From Left: Hyun Jung Joo, Eunjeong Park, Shiao-Chen Tsai.
HYUN JUNG JOO
JOO.77@OSU.EDU
TEACHING AND LEARNING,
FOREIGN, SECOND, & MULTILINGUAL LANGUAGE EDUCATION
ALAN HIRVELA, ADVISOR
“I DON’T WANT TO MAKE ELEMENTARY SCHOOL IN HIGH SCHOOL!”: ARGUMENTATIVE WRITING PRACTICES IN AN ESL HIGH SCHOOL CLASSROOM
Since argumentative writing becomes critical in acquiring academic literacy in U.S. high schools, this two-year longitudinal study of an ESL high school teacher and two of her ESL classes explores the teacher’s developing expertise on teaching argumentative writing by examining how her conceptual understanding and practical approaches evolve.
EUNJEONG PARK
PARK.1752@OSU.EDU
TEACHING AND LEARNING,
FOREIGN, SECOND, & MULTILINGUAL LANGUAGE EDUCATION
ALAN HIRVELA, ADVISOR
ISSUES OF ACADEMIC ADAPTATION IN INTERNATIONAL GRADUATE STUDENTS’ COMPOSITION CLASS: A MIXED-METHODS RESEARCH
This study examines international graduate students’ academic adaptation scales via survey questionnaire and explores how international students are academically adapted in the U.S. college setting via a case study. The study will discuss how quantitative and qualitative results can explain international graduate students’ academic adaptation.
SHIAO-CHEN TSAI
TSAI.239@OSU.EDU
TEACHING AND LEARNING,
FOREIGN, SECOND, & MULTILINGUAL LANGUAGE EDUCATION
ALAN HIRVELA, ADVISOR
HOW INTERNATIONAL UNDERGRADUATE STUDENTS DEVELOP ACADEMIC LISTENING AND NOTE-TAKING SKILLS IN DIFFERENT CONTENT COURSES DURING THEIR FIRST SEMESTER
This presentation will report findings from six Chinese-speaking freshmen’s experiences in 11 content courses. Weekly observation fieldnotes, interviews, students’ notes, and strategy checklists are triangulated to interpret how their perception and motivation influenced their choices of listening and note-taking strategies in different courses.