English Development Sustainability for English as Second Language College Transfer Students: A Case Study from a University in Hong Kong

Abstract

The sustainability of English development plays a crucial role in higher education. However, the language needs of community college transfer students have not been well studied. This paper examined the language needs and support measures for vertical transfer (VT) English as a Second Language (ESL) students after admission to the university. A qualitative approach was adopted. Thirty-nine focus groups and seven individual interviews were conducted with 124 VT ESL students. The results found that, while community college studies might have prepared VT students for basic written assignments in universities, these students needed support with advanced academic writing skills, and general speaking and listening skills. It is only if the needs and challenges of VT ESL students are clear to higher education administrators that effective strategies can be developed. For instance, the participants were not content with the current measures provided to them and required short, fun, and purpose-driven interventions. This is the first of its kind to explore the English needs and support measures among VT ESL to sustain their English development should be strengthened.