1. THE LANGUAGE OF SUCCESS: A CASE STUDY OF THE ACADEMIC
ACHIEVEMENT OF ESL STUDENTS WHO THRIVE IN SPITE OF
LANGUAGE BARRIERS
by
Martine Sabine Sylvain
HILDA R. GLAZER, EdD, Faculty Mentor and Chair
SANDRA KOSTERE, PhD, Committee Member
SHARLENE ADAMS, PhD, Committee Member
David Chapman, PsyD, Dean, Harold Abel School of Social and Behavioral Sciences
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy
Capella University
October 2010

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4. Abstract
There is a widening gap between the academic achievement of English as a second
language (ESL) students and the rest of the school population as students reach higher
levels of education. ESL students face the challenge of not only learning the language
and their subjects but also adapting to the demands of different cultures. In spite of these
challenges, some ESL students are resilient and succeed academically. The purpose of
this study was to identify the factors that led to academic resilience among a sample of
ESL college students. This qualitative case study sought to identify prevalent themes and
patterns of ESL students who were able to thrive in spite of the odds. The themes and
patterns demonstrate the way different life experiences that have occurred in the lives of
ESL students and the choices made by ESL students have made achieving academic
resilience possible. The findings also highlight the importance of having a support
system and the desire to make that support system proud has had an impact upon the
achievement of academic resilience.

5. Dedication
This research is dedicated to all of the people who have positively impacted my
life throughout the years. I want to first recognize the man who has been the foundation
of my family, my wonderful grandfather, Acréus Jean Fils-Aimé, also lovingly known as
Papa Ti-Cré. Before I was even born, he had made a way so that this day would be
possible by impressing upon my mother the importance of an education. The power of his
love has outlasted his lifetime. This research is in remembrance of Papa Ti Cré. I will
always love you, Papa Ti-Cré.
Dr. Brenda Cloud, I want to thank you for taking the time to direct me in a way
that only you can. One of the reasons I made it is because of the way you took the time to
show that you care. Kétsia Similien, I found new strength during this process as you
showed me the true nature and character of courage. Kétsia, my life will never be the
same because of you.
Last, but not least, I want to thank my heroic and incredible mother, Mimose FilsAimé. Words can never express my gratitude. Thank you for your love, dedication, and
the way you made this process possible. I also want to thank you for allowing me to
dream big dreams. Your love for me contributed to this success by helping to shape me
into the person that I have become. I dedicate this to you, Mother, because you are “the
wind beneath my wings.”
There are so many other unsung heroes, such as family, friends, and classmates,
that I did not have the privilege to mention. However, I want you to know from the
bottom of my heart that I am forever grateful for the efforts, love, and dedication that you
gave me so that I would be able to do this. I thank your for friendships; constant prayers;
ii

6. and encouragement; for opening your hearts to me; and for being there for me when I
needed you the most. I am a better person because of it, which is why I also am
dedicating this research to you. Most importantly, I want to thank my God for believing
in me, making the impossible possible, and keeping me throughout this process. To me,
the completion of this research is a testimony of where the love of God has led my life.
Therefore, I dedicate the accomplishment of completing this research to God.
iii

7. Acknowledgments
I am overwhelmed by the level of support and dedication given to me by Dr.
Hilda Glazer. Indeed, it has been my privilege to have had Dr. Glazer as a mentor. Dr.
Glazer has made this process the most wonderful. She inspired greatness and excellence
in the work that only can be mentored through someone with such characteristics. Her
never-ending encouragement, kindness, patience, and expertise helped me to grow and
achieve during this gruesome process. Dr. Glazer‟s personal approach helped to ease the
natural challenges that come with research.
I also would like to acknowledge the great work of my committee members, Dr.
Sandra Kostere and Dr. Sharlene Adams. Dr. Kostere guided me with her expertise in
qualitative study while encouraging me to expand my mind during this process. Dr.
Kostere showed me how to make this research academic and personalize it in a way that
would bring greater insight to the reader. At the same time, Dr. Sharlene Adams ensured
that nothing was left unresolved. Dr. Adams‟s diligence and constant advice provided me
with the necessary knowledge to make this research a work of distinction. The
contributions made by the entire committee made this challenging process easier to
endure. Every member made me feel valued and provided me with their own remarkable
perspectives that gave me great admiration for these wonderful professors. Together, Dr.
Glazer, Dr. Kostere, and Dr. Adams used their expertise by making sure that this research
would be worthy of representing the values of hard work, dedication, great team work,
and excellence.
iv

8. Table of Contents
Dedication
i
Acknowledgments
iv
CHAPTER 1. INTRODUCTION
1
Background of the Problem
1
Statement of the Problem
7
Purpose of the Study
7
Significance of the Study
8
Research Design
9
Research Question
10
Definitions of Terms
11
Assumptions and Limitations
11
Summary
11
CHAPTER 2. LITERATURE REVIEW
13
Introduction
13
Immigration and ESL Students
14
Impact of Diversity on Colleges
15
Educational Challenges Faced by Many ESL Students
16
Affirmative Action, Diversity, and Testing in College
20
Learning Experience
22
Mental Processes of Learning
22
Impact of Self-Esteem, Self-Efficacy, and Motivation on ESL Students
24
Perception and ESL Students
27
v

9. Learning a Second Language
28
Bandura‟s Theory of Learning
30
Different Aspects of Resilience
30
The Study of Resilience
32
Literature Review Summary
33
CHAPTER 3. METHODOLOGY
35
Statement of the Problem
35
Purpose of the Study
35
Research Question
35
Research Design
35
Study Participants
37
Data Collection
40
Data Analysis
42
Presentation of the Findings
44
Instruments
45
Role of the Researcher
45
Summary
47
CHAPTER 4. DATA COLLECTION AND ANALYSIS
48
The Study and the Researcher
48
Description of the Sample
49
Research Methodology Applied to Data Analysis
50
Presentation of Data and Results of Analysis
53
Theme 1: Support System
55
vi

10. Theme 2: Value System
61
Theme 3: Inner Strength
68
Theme 4: Hope
75
Theme 5: Past Experiences
78
Theme 6: Adversities
82
Theme 7: Influences
86
Theme 8: Adjustments
91
Theme 9: Personal Characteristics
95
Synthesis
100
Lessons Learned
105
Summary
106
CHAPTER 5. DISCUSSION OF THE RESULTS
108
Introduction
108
Summary of the Results
108
Discussion of the Results
110
Theme 1: Support System
112
Theme 2: Value System
113
Theme 3: Inner Strength
115
Theme 4: Hope
118
Theme 5: Past Experiences
120
Theme 6: Adversities
122
Theme 7: Influences
124
Theme 8: Adjustments
127
vii

11. Theme 9: Personal Characteristics
129
Discussion of the Conclusions in Relation to the Literature and the Field
130
Limitations
135
Recommendations for Future Research or Interventions
136
Conclusion
137
REFERENCES
138
APPENDIX A. GUIDED INTERVIEW QUESTIONS
147
viii

12. CHAPTER 1. INTRODUCTION
Background of the Problem
The academic achievement gap between native and nonnative English speakers
tends to expand as they progress through school (López & Tashakkori, 2004). The ability
of students to acquire the English language while meeting the demands of the classroom
appears to be an insurmountable task (Garcia, 2000). Many adult learners who are
English as a second language (ESL) students have abandoned their schooling, in spite of
the help provided by volunteer teachers (Mathews-Aydinli, 2008). The challenges faced
by ESL students often expand into their ability to adapt to the American culture (López &
Tashakkori, 2004). Moreover, some ESL students‟ disadvantaged status in the school
setting and their lower socioeconomic background predispose them to the risk of
academic failure (López & Tashakkori, 2004). The school system tends to provide an
“unequal opportunity to learn” (Weinstein, Gregory, & Strambler, 2004, p. 512).
“However, not all socially disadvantaged students are at-risk and, conversely, not all
advantaged students are academically successful” (Boon, 2008, p. 83).
In the face of failure, being resilient helps individuals to withstand crises (Cascio,
2009). A lack of resilience can lead to more stress, which can cause individuals to
become more prone to adverse reactions, including illness (Cohen, Tyrell, & Smith,
1993). Therefore, being able to recognize the factors that affect the spirit of resilience is
beneficial to individuals and society. To thrive when facing adversity can be difficult, but
resilient individuals still manage to do so (De Civita, 2006). Positive coping mechanisms
can make a difference between a life that is more productive and one that is less
productive (Anon, 2007). In the school setting, resilience is demonstrated by students
1

13. who are able to achieve academically in spite of adverse circumstances (Fránquiz & del
Carmen Salazar, 2004).
Many researchers have concentrated on the personality traits that foster resilience
(Anthony, 2008; Bayat, 2007; Clinton, 2008; Hodes, Jagdev, Chandra, & Cunniff, 2008;
Li, 2008), but a growing number of researchers have addressed academic resilience
among different groups, including minorities and urban youth (Condly, 2006; Kanevsky,
Corke, & Frangkiser, 2008; Martin & Marsh, 2006). However, little is known about the
unique challenges that ESL students face or the way that they are able to attain academic
resilience.
The growth in the number of immigrants to the United States has led to a
burgeoning population of foreign adult students (Starr, 2001). ESL students are the
“fastest growing segment of the student population by a wide margin” (Genesee,
Lindholm-Leary, Saunders, & Christian, 2005, p. 364). Colleges in the United States
reported 586,323 international students for the 2002-2003 academic year (Poyrazli &
Grahame, 2007). Some adult learners are ill equipped to achieve academic success
because of the many challenges that they have to overcome. Some come to the United
States with little schooling and do not possess the study skills necessary to achieve
academically. Many adult students also face family responsibilies and great financial
distress, factors that make it difficult for them to focus on their studies (Yang, 2005).
Nonetheless, in spite of their overwhelming challenges, adult ESL learners are typically
willing to attempt being successful through hard work and motivation (Starr, 2001).
ESL students‟ development of the English language can prove crucial to their
academic success, but learning English proficiently takes time. The failures of ESL
2

