No abstract

This article investigates the prevalence of online activity and preferred language use in these tasks. A survey was administered to students enrolled at three institutions to determine the frequency of their engagement in different online tasks in addition to the language(s) that they used. This work uses Transformative Learning Theory as a lens to examine how these students use language to navigate their transition into their new roles as college students and members of new communities. Several differences were noted among the study sites, reflecting the culture of the region and the varied student populations. The authors suggest minor revisions of the measure and continued investigation with additional international study sites to broaden data and allow for specific, culturally-based suggestions for improved student support. Increases in both international student enrollment and technology use require exploration of how these students use the Internet. This work is unique addressing the need to balance student emotional support needs and their need for language acquisition.

Using the SoTL framework provides students with an accessible, relevant model of professional and critical reflection on practice. Explicit participation in this research can benefit students with scaffolded practice applying reflection to instruction. Guiding students in examining assumptions around literacy supports meaningful integration of these skills in instructional design. This transformation of students' frames of reference requires meaningful reflection and a challenge to their current beliefs about disciplinary literacy. This study uses Reading/Writing Workshop format to individualize instruction, engage students in self-directed learning, and facilitate differentiation and formative assessment. This redesigned course used experiential learning and a social constructivist model to build collaboration and real-world communication skills. Transformation is supported through structured reflection. Thus, a data collection instrument was adapted from Brookfield's Critical Incident Questionnaire to guide students with specific, practiced, and meaningful reflection.