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Direct linkEckstein, Grant; Chang, Ruei-Han – Written Communication, 2022
Most U.S. colleges and universities expect students to improve their writing ability by taking first-year composition (FYC) courses. In such courses, non-native English (L2) writers with diverse language backgrounds study alongside their native English (L1) speaking peers. However, it is not clear how different these populations are in terms of…
Descriptors: Freshman Composition, College Freshmen, College English, Second Language Learning
Peer reviewedChenoweth, N. Ann; Hayes, John R. – Written Communication, 2001
Analyzes think-aloud protocols with native speakers of English learning French or German. Shows that as the writer's experience with the language increases, fluency increases, the average length of strings of words proposed between pauses or revision episodes increases, the number of revision episodes decreases, and more of the words proposed as…
Descriptors: Higher Education, Models, Protocol Analysis, Second Language Learning
Peer reviewedHansen, Jette G. – Written Communication, 2000
Presents a case study of an ESL (English-as-a-Second-Language) student's development of academic writing skills in two sequential English for academic purposes (EAP) courses. Describes how the student faced conflicts about audience, purpose, and content knowledge. Questions the validity of EAP courses, especially in terms of the transferability of…
Descriptors: Case Studies, English (Second Language), English for Academic Purposes, Foreign Students