14. students in college could potentially be attributed to several factors, including deficiency
in the first-language acquisition of writing and reading skills, insufficient target language
use, limited exposure and practice of the English language, and the practice of speaking
their native language in the home (Song, 2006; Starr, 2001). The proficient acquisition of
English language skills takes several years, and many challenges come with that
acquisition (Genesee et al., 2005). Academic English proficiency could take 4 to 7 years
to acquire, and oral proficiency could take 3 to 5 years to develop (López & Tashakkori,
2004).
In addition, ESL students have to deal with the frustration of slowly learning a
new language that can be demanding; for example, many English words have more than
one meaning (Starr, 2001). Progress occurs more quickly from the beginning to the
middle level of English proficiency than from the middle to the upper levels of English
proficiency (Genesee et al., 2005). The use of English inside and outside of the school
setting tends to increase proficiency, even though it may not be sufficient for the learners
to achieve complete proficiency. On the other hand, ESL students are more capable of
engaging in the use of academic language once they achieve increased proficiency of the
English language (Genesee et al., 2005).
ESL students possess “a wider repertoire of language learning strategies”
(Genesee et al., 2005, p. 366), which could mean that these qualities could increase
academic achievement. In addition, ESL students possess a bilingual reservoir of crosslanguage skills that uniquely provides them with the tools to achieve the needed skills in
the literacy of a second language (Genesee et al., 2005). Many unique attributes impact
ESL students. Certain concepts can be discovered only by speaking directly to those who
3

15. are able to express what it takes to achieve and overcome the barriers in the school
system.
Some ESL students face difficulties in forming relationships, which brings added
stress to their personal and academic lives. At the same time, being an immigrant student
means having to form a new social network, coping with the loss of social support, and
making new friends. However, the language barriers that ESL students face often make it
difficult for them to cultivate the necessary relationships with advisors, peers, teachers,
and other community stakeholders (Poyrazli & Grahame, 2007). At the same time, many
ESL students find it difficult to express their ideas because of their lack of confidence in
their ability to communicate (Poyrazli & Grahame, 2007).
In addition, cultural norms sometimes weaken the students‟ need to form
relationships with their teachers. For instance, Koreans‟ view of the teachers‟ role as the
absolute authority will prevent them from asking questions (Lee & Carrasquillo, 2006).
To add to the pressure, some immigrant students also have to deal with the added scrutiny
and state of suspicion that formed in the wake of the September 11, 2001, terrorist
attacks. All these factors have an impact upon the students‟ psychological well-being
(Poyrazli & Grahame, 2007).
Some stressors unique to ESL students impact their psychological welfare. Some
students have had to relocate, a reality that could cause disorientation as well as
homesickness (Poyrazli & Grahame, 2007). Some ESL students have the added stress of
learning how to balance the demands of the host culture with those of their new culture
(Starr, 2001; Sue & Sue, 2003). Some school systems progressively encourage minorities
to internalize negative self-perceptions related to their ability to learn (Weinstein et al.,
4

16. 2004). Many times, discrimination leads these students to limit their associations to
certain individuals, thus impeding their progress even more.
Many students from other countries have to face the same stress as their peers but
with the added stresses of feelings of powerlessness, alienation, and depressive reactions.
The challenges facing ESL students could explain why they are overrepresented in the
population of students with learning difficulties, as are found in special education
(Weinstein et al., 2004; Sue & Sue, 2003). In the end, it is not only that these stressors
affect international students but also that the available resources to combat those stressors
are not as readily available to them (Poyrazli & Grahame, 2007). Students who may not
have to face these types of situations are able to have a greater network of support to
assist them in dealing with their obstacles.
According to Song (2006), ESL students need support services, early intervention,
more individual conferences between students and instructors, individualized tutoring
assistance, and better communication between counselors and instructors. Boon (2008)
stated that the home and school communities can improve students‟ ability to achieve
academic resilience. Though this assertion may be true, it has not necessarily been proven
to be the case for ESL students. Unanswered questions remain about the academic
resilience of ESL students: How does a spirit of resilience originate, and how is it
maintained by ESL students? What factors may be true for one population, but may not
necessarily always apply to another? How can two ESL students face similar
circumstances but have different outcomes?
Many quantitative studies concerning the obstacles that ESL students face and the
factors that enhance their possibilities of achieving academic resilience have been
5

17. conducted (Genesee et al., 2005; Martin & Marsh, 2006; Mathews-Aydinli, 2008; Miller
& Bradbury, 1999). Self-efficacy, self-esteem, perception, motivation, testing, mental
processes, background, interpersonal relationships, cultures, and the learning process
potentially impact academic resilience (Katz & Assor, 2007; Malpass, O‟Neil, &
Hocevar, 1999; May, Bidgood, & Saebi, 2006; Rubenstein, 2006; Song, 2006; Wasonga,
Christman, & Kilmer, 2003). However, researchers have failed to explore the experiences
and provide an in-depth understanding of the academic resilience demonstrated by ESL
students. Hearing the experience of someone brings greater understanding to the situation
as well as more information about what else needs to be learned because everyone‟s
perception is different. After having conducted a thorough analysis of the research on
ESL students, Mathews-Aydinli concluded that more research is needed on this
population.
According to qualitative researchers, truth is relative (Creswell, 2007; Patton,
2002). However, each story brings the research closer to the truth and provides a new
perspective of that truth. Each perception brings a new richness to the experience of the
individual. A case study provides more insight into the world of ESL students who have
managed to overcome and achieve academically in spite of the odds against them. This
case study used themes that emerged from the collected data. A final report was
generated to present the lessons learned from this case study.
No preconceived theories were used to guide this research; rather, the theory of
resilience informed the study. Luthar and Cicchetti (2000) defined resilience as the
“dynamic process encompassing positive adaption within the context of significant
adversity” (p. 543). Two main conditions must be met to fulfill the conditions of
6

18. resilience: (a) Someone has to face severe adversity or threat, and (b) in spite of major
assaults on the developmental process, positive adaptation must be achieved (Luthar &
Zigler, 1991; Masten, Best, & Garmezy, 1990). This study focused on the academic
resilience of ESL students who were able to “sustain high levels of achievement
motivation and performance, despite the presence of stressful events and conditions that
place them at risk of doing poorly in school and, ultimately, dropping out of school”
(Alva, 1991, p. 19).
Statement of the Problem
The problem that this study addressed is the lack of research addressing the
challenges facing ESL students and identifying what contributes to the academic
resilience of some ESL students. Researchers have addressed academic resilience
(Condly, 2006; Kanevsky et al., 2008; Martin & Marsh, 2006), but not in relation to ESL
students. On the other hand, there has been copious research on ESL students‟
experiences (Malabonga & Pasnak, 2002; Miller & Bradbury, 1999; Rubenstein, 2006;
Santos, 2004; Wason-Ellam, 2001). Nevertheless, researchers have failed to describe the
way in which resilient ESL college students from different cultures have been able to
experience academic achievement.
Purpose of the Study
The purpose of this study was to identify the factors that allow ESL students to
attain academic resilience. More specifically, this study investigated ESL students who
have attained academic resilience in spite of the barriers, such as language, that they have
7

19. had to face. The ESL students‟ perceptions provided more insight into the factors that led
them to achieve in college.
Significance of the Study
Much of the research has concentrated on the personality traits that foster
resilience (Anthony, 2008; Bayat, 2007; Clinton, 2008; Hodes et al., 2008; Li, 2008). A
growing number of studies have addressed academic resilience among different groups
such as minorities and urban youth (Condly, 2006; Kanevsky et al., 2008; Martin &
Marsh, 2006), but little is known about the way ESL students are able to attain academic
resilience.
The participants were interviewed so that they could describe their experiences as
ESL students and the ways in which they became academically resilient (Patton, 2002).
Many studies have focused on the negative aspects of being ESL students (Michael,
Andrade, & Bartlett, 2007; Smith, 2008; Song, 2006). More studies need to be conducted
to identify what is required of ESL students in order for them to be resilient in the
academic setting, despite the many unique challenges that they face. Individuals‟ stories
often can provide insight that numbers cannot provide. Case study research has facilitated
the investigation of academic resilience among ESL students (Creswell, 2007; Patton,
2002), and it allowed this researcher to analyze the themes and patterns of the factors that
led the ESL students who participated in this study to achieve academic resilience. This
study enhanced existing literature through the use of a case study that provided rich data
on the ways in which a sample of ESL students were able to overcome their challenges
and achieve successfully in college.
8

20. The study will provide individuals who directly or indirectly interact with the
educational system with a greater understanding of the unique challenges facing ESL
students. Moreover, it explains some of the best ways that ESL students overcame these
challenges and achieved academic resilience. This information could be used to promote
resilience among ESL students.
Research Design
Case studies address the critical stages and incidents in individuals‟ experiences
that merit description as unique, specific, and bounded systems. This case study
investigated the ways in which a sample of ESL students were able to achieve
academically, despite the challenges that they faced. In other words, this method allowed
the participants to provide the necessary insight about the challenges that they faced in
order to achieve academic resilience (Creswell, 2007; Patton, 2002). Interviews were
conducted to identify common themes based upon the responses of the participants as
they described their experience and the ways in which they achieved academic resilience
(Creswell, 2007; Patton, 2002). This chosen method assisted the researcher in uncovering
the ways ESL students are able to meet challenges and find a way to achieve
academically.
Rich data were gained from the stories of a few ESL students who were able to
achieve academically. Their stories provided more insight into the factors that promote
academy resilience. The ability to learn more from fewer individuals through the use of a
case study dictated the researcher‟s decision to include eight to 14 participants in the case
study. The reality is that a “case study is not sampling research” (Stake 1995, p. 4), but a
9

