“That background knowledge”: What junior and senior undergraduate transfer students need from their libraries

Robison, Mark; Fawley, Nancy; Marshall, Ann

doi:10.1016/j.acalib.2019.102092

Cited by 5 publications

(6 citation statements)

References 28 publications

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“…Second, students face various challenges that are collectively referred to as "transfer shock" in the earlier (Hills, 1965) or more recent studies (Wong, 2019). These challenges can range from managing new relationships with peers and faculty members (Archambault, 2015;Holland Zahner & Harper, 2022) to receiving conflicting information (Robison et al, 2020). Third, another key challenge is the prevalence of English as a second language students among college transfer students.…”

Section: General Equity Issues With College Transfer Studentsmentioning

confidence: 99%

Exploring language needs of college transfer students with learning analytics: towards a more equitable experience

Foung,

Chen,

Cheung

2023

Int J Educ Technol High Educ

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College transfer students are those who follow a different trajectory in their higher education journeys than traditional students, completing a sub-degree before pursuing a bachelor’s degree at a university. While the possibility of transferring makes higher education accessible to these students, previous studies have found that they face various challenges, from issues with course load to language challenges. This study aims to examine (1) the critical factors contributing to the success of transfer students in a language course; and (2) how transfer students perform better or worse than those who enter university directly. This study conducted learning analytics with 700 college transfer students in Hong Kong, retrieving their demographic and learning data from the learning management system and the university academic registry. The results suggest that English exam scores, current semester GPA, graduating GPA at community college and current course load are important predictors of transfer students’ success in language courses. This study also finds that transfer students have lower levels of language proficiency than direct entrants. It concludes with specific recommendations to make higher education more accessible to transfer students and suggestions on how to use learning analytics to track students with different trajectories.

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Section: General Equity Issues With College Transfer Studentsmentioning

confidence: 99%

Exploring language needs of college transfer students with learning analytics: towards a more equitable experience

Foung,

Chen,

Cheung

2023

Int J Educ Technol High Educ

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“…Past research has already established that transfer students may encounter a number of barriers, especially in English sustainability. For example, Robison, Fawley and Marshall [4] found that some VT ESL students did know that they needed to take extra English courses, but they received conflicting information that left them confused about what they actually needed to do. How to sustain VT ESL students' English development is an issue.…”

Section: Literature Reviewmentioning

confidence: 99%

English Development Sustainability for English as Second Language College Transfer Students: A Case Study from a University in Hong Kong

et al. 2022

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The sustainability of English development plays a crucial role in higher education. However, the language needs of community college transfer students have not been well studied. This paper examined the language needs and support measures for vertical transfer (VT) English as a Second Language (ESL) students after admission to the university. A qualitative approach was adopted. Thirty-nine focus groups and seven individual interviews were conducted with 124 VT ESL students. The results found that, while community college studies might have prepared VT students for basic written assignments in universities, these students needed support with advanced academic writing skills, and general speaking and listening skills. It is only if the needs and challenges of VT ESL students are clear to higher education administrators that effective strategies can be developed. For instance, the participants were not content with the current measures provided to them and required short, fun, and purpose-driven interventions. This is the first of its kind to explore the English needs and support measures among VT ESL to sustain their English development should be strengthened.

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“…Some authors have suggested that it may in fact be a consequence of the two-year college studies, such as poor academic preparation [14] and other factors including social isolation and credit loss [15]. Others have claimed that the problem is generated in the university, such as relationships with new students [16] and insufficient (or even confusing) support provided by the university [17]. Due to the brevity of this paper, a more in-depth discussion of the transfer shock of college TSs is not included here, but can be obtained from the authors of [3], Wong [6], and Cameron [18].…”

Section: Transfer Shockmentioning

confidence: 99%

“…For example, Mexican ESL TSs in their study believed that they just did not have the language proficiency needed for four-year university courses. Others found that some ESL students were disadvantaged simply because of poor academic advice and not knowing which remedial English courses to take [17].…”

Section: English Competencementioning

confidence: 99%

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Transfer Capital or Transfer Deficit: A Dual Perspective of English Learning of ESL College Transfer Students

Foung

Cheung

2021

Sustainability

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This research addressed a research gap in scrutinizing the language problems of English as a second language (ESL) transfer students (TSs) with regard to the aspects of “transfer deficit” and “transfer capital”, instead of simply labelling the use of English as a “transfer deficit”. One hundred and twenty-four TSs participated in this qualitative study. From qualitative content analysis, three main categories were identified: (a) English competence as transfer capital; (b) English competence as transfer deficit; and (c) transition from deficit to capital. Based on the results, educational practitioners are advised to pay attention to the specific implications of proficiency-based courses, with support measures not limited to essay-writing or referencing skills, but including advanced research writing genres such as the Capstone Project.

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“That background knowledge”: What junior and senior undergraduate transfer students need from their libraries

Cited by 5 publications

References 28 publications

Exploring language needs of college transfer students with learning analytics: towards a more equitable experience

Exploring language needs of college transfer students with learning analytics: towards a more equitable experience

English Development Sustainability for English as Second Language College Transfer Students: A Case Study from a University in Hong Kong

Transfer Capital or Transfer Deficit: A Dual Perspective of English Learning of ESL College Transfer Students

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