Context matters: Multilingual learners on public speaking courses

ABSTRACT

This study assessed whether L1 (English as first language), L2 (English as second language, recent transition to the United States), and Generation 1.5 (English as second language, years of United States–based education) students are able to grow and perform similarly in a public speaking course on measures of public speaking anxiety, information literacy, and several types of learning assessments. Results show no differences between L1, L2, and Generation 1.5 students. This study also assessed whether L2 students are more successful in integrated or protected section, and had mixed findings.

Notes on contributor

Melissa A. Broeckelman-Post (Ph.D., Ohio University, 2009) is an Assistant Professor and the Basic Course Director in the Department of Communication and a Senior Scholar in the Center for the Advancement of Well-Being at George Mason University.