21. way to gain a wealth of information from a few individuals. The use of a smaller sample
made it more beneficial to investigate and gain more in-depth knowledge from the
collected data (Creswell, 2007; Patton, 2002; Stake, 1995).
The interviews provided insight based upon the perceptions of a sample of ESL
students about their experience and the factors that led them to be resilient academically,
despite their language barriers (Creswell, 2007). The interview process is an important
step in the gathering of data for a case study (Yin, 2009). The researcher conducted an indepth interview with each participant. The researcher used purposeful sampling, that is,
the selected participants were individuals who could yield the most information about the
topic being investigated (Leedy & Ormrod, 2005).
In this study, the participants were ESL students who had achieved academic
resilience. They were asked open-ended questions that assisted the researcher to identify
the ways in which they were able to overcome language barriers (Creswell, 2007). The
researcher asked guiding questions, and the participants were free to share their
experiences in as much detail as they felt comfortable revealing (Creswell, 2007; Patton,
2002; Petty, 2008). The researcher took notice of preconceived ideas that could interfere
with the data. The researcher also completed Capella University‟s Institutional Review
Board (IRB) process before collecting any data.
Research Question
The study was guided by one research question: What are the factors that lead to
academic resilience among ESL college students?
10

22. Definitions of Terms
Academic resilience. Fránquiz and del Carmen Salazar (2004) defined academic
resilience as “students sustaining high levels of academic performance despite the
presence of adverse conditions in their lives at home or at school” (p. 37). In this study,
students were undergraduate or graduate college students with a grade point average
(GPA) of 3.0 or above were considered to have achieved academic resilience.
ESL. “English as a second language (ESL) describes people for whom other
language(s) were learned prior to English” (Burhansstipanov, 2002, p. 293).
Assumptions and Limitations
The researcher assumed that academic resilience is achievable and can be
articulated by ESL students. The researcher also assumed that a case study design would
provide insight into what is required of ESL students to achieve academically (Creswell,
2007; Patton, 2002; Stake, 1995; Yin, 2009). As in any qualitative study, the small
sample size made it impossible to generalize the findings. However, the insight gained
from the participants offset this problem by providing more in-depth information about
academic resilience among ESL students. The students selected to participate in the study
were from different cultures in order to gain the perceptions of ESL students as a whole,
not from students of a particular culture.
Summary
Chapter 1 explained how academic resilience can be difficult for ESL students to
achieve. It provided details of the way in which the issue was investigated. Chapter 2 is a
11

23. review of the literature related to the academic resilience of ESL students. The
methodology is described in chapter 3. Chapter 4 presents the findings of the study.
Chapter 5 addresses the way this study enhances the literature on the subject of the
resilience of ESL students.
12

24. CHAPTER 2. LITERATURE REVIEW
Introduction
The United States has become the home of many immigrants who have come with
different cultures, traditions, and languages (López & Tashakkori, 2004). Some of these
immigrants become ESL students who use education as a means of achieving social
mobility (López & Tashakkori, 2004). This literature review discusses and describes
different aspects that relate to ESL students, as well as the factors that may impact their
academic achievement. This study also examined the significance of ESL students in the
educational system as immigration continues to grow, as well as the challenges that many
immigrants face as ESL students. In addition, this study discussed the different concepts
of learning related to ESL students, including some views of learning in different parts of
the world, affirmative action, diversity, and the mental processes of learning. The
following issues that impact the learning of ESL students also are discussed: self-esteem,
self-efficacy, motivation, and perception. The challenges of learning a second language,
as well as Bandura‟s (1977) theory of learning, are examined, followed by a discussion of
the different features of resilience. A case study about resilience also is presented in this
chapter.
Relevant information on the topic was searched and found through the use of
terms and subjects that relate to ESL students and the resilience that they display in the
academic setting. Many databases were used to find more information on the subject,
including ERIC, PsycINFO, PsycARTICLES, Gale Virtual Reference Library, Academic
Search Premier, and ProQuest Education. The articles were published between 1977 and
2009. Approximately 90% of the articles were published between 2000 and 2009. The
13

25. remaining 10% of the articles were from 1977 to 1999. The keyword search included the
following terms: ESL students, academic achievement, resilience, and academic
resilience. The Social Work Research, the Journal of Education for Students Placed at
Risk, and the Journal of Personality and Social Psychology were some of the journals
included in the literature review. Other books and articles, as well as more resources that
relate to ESL students and the academic achievement of these students, provided more
information about the subject.
Immigration and ESL Students
An increase in the percentage of foreign-born individuals in the United States was
noted during the beginning of the 21st century (Szelényi & Chang, 2002). This sharp
increase in immigrants resulted in more nonnative English speakers in the United States;
in fact, many immigrants who were first and second generation were nonnative English
speakers, and 43% of this population were between the ages of 25 and 44. The global
economy has made higher education essential, so many immigrants have chosen to enroll
in school (Curry, 2004).
The population of ESL international students in colleges is increasing. During the
2003-2004 academic year, 4.6% of college students in the United States were
international students; only 1.4% represented this population in the 1954-1955 school
year (Institute of International Education [IIE], 2004). According to the annually
published report of the IIE, this number increased during the 2007-2008 school year to
623,805 international students, or 7% of all college students. In addition, in the fall of
2007, there was an increase of new international student enrollment by 10% (IIE, 2004).
14

26. Overall, the United States remains the premier destination for international students (IIE,
2004).
International students are a diverse group. Most international students in 20072008 came from Asia (61%). International students also have come from Saudi Arabia,
Mexico, Canada, Kenya, and other countries (IIE, 2004). Most international students
choose to attend school in California (84,800 students), New York (69,844 students), and
Texas (51,824 students). As of the 2007-2008 school year, of all the colleges and
universities in the United States, the University of California had the highest number of
international students (7,189 students), followed by New York University (6,297
students), and Columbia University (6, 297 students). Through their living and tuition
expenses, international students have contributed more than $15.5 billion to the U.S.
economy. Many of these students study business and management (20%), engineering
(17%), physical and life sciences (9%), mathematics and computer sciences (8%), as well
as other majors (IIE, 2004). The impact of diversity in college is felt not only by the
students but also by the institutions.
Impact of Diversity on Colleges
In the past, many ESL students felt the need to adopt the majority culture of the
education system. International students are now better able to maintain their culture
while in school. Many immigrants find themselves classified as ESL students; however,
unlike times past, many immigrants have been able to maintain their own language and
culture through the advancement of communication, transportation, and the growth of
many foreign populations within U.S. territories (Curry, 2004; IIE, 2004).
15

27. Some ESL students have faced all or some of the following challenges: learning
or mastery of a new language, culture, and specialized practices of academic speaking,
reading, and writing at a collegial level (Curry, 2004). Curry noted, “Learning academic
literacy involves engaging in a range of academic social practices; this effort entails
much more than learning to speak and write in a new language. Rather, gaining academic
literacy involves negotiating various academic discourses in multiple circumstances”
(p. 52). To add to this situation, ESL college students who find themselves having to
address personal needs and deal with the added stress of living in a different country may
not be able to achieve successfully in school (Curry, 2004). ESL students need to adjust
to the dominant culture in order to achieve academically, even though it may be easier for
them to maintain certain cultural norms.
Educational Challenges Faced by Many ESL Students
Though education is affected by globalization, some enduring cultural factors
influence many ESL students. The Internet has widened the gap between individuals who
are more privileged and those who are not. Students who come from a more authoritative
and centralized educational background find it difficult to use the proactive approach of
learning that is integrated into the Internet. To add to this problem, the fact that most
websites are in English makes the language barrier an issue (Rubenstein, 2006).
In addition, the role of the teacher in the Western world is different. In China, for
example, teachers are perceived as parental figures, moral guides, and friends (Jin &
Cortazzi, 1998). On the other hand, the teacher‟s role in most Western settings is to
transmit skills and knowledge (Rubenstein, 2006; Watkins, 2000). Furthermore, in the
16

28. United States, eye contact is perceived as forthrightness, whereas in some cultures, it is
perceived as an act of disrespect (Rubenstein, 2006).
Some ESL students in the United States may be from countries where they faced
persecution for many reasons, such as showing a lack of respect toward their government
or having opposing political opinions; race, nationality, religion, or membership in a
particular social group also may have created problems for them (Bohmer & Shuman,
2007). Some refugee students who have suffered atrocities in their home countries may
find it difficult to write about or discuss certain topics (Rubenstein, 2006). The economic
and political stability of a country impacts its education system. Political turmoil tends to
have an adverse impact upon the education system.
For instance, Haitians have experienced many years of internal instability that
have resulted in many setbacks that have permeated its education system. The many years
of European domination and disregard for the indigenous Haitian culture were designed
to maintain the balance of power. For example, instruction still is carried out in French,
not in the native Creole language. In addition, the limited resources have led to larger size
classes of as many as 70 or 80 students, which is part of the reason the Haitian school
system relies upon memorization and dictation (Rubenstein, 2006). In many countries,
uniformity occurs only on paper; in reality, there is a clear distinction between wealthy
and impoverished schools (Rubenstein, 2006). On Tuesday, January 12, 2010, an
earthquake took place in Haiti that damaged half of the 16,500 elementary and secondary
high schools, along with three universities located in Port-Au-Prince. The Haitian‟s
education system infrastructure must be repaired in order for Haiti‟s survival
(Richardson, 2010). “This has significant repercussions for didactic models, curricular
17

