AWEJ Volume.4 Number.4, 2013 Pp.45-59
English Writing Proficiency among Three Types of Students in an ESL Composition Course
Maxine E. Goldburg
Alliant International University
San Diego, California, USA
This article reports the findings of a study that identified similarities and differences in the perceived second language writing proficiency generation 1.5 students, immigrant/refugee students, and international student brought to an advanced ESL composition course at a local community college in Southern California. Under quantitative investigation was (1) students’ perceptions of their L2 writing proficiency as determined by self-rated perceived writing attitude, perceived writing ability, perceived word processing/computer skills, and perceived writing behaviors scores, (2) the regionalized distribution of participants’ overall L2 writing proficiency as determined by the sum of the four component scores, and (3) students’ actual writing ability and gain in writing ability as determined by teacher-graded in-class essay scores. G1.5 students maintained realistic perceptions of their L2 writing proficiency, IMR students overrated perceptions of their overall L2 writing proficiency, and IS students underrated perceptions of their L2 writing proficiency. The results suggested that the experiences and perceptions of academic literacy for different types of ESL students may not match ambitious standards and expectations of the American ESL college-level reading-to-writing curriculum.
Keywords: L2 writing attitude, L2 writing, L2 writing behavior, L2 electronic literacy