The purpose of this qualitative case study was to gather the perspectives of English as a Second Language (ESL) students to determine their views regarding content delivery and assessments in their content’ specific classes. This case study is based on the concept that students’ perspectives should be considered when planning content delivery and assessments for ESL students at Constitution College (pseudonym), a 4-year college in South Florida. ESL college students receive content and assessments in the same manner as native English - speaking students at Constitution College after completing an English for Academic Purposes (EAP) program. Even after this program, some still had trouble with reading comprehension. For students to be successful in their content-specific classes, they must understand the subject matter. Individual interviews were used to gather the perspectives of 13 ESL college students enrolled in EAP courses, selected through purposeful sampling. The questions related to connections between content delivery, assessments, and academic struggles in content-specific classes. As data were collected, they were organized according to recurring themes, common patterns, and categories. The findings suggested that colleges need to ensure that instructors are fully prepared to provide quality instruction during EAP courses for ESL students. If this suggestion is enacted, these ESL students will also benefit as they will be able to use English for academic and social mobility change. The findings will also provide information specific to Constitution College that will add to the body of knowledge regarding the perspectives of ESL college students in the United States.

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The thought of learning another language makes some people cringe, while others display neutral to positive reactions. To understand the complex experiences of students learning a new language, this study investigated the affective psychological development encompassing language anxiety (LA) among nonnative Englishspeaking college students in the United States (US). The purpose of this study was to identify LA, while keeping in mind that some of the LA experiences may be moderate to none, and to explore the nature of this phenomenon. Ten university students from nine different countries were interviewed concerning their experiences learning and functioning in English in the US. While only a few studies have reviewed the nature of LA encompassing the possible existence of facilitating LA, this study investigated both the positive and negative effects of anxiety on second language learning. The answer to the research question, "How do college students in the US whose native languages are not English experience LA" was pursued by using qualitative analyses. The results indicated a new construct of LA, identity frustration, and its relationships to the other LA constructs already specified in the literature. The study also suggested the timing when students cease to translate between the two languages to be the point where they experience a lower level of LA. In addition, four other themes emerged. They are culturerelated LA; the recursive nature of LA; relationships among selfexpectation, selfconfidence, and LA; and facilitating LA, termed euphoric language tension.

The major purpose of this study was to determine the possible correlation between reading and writing abilities of college students who are identified as second language learners. It was also aimed at determining the relationships between variables pertaining to the ESL college students, namely, their self-selected reading materials, their reading interests, the amount of time spent studying English, how they studied English, how they were taught English, and the length of residence in the United States.