29. offerings, retention, literacy rates, and other academic outcomes” (Rubenstein, 2006, p.
435).
Academic standards, testing procedures, and evaluations tend to vary across
nations. Concepts such as intelligence are viewed differently. Westerners perceive
intelligence as more relatively fixed and innate, and only somewhat influenced by the
environment (Rubenstein, 2006). The concept of intelligence often is used to segregate
people, which could have a negative impact upon those who are viewed as lacking
intelligence. The Chinese believe that intelligence can be enhanced through hard work
(Watkins, 2000). It is mostly in America that multiple-choice tests are common. Other
countries are more accepting of high-stakes testing and more rigorous academic
standards. Therefore, there are times when some ESL students become confused not
from academic difficulties but from their unfamiliarity with test-taking skills
(Rubenstein, 2006).
The differences in philosophies and worldviews among education systems in
different parts of the world could potentially influence ESL students in the United States
(Rubenstein, 2006). Many characteristics of different school systems impact ESL
students. Some nations adopt the same view as the United States regarding the separation
of state and religion, but they still apply religious principles to guide their education
systems. For instance, Confucian principles guide the educational practices, whereas the
U.S. and Anglo education systems are based upon Judeo-Christian values. In addition,
some school system value individualism, whereas others promote collectivism (Dimmock
& Walker, 2000; Rubenstein, 2006; Watkins, 2000).
18

30. Some cultures are more group oriented, and others are more individualized. Some
cultures adhere to the belief that the “individual needs are subservient to the group”
(Rubenstein, 2006, p. 434). Success is connected to peers, family, and society as whole.
For example, in China and Russia, education is used as a way to strengthen the country
rather than a way to achieve personal improvement. It is only recently that individualism
has somewhat entered into their curricula (Rubenstein, 2006; Watkins, 2000). On the
contrary, ties are forged according to self-interest, failures are perceived as more
significant, norms are set by the individuals, competition is encouraged, status is based
upon individual success, and relationships are looser in self-oriented cultures (Dimmock
& Walker, 2000; Rubenstein, 2006; Watkins, 2000). Accordingly, the school atmosphere
is impacted by the basic value that is held by the primary culture of the country in which
the school is located (Rubenstein, 2006).
The laws of the United States also have made it particularly difficult for illegal
immigrants to achieve academically. Plyer vs. Doe, the 1982 Supreme Court case,
provided school access to undocumented school children (Perez, 2010). However, this
law does not make provisions for higher education. The introduction of The DREAM Act
by Congress in 2001 tries to remedy the situation through the provision of higher
education access and the legalization of undocumented high school graduated. However,
this law is still not in effect (Perez, 2010). In spite of the law, students who are
undocumented “exhibit various aspects of psychological resilience, perseverance, and
optimism” (Perez, 2010, p. 33).
19

31. Affirmative Action, Diversity, and Testing in College
The United States often prides itself on its diversity, but with growth and change
comes responsibility; however, the laws of this country have a long history of the
equalization of education for all and setbacks in the achievement of this goal. Brown v.
Board of Education of Topeka (2009) ruled that separate education could never be equal,
so it outlawed the segregation of schools (Darden, 2009; Massie, 2003). Progress toward
integration of the school system has not yet been fully achieved; integration in colleges
and universities often is achieved through affirmative action, which is necessary because
the criteria for admission to institutions of higher learning often limit the number of
minority students (Massie, 2003).
According to Massie (2003), many of the required tests for admission tend to give
certain applicants an unfair advantage. For instance, White males tend to score higher on
these tests than others. In spite of this fact, many institutions continue to insist on making
these life-altering decisions based on tests that do not necessarily correlate with higher
achievement in college and university. There is a loose correlation, for example, between
the Law School Admission Test (LSAT) score and the GPA of 1st- year law school
students. This lack of equality does affect diversity. Affirmative action tries to remedy
these setbacks, so eliminating affirmative action will be the same as eliminating the
progress that has been achieved with the equalization of education for all. The impact is
even greater for ESL students, who have the added burden of taking those tests in a
language and culture that are different from their background knowledge, thus making it
even more difficult for them to achieve academically (Massie, 2003).
20

32. The Test of English as a Foreign Language (TOEFL) is questionable in its ability
to measure academic achievement, in spite of its ability to correctly evaluate general
English proficiency (Bollag, 2005; Stoynoff, 1997). Colleges and universities tend to
make decisions to admit students based upon their ability to succeed in these institutions
(Stoynoff, 1997). “Most attempts to predict the academic success of international
students have focused on the relationship between English language proficiency and
students‟ academic achievement” (Stoynoff, 1997, p. 56). However, higher achievers
tend to have better test-taking skills, integrate social assistance into their learning, have
greater abilities in selecting the main ideas from written and spoken discourse, remain
current in their courses, and spend more time studying. Yet, many of those skills are not
tested in the TOEFL to determine academic achievement and admission into college and
university. This test simply measures the ability to understand the language, whereas
ultimately, academic success is a multidimensional phenomenon that includes not only
language but also learning strategies and personal characteristics (Stoynoff, 1997).
Still, Assembly Bill 540 (AB 540) provides assistance to immigrant students who
would like to achieve academically in the higher learning institutions (Pérez, 2010). AB
540 is a policy that provides documented and undocumented Californian students the
opportunity to pay in-state tuition if they fulfill the following requirements: attend a
California high school for at least 3 years, graduate from a Californian high school or the
equivalent, attend an accredited postsecondary school, and file for legalization as soon as
they qualify. Other states follow this same policy, but they use different criteria.
Nevertheless, students who do qualify for this policy do not receive state or federal
financial aid. As a result, many undocumented Latino students based their choice of
21

33. college upon cost and affordability; this causes many of these students to attend
community colleges. Their choices also are influenced by opportunities and networking.
In fact, policies that support undocumented students make it more possible to achieve
academically (Pérez, 2010).
Learning Experience
Family background, peer relationships, and temperament influence the level of
self-control that a person exhibits. Good self-control promotes resilience and healthy
cognition; however, self-control can be influenced by the amplification of the
relationships that take away from competence development (Wills & Dishion, 2004). As
individuals assist others in their quest to become resilient, they must be mindful of the
impact of other relationships on those individuals. Past and present relationships can play
an important role in the attainment of resilience. Research has shown that individuals
who found greater social support were better able to cope with the September 11, 2001,
terrorist attacks (Bonanno, Galea, Bucciarelli, & Vlahov, 2007). Resilience plays a role in
the ability to learn efficiently, and there seems to be a certain pattern of thinking that
impacts overcoming obstacles and learning efficiently.
Mental Processes of Learning
Metacognition
Certain premises affect a person‟s ability to learn. Metacognition is involves
“thinking about one‟s own thinking” (Georghiades, 2004, p. 365). To efficiently use
metacognitive skills, one must first be aware of thoughts. These thoughts will help the
22

34. person to know the resources, strategies, and skills needed to complete the task at hand
(Malpass et al., 1999). Background experience often dictates what these resources are,
which can be faulty when past experience, such as that of ESL students, can lead to the
wrong conclusions about what is required of them to succeed academically. For instance,
some students may find it difficult to ask their teachers for needed assistance because of
the value system acquired in their home countries.
Self-Regulation
Self-regulation involves the ability to direct one‟s actions, feelings, and thoughts
in a way that will facilitate the achievement of goals (Zimmerman, 1998). Gifted students
value the role of effort, achievement, and goal setting more than average students, who
view success as an inherent ability. Overall, some students effectively use their selfregulation skills by using effort, monitoring their thoughts, availing themselves of
effective cognitive strategies to reach their goals, and planning and verifying their work
(Malpass et al., 1999). Students who use self-regulation methods tend to make wiser
decisions that enhance their learning experience; however, this strategy also can fail ESL
students who successfully used cognitive strategies that were effective in their country of
origin, but not in U.S. schools, such as test-taking skills (Rubenstein, 2006). The result
could be confusion about the reasons these same methods are no longer effective.
Adjustment
The key in assisting individuals in difficult times is to understand their irrational
belief and maladaptive behaviors. Only then is it possible to deal with their adjustment
issues. It also will assist individuals in opening up their mind to the possibility and
movement toward change (Hall & Webster, 2007). Methods use in metacognition and
23

35. self-regulation may facilitate learning to think in ways that will promote resilience.
However, one also must be careful not to mistake cultural beliefs for irrational thinking.
The way in which people define themselves has a profound impact on their
performance. There are times when self-concept, self-esteem, and self-efficacy play a
role in the ability to achieve. Past experiences help to shape self-concept. Throughout the
developmental stages, self-concept becomes more sophisticated. People tend to compare
themselves with others whenever they are unable to find an objective way to make these
comparisons, and they use these comparisons to evaluate their performances and belief
system. It is through self-concept that people evaluate themselves; people‟s life
experience can be affected by their self-concept (Luhr, 2005). Self-concept “refers to an
individual‟s own perceptions, both positive and negative, of his or her attributes, traits,
and abilities. Components include self-esteem, self-efficacy, and how stable and
structured one‟s beliefs are” (Luhr, 2005, p. 490).
Impact of Self-Esteem, Self-Efficacy, and Motivation on ESL Students
Self-efficacy involves the belief that individuals have about their ability to
successfully accomplish a given behavior. In other words, self-efficacy involves a
person‟s belief system on the individual‟s ability to achieve a goal. On the other hand,
self-esteem has commonly been defined inaccurately as feeling good about oneself. In
reality, self-esteem is the belief that one is capable not only of meeting life‟s challenges
but also deserving of happiness (Bandura, 2005). Hence, some ESL students may become
very discouraged in their efforts to learn when they see other native English speakers
excel while they perform poorly in school. It also is true that the more self-efficacy ESL
24

