Although learning English as a Second Language (ESL) seems to be a natural
process for non-native English speakers to succeed in higher education, immigrant students are not likely to have sufficient opportunities to enhance their academic English proficiency for academic achievement. Due to growing numbers of immigrant students in higher education, it is crucial to distinguish ESL instruction between immigrant and international students. Generation 1.5 students have graduated from American high schools, but are often placed into developmental college classes because of deficiencies in skill preparation and background knowledge. This paper introduces the term “generation 1.5 students” and describes their unique cognitive strategies for learning English. The purpose of this paper is to examine a new direction in the theory of self-regulation in ESL learning. The importance of self-regulated learning is a crucial aspect of the achievement process for college students. The importance of self-regulated learning for generation 1.5 college students and the Motivated Strategies for Learning Questionnaire (MSLQ) as a vital research area of motivation are discussed. The current literature on self-regulated learning within language learning strategies will present further implications on teaching and learning in higher education.
|Keywords:||Academic Achievement, English as a Second Language (ESL), Generation 1.5, Motivation, Self-Regulation, Self-Regulated Learning|
Doctoral candidate, Department of Instruction and Leadership in Education, School of Education, Duquesne University, Pittsburgh, PA, USA
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