A Preliminary Investigation Into the Effectiveness of Online Modules for Teaching Research and Writing Skills to Multilingual International Post-Secondary Students

Abstract

This paper describes a pilot project undertaken in 2019 by library instructors at Simon Fraser University (SFU) to transition from in-person to online research and writing skills instruction within the context of a foundational course for multilingual international students at Fraser International College (FIC), an international pathway school to SFU. Our research and writing skills modules were integrated into a course with academic skill-building opportunities to support students’ successful transition to English-medium university studies. This article reports findings from our mixed-methods study about the effectiveness of these modules. The first semester after we transitioned online, we collected response data from course instructors and students. Preliminary findings suggest students benefited from the self-paced and flexible nature of the online learning experience and resources. Course instructor feedback suggests a blended learning approach combining in-person and online components might be more effective for developing students’ university-level research and writing skills. Our work on the modules was highly collaborative, involving an extraordinary level of commitment from FIC and SFU Library staff and instructors. Our findings suggest further collaboration with more specialists, especially with expertise in the area of English language learning, would produce more effective online resources for multilingual international students developing their research and writing skills.

Keywords

• online instruction
• writing centres
• eal writers
• library instruction
• international students
• writing and research support