Date of Award
10-2023
Culminating Project Type
Dissertation
Styleguide
apa
Degree Name
Higher Education Administration: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
Jennifer Jones
Second Advisor
Rachel Friedensen
Third Advisor
Claudia Tomany
Fourth Advisor
Michael Schwartz
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
international student writing L2 ESL challenges
Abstract
This qualitative holistic multiple-case study examined how L2 international graduate students' preparedness for English writing influenced their transition to graduate-level writing in the United States. I leveraged a descriptive and explanatory holistic multiple-case study for this investigation. Data were analyzed from 13 L2 international student case study participant interviews, five university employee interviews, and hundreds of pages of document analysis. These data captured the actions, influences, and outcomes of these L2 international students relative to their English writing experiences, their preparation to come to the United States for graduate education, and their writing success once they arrived. The findings were that international students who came to the United States as L2 English language learners had a primary and secondary education with a limited emphasis on English despite attending English-medium schools. English writing education was a low priority, and there were few writing opportunities at the post-secondary level, negatively impacting their writing skills. These L2 International graduate students decided to come to the United States with a relatively short lead time. They did not prepare for English writing but did prepare for their English proficiency exams. Upon arrival, these L2 international students struggled with their initial writing assignments and had ongoing issues primarily with vocabulary, plagiarism, and the time it took them to write. Despite these challenges, these L2 international students improved their English writing abilities, enjoyed English writing, and were motivated to improve further. They knew what support systems helped them improve their writing skills, including feedback, practice, and group work. Providing English writing expectations to prospective and recently admitted L2 international students, questioning the importance of the English proficiency exam, giving new L2 international students opportunities to practice and receive feedback on their writing, and finding opportunities for university-offered writing support services to incoming L2 international students are options for administrators to explore.
Recommended Citation
Collis-Prather, William, "The English Writing Journey of L2 International Graduate Students" (2023). Culminating Projects in Higher Education Administration. 77.
https://repository.stcloudstate.edu/hied_etds/77
