Laying the Ground for Online English as a Second or Foreign Language (ESL/EFL) Composition Courses and University Internationalization: The Case of a U.S.-China Partnership

Estela Ene (Indiana University-Purdue University Indianapolis, USA)
Copyright: © 2014 |Pages: 411
EISBN13: 9781466650961|DOI: 10.4018/978-1-4666-4482-3.ch019
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As universities internationalize and U.S. and Chinese universities become partners, there is growing demand for online English language courses for students seeking to improve their English prior to arriving to the U.S. Situated in the context of a partnership between a U.S. Midwest university and its Chinese partner, this chapter provides a methodological model for assessing (1) English as a Second Language (ESL) and English as a Foreign Language (EFL) composition and online learning needs and resources prior to developing courses for a new population; (2) the potential for collaboration between partnering institutions; and (3) the effectiveness of an online English composition course. The chapter illustrates, in a step-by-step fashion, the decision-making process which shaped the needs assessment and the actions based on it. By doing so, it provides a realistic portrayal of the complexity of the Needs Assessment (NA) and curriculum development process.
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