Coping Strategies of ESL Students in Writing Tasks across the Curriculum
Datos Bibliográficos
| ID | 10817366 |
|---|---|
| Autores | Ilona Leki (University of Tennessee at Knoxville, autor de correspondencia) |
| Año | 1995 |
| Volumen | 29 |
| Número | 2 |
| Páginas | 235 |
| Fecha de publicación | 1995-01-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | TESOL Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Editorial | JSTOR (PUBLISHER) |
| DOI | 10.2307/3587624 |
| OpenAlex | W1997055894 |
| Idioma | EN |
| Citas recibidas | 45 |
| Referencias citadas | 6 |
Writing research has given us few accounts of the writing experience of ESL students outside the English or writing classroom. This article reports a qualitative research study of 5 ESL visa students in their first semester of study at a U.S. university. The goal of the research was to examine the academic literacy experiences of these students in light of the strategies they brought with them to their first academic experience in the U.S. and the strategies they developed in response to the writing demands they encountered in their regular courses across the curriculum. The results of this study give us an in-depth and detailed picture of this group of ESL students at the initial stages of acquiring discipline-specific discourse strategies not in the English classroom but while fully engaged in the struggle to survive the demands of disciplinary courses. In the tradition of qualitative research, this report is at the same time fully embedded in a narrative of these students' experiences, giving us a picture not only of students learning to write but also of human beings negotiating the exhilarating and sometimes puzzling demands of U.S. academic life
Coping (psychology) · Curriculum · Mathematics education · Pedagogy · Clinical Psychology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Writing and Handwriting Education
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A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
The Changing Faces of Ireland
Investigating EFL Learners’ Perceptions of Collaborative Writing
Omani University Students’ Attitudes Towards Collaborative Writing
Exploring learning strategies used by Jordanian University EFL learners in argumentative writing tasks
Applying partial least squares structural equation modeling (PLS-SEM) in an investigation of undergraduate students’ learning transfer of academic English
Digitally Mediated Micro-processes of Novice Multilingual Writers
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Transfronteriza pre-service teachers managing, resisting, and coping with the demands of mathematical discourse
Mediation strategies in L2 writing processes
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Writers’ mental representations of the intended audience and of the rhetorical purpose for writing and the strategies that they employed when they composed
Negotiating Participation and Identity in Second Language Academic Communities
From the "Good Kids" to the "Worst
L2 writing in the post-process era
Staying out of trouble
Agency, Identity, and Writing
L2 College Students’ Disciplinary Literacy Development
Participatory Legitimacy in ESL Practice and the Use of Coping Strategies
Negotiating Voice Construction Between Writers and Readers in College Writing
Picking One's Battles
Challenges of Entering Discourse Communities Through Publishing in English
Learning Transfer in English for General Academic Purposes Writing
Using Models in Writing Instruction
Teaching for transfer of second language learning
Second language writing development
Being and staying ‘monolingual’
Writing Strategies as Acts of Identity
Do They Make a Difference? The Impact of English Language Programs on Second Language Students in Canadian Universities
Effects of Varying Lengths of Study‐Abroad Experiences on Japanese EFL Students' L2 Writing Ability and Motivation
Learning Strategies and Writing Processes of Proficient vs. Less‐Proficient 1 Learners of Arabic
Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level
Entering the university
Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing
| Obras citantes distintas | 45 |
|---|---|
| Citas por año | 1,5 |
| Intervalo de citas | 1996 - 2025 (30) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 41 |