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

Authors

  • Eunjeong Park The Ohio State University, United States

DOI:

https://doi.org/10.32674/jis.v6i4.324

Keywords:

Academic Adaptation, ESL, International Students, Lexical Bundles, Mixed-methods Research, academic adaptation, ESL, International Students, lexical bundles, mixed-methods research

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 semistructured 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.

Author Biography

Eunjeong Park, The Ohio State University, United States

EUNJEONG PARK is a PhD candidate in Teaching and Learning at The Ohio State University, specializing in Foreign and Second Language Education. Her research and teaching interests include second language writing, corpus research, and mixed-methods research. 

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Published

2016-10-01

How to Cite

Park, E. (2016). Issues of International Students’ Academic Adaptation in the ESL Writing Class: A Mixed-Methods Study. Journal of International Students, 6(4), 887–904. https://doi.org/10.32674/jis.v6i4.324

Issue

Section

Research Articles