36. students possess, the more likely they are willing to persist to overcome obstacles
(Bandura, 2005). Because self-efficacy is based upon the belief in the ability to achieve a
task successfully, people tend to put more effort into doing tasks that they believe they
can achieve (Bandura, 1977, 1982; Yeo & Neal, 2006).
According to Rogers (1961), people strive to achieve autonomy, personal growth,
and dependence from the domination of external forces; however, this theory, in some
respect, fails to address cultures that promote interdependence. Motivation theories have
introduced several ideas: task-specific self-concepts, perceptions of task difficulty, selfworth theory, value, and expectancy. Katz and Assor‟s (2007) theory of motivation
suggests that “choice can be motivating when the options meet the students‟ need for
autonomy, competence, and relatedness” (p. 429). This definition ignores certain cultures
that do not promote autonomy. A lack of balance could cause someone to have a fear of
success. In actuality, motivation is the result of a complex dynamic that includes
situational (contextual) and individual (dispositional) variables. The impact of motivation
is so great that it is among the most powerful determinants of failure or success in school
(Hardre, Crowson, Debacker, & White, 2007).
Many factors play a role in intrinsic motivation. Intrinsic motivation indicates that
the activity is appealing because of the sheer pleasure gained from the activity itself.
Intrinsic and extrinsic motivation can impact individuals positively and negatively.
Intrinsic motivation is inspired by the task itself, which is positive. Intrinsic motivation
also encourages one to persist without external motivation. It creates a desire for growth
and self-regulation, which leads to greater intellectual growth. However, intrinsic
25

37. motivation can disappear in the face of obstacles perceived as insurmountable (Cameron,
Pierce, Banko, & Gear, 2005).
Extrinsic motivation can lead someone to put forth some effort only when
presented with an external reward. According to Hedrick (2007), “Extrinsic rewards
reduce intrinsic motivation, cheapen value and love of learning, give the wrong message,
and create an escalating no-win game” (p. 62). Extrinsic motivation also has advantages,
such as helping someone to become internally motivated to complete the task as well as
other tasks (Cameron et al., 2005). For instance, schools that embrace different cultures
tend to have higher achievement among their ESL students (Genesee et al, 2005). Internal
and external motivation can work together to bring about the completion of an activity
(Cameron et al., 2005).
ESL students may use intrinsic, extrinsic, or both types of motivation to achieve.
Repeated frustration and failure lead to a lack of motivation (Shaw, 2008). In the end,
past and present experience in school and in a specific discipline influence individuals‟
perceived ability and motivation to learn. It also has been found that students‟
commitment and motivation are the most significant factors that affect retention (Hardre
et al., 2007). Accordingly, parental support, increased motivation, and attempts to
circumvent unemployment and offset the potential impact of racism are considered
possible reasons for minority groups to gain higher education, regardless of background
(Carter, 2006). Researchers have concluded that motivation is closely linked to student
achievement (Katz & Assor, 2007; Hardre et al., 2007; May et al., 2006). The next
section looks at perception and its relation to motivation.
26

38. Perception and ESL Students
Perception is constructive (Gilmore, 2002). “Since the sensory systems have a
limited capability for acquiring information, the constructed reality will reflect not only
the present data but the person‟s interpretation of the information and its context”
(Gilmore, 2002, p. 1465). Past experience, the amount of information obtained,
knowledge of a perception, and aging impact what an individual perceives. Perception
may deceive people in many ways. Sometimes, there are differences in the perceptions of
ESL students and faculty in regard to academic achievement. May et al. (2006)
conducted a study on the perceptions of college staff and students about the impact of
gender and ethnicity on the completion of higher education. This study was conducted at
Kingston University in London, England.
There were some similarities and differences in the perception of college students
and the staff of Kingston University. For instance, they both agreed that a lack of
understanding of the English language makes it difficult for students to learn. They also
agreed that family support favors achievement and that females tend to be preferred in
school because they excel over their male counterparts. However, the students in the
study were the only ones who recognized that they received assistance only if they asked
for it; therefore, male students performed worse than female students because they were
too embarrassed to seek help. Although the staff believed that the students‟ ethnic or
gender group in a cohort could increase motivation, the students felt that the level of
motivation to remain in school is related to variables linked to family background and
ethnicity (May et al., 2006).
27

39. Perceived control is based upon the perception of the ability to achieve in the
world. In a case when someone is not in control, but perceives the opposite, it is termed
an illusion of control. Perception of control has an impact upon emotions and behaviors
that is stronger than actual control. People with a higher sense of control tend to have
more positive outcomes, such as a healthy self-esteem (Walen, 2002).
The ways people view success greatly depends upon their level of self-esteem.
Perhaps, individuals with lower self-esteem feel anxious and uncertain when they
experience success, whereas individuals with high self-esteem tend to thrive when they
succeed. People who have sometimes purposely failed to use their experience as an
excuse for failure. People‟s self-esteem can be affected by the way others perceive them;
individuals often have a strong desire to be connected to others positively. A lack of selfesteem, in fact, could lead someone to doubt their own positive self-appraisal (Bosson,
Jacobs, & Josephs, 2003). To illustrate, some ESL students fail in school in an effort to
show allegiance to their culture and nonallegiance to the dominant culture (Sue & Sue,
2003). There can be a difference between the way individuals see themselves and the way
others view them. Some individuals, for example, may be overconfident about their
ability to acquire a new language.
Learning a Second Language
Foreign-language acquisition can be more difficult for some individuals than for
others. Females tend to have greater language acquisition than males. Learners who
generally achieve well academically also have the tendency to have high levels of
foreign-language acquisition. In particular, individuals who use learning strategies that
28

40. tend to be the most optimal for second-language acquisition also are more likely to be
successful learners (Onwuegbuzie, Bailey, & Daley, 2000). Onwuegbuzie et al. found
that cognitive and affective factors play the greatest role in the prediction of foreignlanguage achievement. They also found that students who possess low expectations of
their ability to achieve language acquisition manifest behaviors that can lead to
underachievement, which makes the self-fulfilling prophecy true. Students‟ ultimate
performance in foreign-language acquisition is based in part upon their expectation of
their ability to achieve. Students‟ self-concept impacts their ability to be proficient in the
acquisition of a second language (Onwuegbuzie et al., 2000).
The mental framework that organizes knowledge to create a meaningful structure
of interconnected concepts is the schema, which is different for each individual,
depending on how that person relates to the idea presented. The concept of a given word
is based upon the person‟s background knowledge (Markus, 1977). Respect, for instance,
can mean different things to people from different backgrounds (Rubenstein, 2006).
Scripts help individuals to recognize the way things happen daily in life (Abelson,
1981). Foreigners are sometimes misunderstood because they operate from a script that is
different from that of Western culture. One‟s script of life also has an impact by
expecting certain behaviors, goals, and outcomes in a particular setting (Abelson, 1981;
Read, 1987). Ultimately, learning is impacted by the environment, what the environment
has to offer, and other factors. Bandura (1978, 1979) theorized that learning is the result
of the interrelation of environmental, behavioral, and personal factors.
29

41. Bandura’s Theory of Learning
According to Bandura (1978, 1979), the reciprocal interaction among personal
factors, behaviors, and environmental variables makes learning conducive. As students
prepare to engage in the learning process, they must be ready to address all of these
factors. To focus only on the personal factors neglects the other factors that may
negatively impact the learning experience (Bandura 1978, 1979). To illustrate, ESL
students are sometimes mistakenly perceived as being unable to perform certain tasks; in
reality, it is the lack of exposure in the home (environmental factor) to the English
language, not the lack of ability to perform (personal factors), that is the source of
confusion. Therefore, the home environment can play a pivotal role in the way ESL
students approach school.
People learn vicariously by watching others. Many words are learned by hearing
and watching others utilize them, for instance. However, modeling alone does not
guarantee that the behavior will be learned or will occur. Individuals are more likely to
imitate the behaviors of people that are more similar to themselves (Bandura 1978, 1979).
It seems that the lack of role models for ESL students may adversely impact their ability
to be academically resilient.
Different Aspects of Resilience
Human beings are motivated to minimize the costs and maximize the benefits of
their relationships with others. In this sense, beneficial relationships tend to last longer
and are more rewarding. The way people generally interact with significant others defines
30

42. their attachment style. Although it can change, the first attachment lays the foundation for
the type of attachment manifested throughout the life span (Keelan, Dion, & Dion, 1994).
Adults who describe a tense relationship with a parent, or both parents, tend to be more
anxious and avoidant, whereas adults who have a secure attachment with their parents
report positive family relationships. People who are secure in their attachments live a
more fulfilled life, whereas the opposite holds true for those who are anxious and
avoidant. Individuals consistently revise their attachment styles because of the situations
they find themselves (Keelan et al., 1994). This effect also may occur in the school
setting.
The discipline of educational psychology involves the nature of development,
assessment, motivation, diversity, and learning. This field is particularly interested in the
way these factors affect the classroom (Ormrod, 2006). “Resilience and academic
achievement are the products of a complicated interplay of family, school, peer, and
community influences” (Wasonga et al., 2003, p. 70); perhaps resilience is acquired
through a combination of perception, interpersonal relationships, cognition, and
motivation. Perception, the way people perceive their ability to overcome situations,
affects their capability to do so. Interpersonal relationships help to shape who a person
becomes. Cognition affects thought positively. For instance, someone who develops
emotional intelligence is better able to deal with adverse situations. Motivation gives
people the ability to keep the momentum going in the face of adversity.
Learning occurs when an enduring change happens. In order to change, one must
know how to change. Educational psychologists can teach individuals to become
resilient, especially those struggling with academic achievement. Perhaps the learning
31

