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Understanding the Goals and Needs of...

Lansangan-Sabangan, Susanna.

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Understanding the Goals and Needs of ESL Students Understanding the Goals and Needs of Adult ESL Students to Improve Persistence or Goal Attainment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the Goals and Needs of ESL Students Understanding the Goals and Needs of Adult ESL Students to Improve Persistence or Goal Attainment./
Author:	Lansangan-Sabangan, Susanna.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	162 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Community college education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13426050
ISBN:	9781392015018

Understanding the Goals and Needs of ESL Students Understanding the Goals and Needs of Adult ESL Students to Improve Persistence or Goal Attainment.
Lansangan-Sabangan, Susanna.

Understanding the Goals and Needs of ESL Students Understanding the Goals and Needs of Adult ESL Students to Improve Persistence or Goal Attainment. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 162 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--National American University, 2019.

This item must not be sold to any third party vendors.

The LEP population in New Jersey is rapidly growing and there is a dire need to increase their gainful employment in order to secure the state's economic health. Unfortunately, adult English language learner participation in noncredit adult ESL programs in the adult learning center of community colleges is characterized by low student persistence, high dropout rates, and achievement problems among others. This study was performed in order to (1) understand the needs and goals and describe the experiences of the adult ELLs at the noncredit tuition-based adult ESL program at the adult learning center of Bergen Community College and (2) study students' perceptions of the program. The study also explored whether the noncredit ESL program in the adult learning center of the college was meeting students' needs and goals. The research questions included (1) Why do adult ELLs attend noncredit ESL classes at the adult education center of community colleges? (2) What are the goals of these students attending ESL classes at the adult education center of community colleges? (3) What are the needs of these students attending ESL classes at the adult education center of community colleges? (4) What are the critical components for persistence in the program for the adult ELLs? A qualitative phenomenological research study of the needs, goals, and experiences of noncredit adult ELLs and their perceptions of their noncredit adult ESL program at the Ciarco Learning Center of Bergen Community College was performed. Conclusions revealed that understanding the goals, needs, and experiences of adult ELLs is necessary in designing successful adult ESL programs. Family and friends' recommendations are very influential in the adult ELLs decision to take ESL classes at an adult learning center. Convenience of location and affordability are also influential. Additionally, adult ELL goals greatly depend on English proficiency: speaking, listening and grammar. Programmatic issues have a significant impact on adult ELLs and should be addressed by the adult ESL program and the college. This paper presents a number of recommendations to eliminate these issues.

ISBN: 9781392015018Subjects--Topical Terms:

2122836
Community college education.

Understanding the Goals and Needs of ESL Students Understanding the Goals and Needs of Adult ESL Students to Improve Persistence or Goal Attainment.
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520 $a The LEP population in New Jersey is rapidly growing and there is a dire need to increase their gainful employment in order to secure the state's economic health. Unfortunately, adult English language learner participation in noncredit adult ESL programs in the adult learning center of community colleges is characterized by low student persistence, high dropout rates, and achievement problems among others. This study was performed in order to (1) understand the needs and goals and describe the experiences of the adult ELLs at the noncredit tuition-based adult ESL program at the adult learning center of Bergen Community College and (2) study students' perceptions of the program. The study also explored whether the noncredit ESL program in the adult learning center of the college was meeting students' needs and goals. The research questions included (1) Why do adult ELLs attend noncredit ESL classes at the adult education center of community colleges? (2) What are the goals of these students attending ESL classes at the adult education center of community colleges? (3) What are the needs of these students attending ESL classes at the adult education center of community colleges? (4) What are the critical components for persistence in the program for the adult ELLs? A qualitative phenomenological research study of the needs, goals, and experiences of noncredit adult ELLs and their perceptions of their noncredit adult ESL program at the Ciarco Learning Center of Bergen Community College was performed. Conclusions revealed that understanding the goals, needs, and experiences of adult ELLs is necessary in designing successful adult ESL programs. Family and friends' recommendations are very influential in the adult ELLs decision to take ESL classes at an adult learning center. Convenience of location and affordability are also influential. Additionally, adult ELL goals greatly depend on English proficiency: speaking, listening and grammar. Programmatic issues have a significant impact on adult ELLs and should be addressed by the adult ESL program and the college. This paper presents a number of recommendations to eliminate these issues.
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