Term

Summer 2017

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Betsy Parrish

Secondary Advisor/Reader One

Michal Moskow

Peer-Reviewer/Reader Two

Christine Diaz

Abstract

The purpose of this study was to examine English as a second language (ESL) international students’ perceptions on how prepared they felt they were for academic culture and classroom expectations at their higher education institution in the United States. A mixed-methods approach was employed using an in-depth quantitative survey and qualitative interviews. Findings suggest that even if ESL international students satisfy English language proficiency admissions requirements, they still need ongoing English language support, academic literacy development, and a clearer understanding of workload expectations in order to complete their studies successfully. Implications for future research include inspecting the role of US higher education admissions offices in the recruitment of international students; surveying university faculty about needed support in their classroom settings for ESL international students; and clarifying any differences in the needs of undergraduate versus graduate ESL international students, comparing those to the needs of US domestic students as well.

Research Methodology

Interview, Survey (attitude scale, opinion, questionnaire)

Included in

Education Commons

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