Non-native English speakers' experiences with academic course access in a U.S. university setting

Abstract

This study explores non-native English-speaking (NNES) students' learning experiences in a graduate course. Using qualitative methodology including interviews and focus groups, a total of five graduate student participants (four from China, one from Egypt) provided data about their experiences of learning in a graduate class at a large Southeastern university in the U.S. Data was analyzed by the two researchers from TESOL field using inter-analyst agreement in determining and applying codes to the data. Grounded theory methodology was adopted to interpret the data with no preconceived ideas about NNES students' learning experiences and to develop our own understandings of these experiences. Findings indicate that these NNES students expressed the value of learning in an American classroom with native English speaking students and Americans while also acknowledging the challenges. Internal factors (i.e. motivation) as well as external factors (i.e. encouragement or positive feedback from teachers) contribute to persistence and success of these learners. Results suggest principles of sheltered instruction are effective in a higher education setting for NNES students.