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In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production
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| 342 |
Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education
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| 343 |
Experiences of adult English language learners previously enrolled in English as a second language noncredit (ESLN) courses and currently enrolled in credit courses at a California community college
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Abstract:
Doctor of Education ; Department of Educational Leadership ; Major Professor Not Listed ; The purpose of the qualitative phenomenological study was to understand and describe the lived experiences of adult English language learners previously enrolled in English as a Second Language Noncredit (ESLN) courses who were persisting in credit coursework through the lens of Bean and Metzner’s (1985) nontraditional student attrition model. The study specifically focused on the experiences related to academic, psychological, environmental, and background factors as identified in Bean and Metzner’s model. In addition, the purpose of the study was to examine how student support services had an impact on their experiences in persisting in credit coursework. Via semi-structured interviews with eight participants, six themes were identified: Experiences as a credit student impacted by need to increase time dedicated to academics, strong attendance and major certainty helpful in academic success in classes, self-perceived English language abilities create stressful experiences in academic settings, faculty and family provide encouragement that create positive experiences, family responsibilities associated with age limit the time available to engage in academics and student support services provide resources that contribute to academic success.
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Keyword:
adult English language learner; experiences; persistence
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URL: https://hdl.handle.net/2097/41998
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| 344 |
Middle school ELL and LD teachers' perceptions of the importance of reading methods
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| 345 |
Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English
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| 346 |
Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test
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A Case Study on Multi-level Language Ability Groupings in an ESL Secondary School Classroom: Are We Making the Right Choices?
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| 348 |
An Achievement Gap Revealed: A Mixed Method Research Investigation of Canadian-born English Language Learners
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| 349 |
Delayed Versus Immediate Corrective Feedback on Orally Produced Passive Errors in English
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| 350 |
Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English
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