43. gained in regard to academic resilience could be transferred to and reflected in other areas
of life that also require resilience. Ultimately, someone‟s self-perception, script, and
motivation may make the difference between becoming a statistic or a survivor.
Academic resilience stems from the ability to achieve healthy cognition.
Individuals are more likely to attain goals if they believe that they are able to do
so. Many people with above-average intelligence have failed to succeed, whereas others
with average intelligence have succeeded. Some say that success is 90% perspiration and
10% inspiration. Individuals are more likely to attain their goals if they believe that they
are able to do so. Self-efficacy has a greater impact than actual ability. Perhaps
individuals who operate from a positive script and schema are more likely to achieve
academic resilience.
The Study of Resilience
The desire to be resilient may be motivated by allegiance toward family and
friends. Yeh, Kim, Pituc, and Atkins (2008) reported that young Chinese immigrants
have greater resilience when they receive support from the community and the school.
Social support is an effective tool, but it is still a challenge to be achieved. Some Chinese
immigrants are required to work for long hours, a reality that hinders them from
participating in the level of socialization that they desire. Their adjustment to American
culture is further hindered because of their lack of English proficiency and their lack of
support from school, family members, and peers. Their living and working situations add
to this stress, making communication and family relationships more difficult to achieve
than in their native country. This is because their parents often are required to take jobs at
32

44. lower wages than they may have earned in their home country; their lack of proficiency
in English could be one reason they have to take such jobs.
To add to their stress, some teachers in the schools where Yeh et al. (2008)
conducted their study would assign the Chinese students new American-type names to
avoid mispronunciations and to help them to recognize one student from another. The
students felt a loss of culture and identity, and they consistently faced racism and
stereotyping, both of which added to the challenges that they faced. In spite of these
struggles, they managed to survive for their own development as well as a way to support
their friends and families (Yeh et al., 2008). “Although most Chinese immigrant youth
spend their days and evenings isolated from their social supports, there are internal and
extrinsic efforts to offer help to others” (Yeh et al., 2008, p. 43).
Literature Review Summary
Over the years, there has been an increase of ESL students in colleges. This
diverse group of students face many challenges which makes academic resilience more
difficult to achieve. A productive social support and healthy cognition can assist this
diverse group of students to be successful academically. Chapter 1 discussed the general
background of the problem. Chapter 2 provided in-depth information about what the
literature on ESL students and academic achievement. The methodology used is
described in chapter 3. Chapter 4 provides information gained from the collected data.
Chapter 5 provides more insight on the data as well as some recommendations in regard
to those findings.
33

45. 34

46. CHAPTER 3. METHODOLOGY
Statement of the Problem
This study addressed the problem of not understanding the challenges that ESL
students face and how they attain academic resilience. Many researchers have addressed
academic resilience (Condly, 2006; Kanevsky et al., 2008; Martin & Marsh, 2006), but
few have focused on the academic resilience of ESL students. Some researchers have
examined ESL students‟ experiences (Malabonga & Pasnak, 2002; Miller & Bradbury,
1999; Rubenstein, 2006; Santos, 2004;Wason-Ellam, 2001). However, researchers in
general have failed to provide a forum to resilient multicultural ESL students to describe
the way they were able to experience academic achievement.
Purpose of the Study
ESL students often face many barriers, including language, yet they are able to
achieve academically. This study used a case study approach to examine the factors that
allow them to attain academic resilience.
Research Question
The study was guided by one research question: What are the factors that lead to
academic resilience among ESL students?
Research Design
This study investigated and focused on the factors that allow ESL students to
achieve academic resilience. A qualitative case study was used to provide an in-depth
35

47. understanding of the topic. Qualitative studies attribute the meaning that people make of
their experience as the place where knowledge is found (Creswell, 2007). In order to gain
a full understanding of ESL students who have achieved academic resilience, this
qualitative study focused on the interpretations that they provided (Stake, 1995). It is with
this in mind that the information gained in this case study was used. Stake commented:
To sharpen the search for understanding, qualitative researchers perceive what is
happening in key episodes or testimonies; represent happenings with their own
direct interpretation and stories (i.e., narratives). Qualitative research uses these
narratives to optimize the opportunity of the reader to gain an experiential
understanding of the case. (p. 40)
A case study entails an in-depth examination of entities (organization or
individuals), activities, or processes that seek practical knowledge and further theoretical
understanding of some phenomenon (Bott, 2007; Stake, 1995; Yin, 2009). “This detailed
information, often referred to as thick description, provides a real-world context in which
the processes under investigation can be better understood” (Bott, 2007, p. 68). The
interest in this study was to find out more about the particular cases through the use of an
intrinsic case study. The few cases were studied at length to provide a rich understanding
of them, and the holistic method of analysis facilitated the identification of themes or
general patterns of behavior in the data (Bott, 2007; Stake, 1995; Yin, 2009). In this
sense, this study focused on the bounded system, a group of individuals who share
common characteristics, of ESL students who have achieved academic resilience.
The participants were interviewed so that they could describe their experiences as
ESL students and how they became academically resilient (Patton, 2002). Many
researchers have focused on the negative aspects of being ESL students (Michael et al.,
36

48. 2007; Smith, 2008; Song, 2006). More research is needed to identify what is required of
ESL students to become resilient in the academic setting in spite of the challenges.
Individuals‟ stories often can provide some insight that statistic numbers cannot provide.
A case study approach provided the means to investigate academic resilience among ESL
students (Creswell, 2007; Patton, 2002). Stake‟s (1995) case study methodology was used
as a model for this study; the researcher used it when gathering, analyzing, and
interpreting the data, and when writing the final report.
Study Participants
Ethical Considerations
Each participant provided sufficient information to make an informed and
voluntary choice to join the study. The participants were free to leave the study at any
time and without adverse consequences. The well-being of the participants was ensured.
There were minimal issues of harm. The participants were over the age of 18 and had the
ability to read and understand the consent form. The consent form was written in simple
terms to make it easy for the participants to understand. To ensure that the information
that was presented was accurate, the researcher employed triangulation to strengthen the
findings (Patton, 2002). The data are stored in a room that no one but the researcher has
access to in order maintain the participants‟ confidentiality.
The ESL students who participated in this study were treated with integrity and
respect. They also were provided with a consent form, given a brief explanation of what
the study is about, allowed to ask more questions, and allowed to withdraw from the
study at any time without consequences. In addition, the students were not deceived
37

49. about the tenets of this research. They were not vulnerable because they were able to
provide consent for themselves (Belmont Report, 1979). The names of the participants
were sealed to their ensure confidentiality and comply with the IRB application (Petty,
2008; Stake, 1995). Permission to conduct the study was obtained from the IRB of
Capella University.
Study Sample
ESL adult students sometimes abandon their studies, despite assistance from
volunteer teachers (Mathews-Aydinli, 2008). This study focused on a few ESL
individuals to gain rich data from those who were able to achieve academically as well as
more insight about the factors that allowed them to achieve academic resilience. The
reality is that “case study is not sampling research” (Stake, 1995 p. 4), but a way to gain a
wealth of information from a few individuals (Creswell, 2007; Patton, 2002; Stake,
1995).
The study sample consisted of ESL learners who have demonstrated success in
college. The participants (a) were individuals whose native language is not English;
(b) were currently enrolled in their senior year of college, or had graduated;
(c) had a self-reported GPA of 3.0 or above; (d) have gone through at least one
significant academically challenging experience because of their status as ESL students;
(e) acknowledged having been able to overcome that challenging experience or making
significant progress towards that goal; and (f) had the ability and willingness to articulate
the difficult experience and process of recovery (Van Vliet, 2008). Each participant was
asked to explain in detail the way that he or she defined academic resilience and adversity
in order to be able to keep the information in its proper context (Van Vliet, 2008).
38

50. The opportunity to learn from a few ESL students who have achieved
academically through a case study approach dictated the selection of eight to 14
participants or until saturation of the data was reached (Creswell, 2007; Patton, 2002;
Stake, 1995). This sample size was sufficient to identify themes derived from the cases
while providing the researcher with the opportunity to cross-case those analyzed themes
(Creswell, 2007; Patton, 2002; Stake, 1995). The sample was taken from nonnative
English-speaking students and graduates located in the southern part of the United States.
To recruit the participants, the researcher posted some advertisements at the
approved sites. The researcher asked church staff members, such as the secretary, if they
know students who would like to be a part of this study. In addition, the researcher relied
upon the snowball effect, that is, the participants invited others to be a part of this study.
To conduct this qualitative study, the researcher used the operational construct sampling
method (Patton, 2002). This sampling method requires a researcher to choose individuals
who represent and define the phenomenon that is of interest for a particular research area.
Making it operational meant that the study was conducted with individuals who had
experienced the concept being researched. This sampling method made it possible for the
researcher to gather data that attached meaning to the concepts.
The sampling category used for the operational construct sampling method was
purposeful sampling. Purposeful sampling is used when a researcher wants participants
who “yield the most information about the topic under investigation” (Leedy & Ormrod,
2005, p. 145). This sampling method helped the researcher to find ESL students who
displayed academic resilience, which then assisted the researcher to identify themes and
39

