International Students' Perception of the Development of Their Digital Academic Writing Identity Based on Their Participation in an Intensive English Language Program

Autor/in	Nesfield, Francesca L.
Titel	International Students' Perception of the Development of Their Digital Academic Writing Identity Based on Their Participation in an Intensive English Language Program
Quelle	(2023), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Pepperdine University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-5897-7
Schlagwörter	Hochschulschrift; Dissertation; Foreign Students; Second Language Learning; Second Language Instruction; English (Second Language); Constructivism (Learning); Sociocultural Patterns; Phenomenology; Higher Education; Intensive Language Courses; Undergraduate Students; Writing Instruction; Self Concept; Student Attitudes; Cultural Awareness; Cultural Differences; Language of Instruction; College Preparation; COVID-19; Pandemics; Online Courses; Writing Skills; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziokulturelle Theorie; Phenomenological psychology; Phänomenologie; Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Intensivkurs; Sprachkurs; Schreibunterricht; Selbstkonzept; Schülerverhalten; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Teaching language; Unterrichtssprache; Online course; Online-Kurs; Writing skill; Schreibfertigkeit; Computerkonferenz
Abstract	The U.S. economy receives consistent and increasing benefits from international students in higher education, an estimated $41 billion during the 2018-2019 academic year. However, the existing research literature has failed to determine whether Intensive English Language Programs (IELP) adequately prepare these students for college-level composition in digital mediums. The objective of this study is to distinguish the perceptions of how academic digital composition and identity were developed among international students relative to their experiences in an IELP. This dissertation research sought to understand the cultural perspectives of international students around a) their digital writing identity, b) digital composition in academia, and c) their perceptions of preparedness for undergraduate studies. The theoretical paradigm is grounded in Vygotsky's socio-cultural theory and constructivism. The methodology took a transcendental phenomenological approach based on the work of Husserl. The research took place online with international students who attended an IELP in the United States amid a pandemic in 2020. Data collection included a questionnaire and semi-structured interviews with nine students holding F1-Visas for academic study in the United States. The findings of this study reveal that international students are unaware of their digital writing identity and have limited opportunities to explore their identity through digital composition in their IELPs classes. However, international students' preparedness for their undergraduate or graduate coursework varies on the individual experience studying at an IELP. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01