Bibliographic record
Abstract
Many Canadian universities actively recruit international students but do not adequately explore or support their unique needs. This article investigates the early stages of language socialization occurring among international master’s students in an English for Academic Purposes (EAP) program. Student perspectives on community membership and characteristics of language socialization within an online asynchronous discussion forum were gathered to understand students’ sense of membership. Collected discussion-forum transcripts, stimulated recalls, and interviews were used to examine these concepts. Data were processed using thematic and discourse analysis. Multiple data sources were utilized to form a holistic perspective and highlight participant interactions. Two participants and their respective experiences were explored and contrasted, demonstrating different engagement strategies, both resulting in the same assertion of marginalized membership within immediate and broader academic communities. The findings revealed that participants perceived themselves as members of the EAP program and the university, but only peripherally, highlighting the challenges international students face. Linguistic, social, and cultural difficulties contributed to their status as members in the margins, which prompted further reliance on connections with other international students to co-construct meaning and socialize into the new community. The implications suggest the broadening of EAP objectives and a call for further exploration of graduate EAP programs. De nombreuses universités canadiennes recrutent activement des étudiants étrangers, mais n’explorent pas ou ne soutiennent pas adéquatement leurs besoins particuliers. Cet article examine les premières étapes de la socialisation en langue additionnelle chez les étudiants internationaux à la maîtrise inscrits à un programme d’anglais sur objectifs académiques (AOA). Les perspectives des étudiants sur l’appartenance à la communauté et les caractéristiques de la socialisation linguistique au sein d’un forum de discussion asynchrone en ligne ont été recueillies pour comprendre le sentiment d’appartenance des étudiants. Des transcriptions de forums de discussion, des rappels stimulés et des entretiens ont été utilisés pour examiner ces concepts. Les données ont été traitées à l’aide d’une analyse thématique et d’une analyse du discours. Des sources de données multiples ont été utilisées pour former une perspective holistique et mettre en évidence les interactions entre les participants. Deux participants et leurs expériences respectives ont été explorés et mis en contraste, démontrant des stratégies d’engagement différentes, aboutissant à la même affirmation d’appartenance marginalisée au sein des communautés académiques immédiates et plus larges. Les résultats ont révélé que les participants se percevaient comme des membres du programme AOA et de l’université, mais seulement de manière périphérique, ce qui met en évidence les défis auxquels les étudiants internationaux sont confrontés. Les difficultés linguistiques, sociales et culturelles ont contribué à leur statut de membres en marge, ce qui les a incités à s’appuyer davantage sur les liens avec d’autres étudiants étrangers pour coconstruire le sens et s’intégrer à la nouvelle communauté. Les implications suggèrent l’élargissement des objectifs des programmes d’AOA et soulignent la nécessité d’explorer davantage les programmes d’AOA adressés aux étudiants des cycles supérieurs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.013 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".