51. cross-themes that described the factors that allow ESL students to achieve academic
resilience (Patton, 2002).
Data Collection
This study investigated cases of ESL students who were able to attain academic
resilience; therefore, one of the premises was that the data had to come from individuals
who were academically resilient by definition. The operational construct sampling
method requires a researcher to choose individuals who represent and define the
phenomenon that is of interest for a particular research area. The interview process was
used because of the way that meaning is gained through the way people perceive it
(Creswell, 2007). During the open-ended interviews, the ESL students were encouraged
to describe their experiences of achieving academic resilience.
This case study used purposeful sampling to obtain the participants. This method
was practical because it targets ESL students who have thrived in school, despite the
challenges that they faced. This method was acceptable for a qualitative case study that
sought to find a small sample of resilient ESL students (Leedy & Ormrod, 2005; Patton,
2002). The participants were screened during a telephone call by the researcher to
determine whether they met the necessary criteria to participate in the study. The
participants were told of the purpose and nature of the study. The qualified participants
were asked to take part in a face-to-face interview. However, the researcher waited until
the data were saturated, which required no more than 10 participants. Prior to the
interviews, the participants received a verbal explanation about what the study entailed,
40

52. including the right to anonymity and confidentiality, and their right to leave the study at
any time.
The ESL students were asked about their experiences in school and the factors
that led them to achieve academic resilience. The participants signed the consent form at
the onset of the interview. The participants were asked to complete a set of demographic
questions (see Appendix A). The researcher actively listened and remained in control as
the data were gathered. The main questions were used to guide the process, probes were
carefully created, and questions were asked to ensure that the participants had a full
understanding of what is been said (Stake, 1995).
To obtain meaning, this researcher asked open-ended questions during the
interviews related to the ESL students‟ perceptions of the factors that provided them with
the necessary tools to achieve academic resilience (Banks, 2008; Stake, 1995). The
researcher conducted each open-ended interview for approximately 1 hour (see Appendix
B). The information that was gathered was digitally recorded, and the researcher later
transcribed the responses. Audiotapes provide “a more accurate rendition of any
interview than any other method” (Yin, 2009, p. 109). The researcher kept audiotapes,
field notes, transcriptions, and records related to the interview itself, along with some
impressions and observations (Stake, 1995). The researcher contacted the participants to
conduct member checking. During that process, the participants were asked to review the
information for palatability and accuracy purposes (Stake, 1995; Yin, 2009).
Many other measures were used to ensure the reliability of the study. The overall
study was considered more robust and compelling because of the use of multiple cases
instead of a single case. In addition, the procedures that were followed were documented
41

53. in an effort to minimize any biases or errors. The use of multiple cases provided rich
theoretical frameworks that stated the conditions that are more likely to occur for ESL
students who are academically resilient (Yin, 2009).
Data Analysis
The data were collected from the transcriptions of the interviews. Afterwards,
member checking took place, that is, the transcriptions were reviewed with the
participants, who were asked whether they want to add or change any information.
Triangulation was achieved through the use of the interview process, field notes, and a
second interview to discuss the results. Any objection, comment, or other type of
suggestions made by the participants was taken into account by the researcher before
completing the study (Stake, 1995). The transcripts were reviewed again by the
researcher in an effort to find expressions or phrasing considered meaningful. The
research question guided the researcher‟s determination of meaningful information.
The information gathered from the ESL students was analyzed individually so
that the responses were not influenced while they were being assessed and synthesized.
The responses from each ESL student were added one at a time to the overall analysis
and then compared to identify emerging patterns and themes. The existing patterns and
themes were changed and renamed as necessary as each ESL student was added to the
overall analysis (Petty, 2008; Stake, 2005). The final report included a summary of the
findings as well as recommendations and implications (Banks, 2008; Stake, 2005). The
researcher looked for patterns of meaning of the factors that led the ESL students to
42

54. become resilient. The data for each participant were analyzed individually before being
analyzed collectively. In doing so, the thematic analysis process was performed by using
the following steps:
1. The researcher became more familiar with the data through the process of
transcription, reading, and rereading. The transcripts were checked against the
original audio recordings to ensure the accuracy of the data. Any phrases,
sentences, or paragraphs that appear to be meaningful were highlighted. These
highlight were revised to determine whether they were related to the main
research question. Any data not related to the research question was stored in
a separate file for future evaluation.
2. The formation of initial codes was organized through the coding of the
relevant features of the data in a systematic way across all of the data and the
collection of the data relevant to each code. This generated a long list of
different codes that were identified across the set of data. Each set of data was
named because the cluster set of related data were used to develop patterns.
3. Patterns were elucidated as the data and direct quotes corresponding to a
specific pattern were identified and placed under the corresponding pattern.
The combined and clustered related patterns developed into themes.
4. Potential themes were created as the relevant data, patterns, and direct quotes
were gathered under those themes. During this stage, some of the themes were
refined, combined, separated, or discarded.
5. The themes were revised to ensure that they correctly reflected the entire set
of data. This process generated a thematic map of the analysis that consisted
43

55. of the overall conceptualization of the patterns of data as well as the
relationships between them. A set of candidate themes were generated as a
result.
6. The themes were named and defined through an ongoing analysis. Individual
as well as entire set of stories told by the ESL students were used to generate
clear definitions and names for each theme. In the end, fully worked out
themes were generated.
7. The final report consisted of selected extracts that related back to the analysis
of the research question and examples of selected vivid and compelling
excerpts. The emergent themes were synthesized and analyzed to create a
complete representation of the rich and detailed data collected during the
study. Prior to writing the final report, the researcher asked the participants to
provide feedback to ensure a complete and accurate picture of the data
(Aronson, 1994; Braun & Clarke, 2006; Petty, 2008).
Presentation of the Findings
The meaning and interpretation of the findings were presented once the data
analysis was finalized. The participants‟ perceptions and evidence of the phenomenon of
interest are included in the presentation of the findings. The researcher presented the data
by identifying the patterns, themes, and the direct quotations that fit those patterns and
themes (Banks, 2008; Stake, 1995).
The findings presented the data in a coherent, concise, and logical way. The
information provided interesting descriptions of the stories told within and across the
44

56. themes found in the data. There was sufficient evidence of the themes revealed across
and within the themes. The vivid examples captured the essence of the findings. The data
provided a compelling narrative that made the case comprehensible (Braun & Clarke,
2006; Stake, 1995). The presentation of the findings identified the phenomenon that was
studied. In order to accomplish this goal, the data were reviewed to identify the best
possible interpretations, and the factors that led the ESL students in the study to achieve
academically were evaluated (Petty, 2008; Stake, 1995).
Instruments
The interview process is most important aspect in the gathering of data for a case
study (Yin, 2009). The researcher conducted an in-depth interview with each participant.
Purposeful sampling was used to select participants who met the necessary criteria to be a
part of this research. The researcher consistently monitored any preconceived ideas that
may have interfered with the data. The researcher asked guided questions, but the
participants were free to share their experiences in as much detail as they chose (Creswell
2007; Patton 2002; Petty, 2008).
Role of the Researcher
The researcher conducted, audiotaped, reviewed, and documented the interviews.
Communications with the participants were documented. In addition, the researcher‟s
impressions and observations of the interviews were kept in field notes. The interviews
were conducted in a conversational tone (Van Vliet, 2008).
45

57. The researcher has substantial experience interviewing individuals in businesses
and counseling settings. For instance, the researcher provided counseling, interviews, and
services to disabled clients during a practicum at a disability center. The researcher also
has interviewed people from different backgrounds for many years and feels comfortable
with the interview process. The researcher currently works at a job that demands
neutrality, confidentiality, and rapport. The researcher adheres to these demands while
interpreting for non-English speakers in different settings, including school, home,
courtroom, and business. The researcher has had to address any misunderstandings that
have arisen because of a lack of understanding of the culture being dealt with. As an
interpreter, the researcher has to express what is been said in a way that correctly and
efficiently conveys the message of the non-English speaker (Weisskirch, 2006). These
experiences have equipped the researcher with some of the necessary skills to conduct an
interview in a way that makes the participant and the researcher comfortable.
The researcher‟s polyglot background made it easier for the ESL students to relate
to her, and her work as an interpreter has allowed her to relate to different cultures. The
researcher has completed the necessary coursework and colloquium necessary to conduct
this study. The researcher also possesses and has read Stake‟s (1995) book, which
provides a comprehensive explanation on how to conduct a case study. The research was
within the researcher‟s bounds of competence based upon personal, professional, and
educational experience (American Psychological Association, 2003). The researcher
respected the boundaries of research by not providing counseling to the participants, but
by simply guiding the interview questions in a way that provided the necessary
information (Belmont Report, 1979). The researcher is aware of the differences between
46

58. research and practice based upon past experience and knowledge of counseling and
research.
Summary
The utility and quality of a qualitative case study is based upon the meaning that
is generated from the findings. The use of purposeful sampling provided the most
consistent information that answered the research question. When research is conducted
as a case study, the information about an activity, process, individual, or group provided
is context rich. However, the subjectivity of this method questions its reliability and its
internal and external validity. Nevertheless, a case study approach provides a practical
understanding of relevant issues and contributes to the development of theory, which
balances its disadvantages (Bott, 2007). The extracted data received an accurate analysis.
Compelling examples were used to support the themes, which reflected a
complete picture of the collective experience of the ESL students. In addition, the use of
direct quotations from the participants provided rich data and added reliability to the
findings. The use of triangulation enhanced the usefulness of this research method (Stake,
1995). The final report provided a rich description of the data. It captured the essence of
the findings and provided compelling support for the factors that led this sample of ESL
students to achieve academically (Braun & Clarke, 2006).
47

