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Drawing on prior studies, the research compares Chinese international ELLs’ and ESL teachers’ expectations of effective instruction and analyzes how any mismatch relates to learner disengagement. Findings identify mismatches in three instructional areas: structure, scaffolding, and group work.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/in-class-expectations-versus-realities-chinese-international-ells-experiences-in-a-public-university-esl-classroom/598166/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/in-class-expectations-versus-realities-chinese-international-ells-experiences-in-a-public-university-esl-classroom/598166.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose in examining Chinese international ELLs?","Question",{"text":112,"@type":113},"The study investigates Chinese international ELLs’ experiences by comparing their expectations of effective ESL teaching with the teacher’s actual practices and examining connections to disengagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Where does the study report mismatches between learners and teachers?",{"text":117,"@type":113},"Mismatches are found in three areas: structure, scaffolding, and group work, each linked to Chinese international ELLs’ (dis)engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is access to effective language instruction highlighted in the research?",{"text":121,"@type":113},"The study emphasizes its importance due to rapid demographic change and growth in international—especially Chinese undergraduate—enrollment in US higher education, increasing the need for effective ESL instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598166,1792171665,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","In-Class Expectations Versus Realities: Chinese International ELLs’ Experiences in a Public University ESL Classroom  \nThe following is a qualitative study on Chinese international English language learners’ (ELLs’) experiences in an English as a second language (ESL) classroom. Set at Sunset University (pseudonym used), a public university in Northern California, the study uses ethnographic field methods to gauge information about an ESL teacher’s and Chinese international ELLs’ views about effective teaching in the public university ESL classroom. The author draws upon previous studies (McCargar, 1993; Peacock, 2001; Reid, 1987; Sawyer, 1995; Schulz, 1996) to explore whether there may be a mismatch between Chinese international ELLs’ and the ESL teachers’ expectations about effective teaching, and she further explores whether the existence of such a mismatch might be correlated with Chinese international ELLs’ disengagement in this setting. The author discovers the presence of mismatch in 3 areas: (a) structure,(b) scaffolding, and (c) group work, all 3 of which have implications for Chinese international ELLs’ (dis)engagement in the public university ESL context.  \nAccess to effective language instruction for English language learners  \n(ELLs) in the US is becoming more and more crucial, especially in  \nlight of the “dizzying demographic change”(McKay & Wong, 1996, p. 580) that the US educational system has undergone during the past several decades. This change has contributed to a significant number of international students increasingly making their way to higher education institutions nationwide since 1975, a trend consistent with a significant growth in international student enrollment at the global level during this same period. For example, the number of international students worldwide rose from 0.6 million in 1975 to 3.3 million in 2008, and the US played a pivotal role in this increase. Specifically, by 2008 the number of international students  \nThe CATESOL Journal 31.1 • 2019 • 55  \nenrolled in US higher education institutions comprised 19% of the world’s total number of international students—a higher percentage than that held by any other G-8 country in that year (Miller & Warren, 2011) .1  \nDuring the current decade, international students have particularly affected US colleges and universities, rising to a “record high” (Witherell & Clayton, 2014) in 2014 in comparison to previous years. In fact, during the 2013-2014 academic year (a year before this study was conducted), Witherell and Clayton (2014) found that the number of international college and university students within the US rose by 8% as compared to the previous year, totaling 886,052 international students during that year. Specific states, as well as specific universities within the US, have witnessed an even steeper increase than the national average during this period. For example, at a Northern California public university called Sunset University (pseudonym used), the number of international students increased by more than three times the national average rate during the 2013-2014 academic year.  \nIn considering this snapshot of international student enrollment, it is worth noting the role played by Chinese international students within it—and, particularly, by Chinese international undergraduate students. Yan and Berliner (2011) reveal, for instance, that Chinese international students“constitute one of the largest groups”(p. 523) of students attending US universities. The Institute of International Education supports and extends these findings, revealing that the growth in international student enrollment in the US during the 2013-2014 academic year was “once again largely driven by students from China, particularly at the undergraduate level”(Witherell & Clayton, 2014) . Specifically, the institute found that the number of Chinese international students enrolled in US secondary institutions “increased by 17 percent in total … and increased ","cbCaiaJp27jYDXt5","https://ap.wps.com/l/cbCaiaJp27jYDXt5","pdf",205632,24,"English","# Study focus\n## Instructional expectations and mismatch\n## Setting and participant overview\n## Methodology and literature gap\n## Identified mismatch areas","[{\"question\":\"What is the study’s main purpose in examining Chinese international ELLs?\",\"answer\":\"The study investigates Chinese international ELLs’ experiences by comparing their expectations of effective ESL teaching with the teacher’s actual practices and examining connections to disengagement.\"},{\"question\":\"Where does the study report mismatches between learners and teachers?\",\"answer\":\"Mismatches are found in three areas: structure, scaffolding, and group work, each linked to Chinese international ELLs’ (dis)engagement.\"},{\"question\":\"Why is access to effective language instruction highlighted in the research?\",\"answer\":\"The study emphasizes its importance due to rapid demographic change and growth in international—especially Chinese undergraduate—enrollment in US higher education, increasing the need for effective ESL instruction.\"}]","In-Class Expectations Versus Realities: Chinese International ELLs’ Experiences in a Public University ESL Classroom | PDF",1792086412]