Instructor and international student perceptions of mainstream and international-only sections of college composition

Abstract

Research has shown that NNSE may face struggles in American college composition classrooms that NSE typically do not. These struggles can stem from differences between L1 and L2 writing, different cultural and classroom expectations, and instructors who may be unfamiliar with the difficulties that NNSE face. Because of these struggles, debate has arisen as to the best instructional setting for NNSE in composition programs. This study sought to explore and compare the experiences of international students in two instructional settings: 1) international-only sections and 2) mainstream classes. Mainstream instructor experiences were also explored and compared with international students' experiences. Experiences were explored using a mixed-method approach with surveys and interviews and may help identify why students chose a particular instructional setting. Instructor perceptions of international students' experiences contrasted from students' experiences in most areas explored. Results suggest that international students should consider whether they feel comfortable working with and being assessed alongside NSE when making their enrollment choice. Mainstream instructors should consider using more pair than group work and provide training in peer review when there are international students enrolled in their class. Finally, the composition program should consider providing additional training on working with L2 writers for instructors who are interested and explore the possibility of developing a "mixed" composition class.