59. CHAPTER 4. DATA COLLECTION AND ANALYSIS
The Study and the Researcher
Included in chapter 4 are explanations of the data collection and data analysis
procedures. It begins with the study and the researcher, and then it provides the
description of the sample. It also includes a description of the research methodology
applied to the data analysis and the presentation and result of analysis. The last section
provides a brief summary. This chapter provides more information in regard to the
academic resilience that has been successfully achieved by ESL students. The following
research question was the primary focus of this study: What are the factors that lead to
academic resilience among ESL college students?
The researcher has had experience working with individuals who are nonnative
English speakers. For the last few years, the researcher has worked as an interpreter. This
type of work requires the use of interpersonal skills and objectivity. It is important for an
interpreter to relay information that accurately reflects what the nonnative English
speaker and the English speaker state without the use of any biases. The interpreter is to
communicate in a way that makes both the native English speaker and the nonnative
English speaker comfortable. Generally, the interpreter must strictly repeat what is been
said by both parties verbatim.
There have been times when the researcher, when performing the role of an
interpreter, has been given the opportunity by the English speaker to elaborate on the
information that has been provided in order to make the information more easily
48

60. understood by the nonnative speaker. However, this task is to take place at a minimum.
The interpreter has also had to address some cultural barriers that could have lead to
some misunderstanding of communication.
During this qualitative study, the researcher was responsible for collecting and
analyzing the data. The researcher used purposeful sampling; the participants who fit the
criteria were invited to participate in this study. The screening of the participants took
place through a telephone interview, during which the researcher asked specific questions
based upon the preset criteria in order to determine the eligibility of the potential
participants. Only the eligible participants were invited to be a part of this study. The
researcher made the necessary arrangements to conduct the interviews at times that were
convenient for the participants. The gathered data were then transcribed and analyzed by
the researcher. These data, in turn, were used to discover the findings as well as identify
emerging patterns and themes used during the final analysis.
Description of the Sample
The participants were from different countries, cultures, and spoke different
languages. However, all of them could speak English fluently. They all admitted having
had some difficulties because of language barriers when they initially came to the United
States. Most of the participants took ESL courses in order to remediate these issues.
Six men and four women participated in the study. The participants were selfidentified and of varied races and ethnic backgrounds: three Blacks, two Europeans, three
Hispanics , one Indian (Hindu), and one Asian. The native countries of the participants
included Venezuela, Haiti, Martinique, Chile, South Korea, Romania, India, and
49

61. Ethiopia. They spoke many different languages, including French, Spanish, Creole,
Hindi, Korean, and Romanian. Most of the participants were bilingual. One participant
spoke several languages, which included Hindi, French, Bengali, Urdu, and Punjabi. The
highest levels of education of the participants were are as follow: two seniors in college,
one with a bachelor‟s degree, three with master‟s degrees, and four with doctoral
degrees. They also had different types of degrees: business administration; education;
violin performance with an emphasis in pedagogy; audiology; psychology; divinity; and
computer sciences.
Research Methodology Applied to Data Analysis
This case study revealed the lived experiences of the participants (Creswell, 2007;
Stake, 1995). In this case, the participants spoke of the different aspects involved during
their experience as ESL students. From these accounts, several patterns and themes
emerged in regard to the factors that led these ESL students to be resilient. The use of
case study provided rich detailed of this investigated concept. In this sense, the
participants were able to share their experiences as ESL students, the way they were
affected, and how they were able to find resilience during that time.
Each participant was interviewed. Examples of the guided questions used during
this process follow:
1. What are the factors that led you to become resilient academically?
2. Describe some of adversities that you have faced in your academic life and the
way you overcame those adversities.
50

62. 3. Take a moment to reflect upon a challenging situation that you had to
overcome in school. Now, please walk me through your thought process as
you describe the circumstances and the way you dealt with that particular
situation.
4. Have there been any circumstances which have played a role in your academic
success? If so, what event, or events, and how did it contribute to your
success?
5. If you were to write a motivational book on academic success, what are some
of the things that would be written?
The shortest interview lasted 16 minutes, and the longest interview lasted 1 hour
and 31 minutes. The average length of the interviews was 1 hour. The researcher
conducted the interviews and then transcribed and analyzed the data. The final transcript
consisted of approximately 353 pages. Throughout the process, the researcher made sure
that the proper rules of codes and conducts outlined by the IRB application were
followed. As such, during the process each participant was identified by participant
number (Participant 1, Participant 2, etc.). However, for the purpose of analysis, as well
as to focus on the experience, only the quotes, not the participants who uttered them, are
included in this chapter.
The data for each participant data were analyzed individually (within-case
analysis) before being analyzed collectively (cross-case analysis). In order to achieve this
analysis, the thematic analysis process was performed by using the following steps:
51

63. 1. The researcher transcribed all of the interviews and listened to the recordings.
The transcripts were checked against the original audio recordings to ensure
the accuracy of the data.
2. Each transcript was read, and every phrase, sentence, or paragraph that
seemed to answer the research question was highlighted. Each interview was
reviewed three times. Each transcript was reread, and the highlighted
expressions also were reviewed to determine whether they were related to the
research question. Any data not related to the research question were stored in
a separate file for future evaluation. At the same time, any missed expression
related to the research question was highlighted.
3. The expressions that were related to the research question were coded. At that
time, notes were made on the margins in regard to the meaning of these
questions. This information found across the data set was used to generate a
long list of different codes. The related expressions were clustered and
labeled, and formed potential patterns. Direct quotes corresponding to a
specific pattern were placed and identified under the corresponding pattern.
4. The expressions of each participant were analyzed individually before they
were combined one at a time. This procedure was done in order to not
influence each participant response while assessing and synthesizing the data.
5. The clustered and combined related patterns developed into potential themes
as the relevant data, patterns, and direct quotes were gathered under those
themes. During this stage, some of the themes were combined, refined,
separated, or discarded.
52

64. 6. To ensure that they correctly reflected the entire set of data, the themes were
revised. This process generated a thematic map of the analysis that consisted
of the overall conceptualization of the patterns of data as well as the
relationships between them. A set of candidate themes were generated as a
result. The themes were defined and named through an ongoing analysis.
Individual and entire sets of stories told by the ESL students were used to
generate clear definitions and names for each theme. In the end, fully worked
out and completed themes were generated.
7. The final report consisted of selected extracts that related back to the analysis
of the research question and examples of selected vivid and compelling
excerpts. The emergent themes were synthesized and analyzed to create a
complete representation of the rich and detailed data collected during the
study. Prior to writing the final report, the researcher asked the participants to
provide feedback on the results of the analysis to ensure a complete and
accurate picture of the data (Aronson, 1994; Braun & Clarke, 2006; Patton,
2002; Petty, 2008). The two participants who did respond to the call supported
the findings and reported that it did reflect their expressions.
Presentation of Data and Results of Analysis
Brief Overview of Themes and Patterns
Emerging themes and patterns were the product of this case study. These patterns
and themes revealed different factors which led the ESL students to become resilient. A
53

65. brief overview of these patterns and themes is presented. The actual analysis and
presentation of the different patterns, themes, and expressions follows.
Theme 1- Support System
Pattern 1A
Support and Encouragement
Pattern 1B
Create a Support System
Pattern 1C
External Factors
Pattern 1D
Seeking Assistance
Pattern 1E
Select an Environment which Promote Success
Theme 2- Value System
Pattern2A
Working Harder
Pattern2B
Perception
Pattern 2C
Remaining Focus
Pattern 2D
Valuing the Process
Pattern 2E
Prioritize School
Pattern 2F
Time Management
Pattern 2G
Determination, Dedication, and Persistence
Theme 3- Inner Strength
Pattern 3A
Past Accomplishments
Pattern 3B
Experience and Connection with God
Pattern 3C
Pressure of Success
Pattern 3D
Intrinsic Motivation
Pattern 3E
Overcoming Past Fears, Failures, and Disappointments
Theme 4- Hope
Pattern 4A
Pattern 4B
Purpose Driven
Goal Minded
Theme 5- Past Experiences
Pattern 5A
Childhood Experiences
Pattern 5B
Early Life Lessons
Pattern 5C
Possessing a Strong Educational Background
Theme 6- Adversities
Pattern 6A
Acceptance and Awareness of Challenges
Pattern 6B
Facing Challenges Creatively
Pattern 6C
Survival
Theme 7- Influences
Pattern 7A
Role Models and Mentors
Pattern 7B
Discovering a New Life Perspective
Pattern 7C
Inspirational and Life Changing Experiences
54

66. Pattern 7D
Pattern 7E
Pattern 7F
Cost and Sacrifices
Cultural Influences
External Motivation
Theme 8- Adjustments
Pattern 8A
Cultural Adaptation and Assimilation
Pattern 8B
Learning English Efficiently and Creatively
Pattern 8C
Use of Effective Learning Strategies
Theme 9- Personal Characteristics
Pattern 9A
Potential, Abilities, and Intelligence
Pattern 9B
Discipline
Pattern 9C
Patience
Pattern 9D
Courage and Strength
Pattern 9E
High Self-Expectations
The aforementioned patterns and themes emerged during the interview and data
analysis process. Verbatim expressions made during those interviews were used to
crystallize and support the findings. The impact of having ESL and impromptu responses
may have rendered many of expressions grammatically incorrect. However, they did
reflect the exact words of the participants. These direct quotes provided rich data to
substantiate the findings.
Theme 1: Support System
This theme emerged from five patterns: support and encouragement, create a
support system, external factors, seeking assistance, select an environment that promotes
success.
A support system provided reassurance, confirmation, confidence, and
encouragement to the ESL students. In fact, “without that extended community, that, that
support, it is, it is difficult.” Academic resilience is made more achievable through the
support and encouragement of family, friends, professors, and the community.
55