This dissertation explores three novice nonnative English-speaking doctoral students' experiences with academic speaking and writing practices and speaking-writing connections during their first year of doctoral study in the language education program at a Research One university in the U.S. By adopting the sociocognitve theoretical framework…

This paper examines the learning needs and adaptation problems of foreign graduate students, and is based on the experiences of the five co-authors' graduate studies in Canada and the United States. It reviews the factors that contributed to their decision to study abroad, pre-sojourn expectations and arrival, their arrival in the host country,…