Abstract
The authors examine how international ESL (English as second language) students construct their experiences of learning and using English in the classrooms. Studying language experiences of international students is crucial to understanding the factors that may affect their academic performance and engagement in social activities in American universities. The focus group discussions revealed various issues and difficulties faced by international students. These challenges included comprehending and writing academic texts in subject areas, engaging in classroom discourse, and communicating with native speakers outside the classrooms. In addition, the focus group discussions revealed discrepancies between language criteria used in ESL and subject area courses. Findings indicate that the language development of international ESL students and their academic experiences are complex. This study calls for a comprehensive inquiry approach to offer more support and better services for international students' successful adaptation into American academic and social lives.
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