Harnessing Multilingual International Students' English Academic Socialization through Asynchronous Interactive Online Orientation
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| Title: | Harnessing Multilingual International Students' English Academic Socialization through Asynchronous Interactive Online Orientation |
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| Language: | English |
| Authors: | Nasrin Kowkabi, Masaru Yamamoto, Tzu-Yu Lin |
| Source: | TESL Canada Journal. 2025 42(2):65-78. |
| Availability: | TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: https://teslcanadajournal.ca/index.php/tesl |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Multilingualism, Foreign Students, English (Second Language), Socialization, Asynchronous Communication, Undergraduate Students, Graduate Students, Foreign Countries, Student Attitudes, Electronic Learning, Student Adjustment |
| Geographic Terms: | Canada |
| ISSN: | 0826-435X 1925-8917 |
| Abstract: | This online project was created to orient multilingual international students into the new academic context of a major Canadian university by offering them a set of asynchronous interactive self-paced modules. We drew on an academic discourse socialization framework to identify and scaffold areas in need of further development in students' academic practices. Prior to designing the modules, we conducted an informal focus-group meeting to understand views of recently admitted undergraduate and graduate students with regard to the areas where they felt the need for most support. Based on the students' comments and our own experiences as multilingual educators and international graduate research assistants, we designed modules centred on four key principles of comprehension, representation, multimodality, and accessibility. The designed modules were then shared with another cohort of new students in this Canadian university and their views were collected. Students' responses showed the potential effectiveness of this online orientation in their academic success in their target institution. We discuss the affordances (and limitations) of this project based on the analysis of the content of modules, the process of designing them, and our reflections on student views. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485966 |
| Database: | ERIC |
| Abstract: | This online project was created to orient multilingual international students into the new academic context of a major Canadian university by offering them a set of asynchronous interactive self-paced modules. We drew on an academic discourse socialization framework to identify and scaffold areas in need of further development in students' academic practices. Prior to designing the modules, we conducted an informal focus-group meeting to understand views of recently admitted undergraduate and graduate students with regard to the areas where they felt the need for most support. Based on the students' comments and our own experiences as multilingual educators and international graduate research assistants, we designed modules centred on four key principles of comprehension, representation, multimodality, and accessibility. The designed modules were then shared with another cohort of new students in this Canadian university and their views were collected. Students' responses showed the potential effectiveness of this online orientation in their academic success in their target institution. We discuss the affordances (and limitations) of this project based on the analysis of the content of modules, the process of designing them, and our reflections on student views. |
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| ISSN: | 0826-435X 1925-8917 |
