Community college English composition instructors' perceptions regarding the college writing readiness of ESL students./
Author:	Gil, Ariel C.
Description:	211 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3608813
ISBN:	9781303672521

Community college English composition instructors' perceptions regarding the college writing readiness of ESL students.
Gil, Ariel C.

Community college English composition instructors' perceptions regarding the college writing readiness of ESL students. - 211 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ph.D.)--Barry University, 2013.

Passing rates of students in community college English composition (ENC) courses range between 8% and 80%. For English-as-a-Second Language (ESL) students, these rates indicate their inability to write English sufficiently to succeed in later college courses. The purpose of this qualitative phenomenological study was to discover how ENC instructors perceived the college writing readiness of their ESL students. Bandura's social cognitive and self-efficacy theories and Vygotsky's Zone of Proximal Development guided the study. Research Question 1 (RQ1) asked, Why do instructors believe ESL students have significant difficulty with college English writing once they enter the ENC course? Research Question 2 (RQ2) asked, What are some of the challenges instructors believe ESL students face in ENC courses? The purposive sample was 10 English-composition instructors from two Florida community colleges, with individual interviews based on 12 semistructured open-ended questions. Data were analyzed with Atlas.ti(TM) qualitative software. Data verification by an intercoder and independent auditor yielded 85.7% agreement. Findings revealed five common themes and 14 subthemes. For RQ1, the first theme (90% of participants) was that students lacked preparedness, with four subthemes: vocabulary, reading assignments, differences in ability levels, and random assignments of groups. The second theme (70% of participants) was testing and evaluation issues, with the subtheme of facilitator versus gatekeeper role. For RQ2, the third theme (70% of participants) was links with ESL labs and writing centers, with four subthemes: class size, lack of time, lack of resources, and recent state government legislation. The fourth theme (50% of participants) was the emphasis on rhetoric over grammar in ENC courses, with two subthemes: error correction and mimicking/ imitating/modeling. The fifth theme (80% of participants) was lack of interaction between the ENC and ESL departments, with three subthemes: need to train ENC faculty in ESL methodology, singling out Hispanics as ESL students, and internationalizing the institutional and ENC curriculum. These findings are significant for ESL students for identification of obstacles to their learning and for ENC instructors in recommendations for improvement of teaching resources and conditions toward greater ESL student success in English composition courses.

ISBN: 9781303672521Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Community college English composition instructors' perceptions regarding the college writing readiness of ESL students.
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245 1 0 $a Community college English composition instructors' perceptions regarding the college writing readiness of ESL students.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Carmen L. McCrink.
502 $a Thesis (Ph.D.)--Barry University, 2013.
520 $a Passing rates of students in community college English composition (ENC) courses range between 8% and 80%. For English-as-a-Second Language (ESL) students, these rates indicate their inability to write English sufficiently to succeed in later college courses. The purpose of this qualitative phenomenological study was to discover how ENC instructors perceived the college writing readiness of their ESL students. Bandura's social cognitive and self-efficacy theories and Vygotsky's Zone of Proximal Development guided the study. Research Question 1 (RQ1) asked, Why do instructors believe ESL students have significant difficulty with college English writing once they enter the ENC course? Research Question 2 (RQ2) asked, What are some of the challenges instructors believe ESL students face in ENC courses? The purposive sample was 10 English-composition instructors from two Florida community colleges, with individual interviews based on 12 semistructured open-ended questions. Data were analyzed with Atlas.ti(TM) qualitative software. Data verification by an intercoder and independent auditor yielded 85.7% agreement. Findings revealed five common themes and 14 subthemes. For RQ1, the first theme (90% of participants) was that students lacked preparedness, with four subthemes: vocabulary, reading assignments, differences in ability levels, and random assignments of groups. The second theme (70% of participants) was testing and evaluation issues, with the subtheme of facilitator versus gatekeeper role. For RQ2, the third theme (70% of participants) was links with ESL labs and writing centers, with four subthemes: class size, lack of time, lack of resources, and recent state government legislation. The fourth theme (50% of participants) was the emphasis on rhetoric over grammar in ENC courses, with two subthemes: error correction and mimicking/ imitating/modeling. The fifth theme (80% of participants) was lack of interaction between the ENC and ESL departments, with three subthemes: need to train ENC faculty in ESL methodology, singling out Hispanics as ESL students, and internationalizing the institutional and ENC curriculum. These findings are significant for ESL students for identification of obstacles to their learning and for ENC instructors in recommendations for improvement of teaching resources and conditions toward greater ESL student success in English composition courses.
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