International Students’ Perspectives on Online Interfaces, Identity, and Environment in a U.S. Writing Center
Keywords:international students, writing centers, academic support, identity, technology, U.S. higher education
This article investigates the perspectives of international students in the United States who use writing centers to support their identities and to meet their writing needs and goals. Using survey and focus group data to look closely at how students use one writing center’s online Profile and more broadly at the accessibility and responsiveness of writing center services, this study found that students have much to say about their place within writing centers and how writing consultants can best support them. Listening to these international student voices reveals how writing centers and other student support services must take the initiative in opening up conversations with and among our students to create the conditions for their success.
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