Research on teaching and learning in TESOL has incorporated student opinions and student voices i... more Research on teaching and learning in TESOL has incorporated student opinions and student voices in a variety of ways. However, it is relatively rare to see studies that query students after they have exited a language program and can reflect more objectively on their experiences. The survey described in this article was sent to university second language (L2) students who had completed a required English for Academic Purposes (EAP) program for 1st-year multilingual students 1 to 3 years earlier. Students were asked to evaluate their experiences with the EAP program in general, to comment on specific elements of the program that they had enjoyed or that they felt needed improvement, and to assess whether, in their opinion, the EAP classes had helped them succeed in subsequent writing classes (or classes that involved substantial writing). In this article, I describe the program, curricular features that were being evaluated, the survey responses (N = 355), and changes to the EAP program that are already under way as a result of the findings. I also discuss how the evaluation process we undertook can be valuable to other language and writing programs wishing to assess their own effectiveness. R esearch on teaching and learning in TESOL has incorporated student opinions and student voices in a variety of ways. However, it is relatively rare to see studies that survey students after they have exited a language program and can reflect on what they have gained from completing it. Some years ago, Christison and Krahnke (1986) argued that "[c] urriculum design in ESL programs for academic preparation has, in general, failed to use the experience of students themselves as a basis for planning and decision making" (p. 61). Such feedback from students is important for two reasons. First, student satisfaction can be a valuable data point, along with statistical data (such as GPAs) and performance data (such as portfoli
Placement of multilingual writers within writing programs is an important and challenging issue. ... more Placement of multilingual writers within writing programs is an important and challenging issue. If students perceive that the placement process is rigid and unfair, this perception may affect their attitudes and motivation levels while taking courses in the writing program. The purpose of this study was to see whether a specific subgroup of students (n = 65) in a large university writing program for multilingual students could be successful if allowed to collaborate, with guidance, in their own placement. Various data were collected about these students in their first quarter after matriculating in the writing program: instructors' initial ratings, students' outcomes in their initial course (final portfolio scores and course grades), and students' satisfaction levels with their placement after they had completed the course (via a brief survey). These data were compared to another group of students (n = 65) who received similar placement scores but were not given the choice to move up or down a level. Findings indicated the pilot group was able to succeed at their chosen course level at levels comparable to the comparison group, and they were happy with their placement choices. Implications for placement processes in multilingual writing programs are discussed.
Despite attempts to limit or discourage its use, the five-paragraph essay lives on in L2 writing ... more Despite attempts to limit or discourage its use, the five-paragraph essay lives on in L2 writing classrooms, assignments, and assessments across the educational spectrum. The panelists dissect five myths that are often cited in support of this formulaic approach to writing and propose practical, effective alternative
Research on teaching and learning in TESOL has incorporated student opinions and student voices i... more Research on teaching and learning in TESOL has incorporated student opinions and student voices in a variety of ways. However, it is relatively rare to see studies that query students after they have exited a language program and can reflect more objectively on their experiences. The survey described in this article was sent to university second language (L2) students who had completed a required English for Academic Purposes (EAP) program for 1st-year multilingual students 1 to 3 years earlier. Students were asked to evaluate their experiences with the EAP program in general, to comment on specific elements of the program that they had enjoyed or that they felt needed improvement, and to assess whether, in their opinion, the EAP classes had helped them succeed in subsequent writing classes (or classes that involved substantial writing). In this article, I describe the program, curricular features that were being evaluated, the survey responses (N = 355), and changes to the EAP program that are already under way as a result of the findings. I also discuss how the evaluation process we undertook can be valuable to other language and writing programs wishing to assess their own effectiveness. R esearch on teaching and learning in TESOL has incorporated student opinions and student voices in a variety of ways. However, it is relatively rare to see studies that survey students after they have exited a language program and can reflect on what they have gained from completing it. Some years ago, Christison and Krahnke (1986) argued that "[c] urriculum design in ESL programs for academic preparation has, in general, failed to use the experience of students themselves as a basis for planning and decision making" (p. 61). Such feedback from students is important for two reasons. First, student satisfaction can be a valuable data point, along with statistical data (such as GPAs) and performance data (such as portfoli
Placement of multilingual writers within writing programs is an important and challenging issue. ... more Placement of multilingual writers within writing programs is an important and challenging issue. If students perceive that the placement process is rigid and unfair, this perception may affect their attitudes and motivation levels while taking courses in the writing program. The purpose of this study was to see whether a specific subgroup of students (n = 65) in a large university writing program for multilingual students could be successful if allowed to collaborate, with guidance, in their own placement. Various data were collected about these students in their first quarter after matriculating in the writing program: instructors' initial ratings, students' outcomes in their initial course (final portfolio scores and course grades), and students' satisfaction levels with their placement after they had completed the course (via a brief survey). These data were compared to another group of students (n = 65) who received similar placement scores but were not given the choice to move up or down a level. Findings indicated the pilot group was able to succeed at their chosen course level at levels comparable to the comparison group, and they were happy with their placement choices. Implications for placement processes in multilingual writing programs are discussed.
Despite attempts to limit or discourage its use, the five-paragraph essay lives on in L2 writing ... more Despite attempts to limit or discourage its use, the five-paragraph essay lives on in L2 writing classrooms, assignments, and assessments across the educational spectrum. The panelists dissect five myths that are often cited in support of this formulaic approach to writing and propose practical, effective alternative
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