Employer Views on ESL Writing Inaccuracy and Academic Implications Jim Hu jhu@tru.ca BC TEAL 2014 Richmond, BC

1. Employer Views on ESL Writing Inaccuracy and Academic Implications Jim Hu jhu@tru.ca BC TEAL2014 Richmond, BC

2. Overview

3. 1. Introduction Purpose of the presentation • Report on a study of employers' perspectives on writing inaccuracy of ESL employees and the implications for academia. Rationale for the study • Many ESL students have no interest in improving writing accuracy (Ferris, 2002, 2011) because they • lack confidence in writing competence • rely too much on institutional support, and/or • have academic faculty not emphasizing language accuracy while focusing on content (e.g., Hoare & Hu, 2012; Hu, 2000, 2010; Hyland, 2013).

4. However, as ESL writing instructors and/or researchers, many of us believe writing accuracy is important. How can ESL students and university faculty be persuaded to pay attention to student writing problems? • Ferris (2002, 2011) calls for research to explore the views of prospective employers on inaccurate and unclear writing to raise ESL student and faculty consciousness of the importance of language accuracy.

5. Studies on error gravity in terms non-academic readers’ views prior to Ferris (2002) (e.g., Beason, 2001; Hairston,1998; Leonard & Gilsdorf,1990) suggested that non-academics have an unfavorable view of writing errors. E.g., • Beason (2001): “Although errors can impede meaning, a more complex and equally important problem is how readers use errors to construct a negative image of a writer or organization” (p. 58). • However, little research has pursued this issue since 2001, especially re. ESL writing. Our study responds to Ferris' call and contributes to the research by examining employers' perspectives on writing inaccuracy of ESLemployees.

6. 2. Research Questions

7. Defining terms  Language problems include those in the following categories: • grammar, vocabulary • spelling, punctuation, upper/lower cases • Academic/professional writing style (Hu, 2011), avoiding a. contracted forms, e.g., isn’t b. colloquial expressions c. choppy sentences, i.e., Ss w/ < 10 words each, in a row • clear expressions • concise expressions On 3 dimensions of grammar, see Celce-Murcia & Larsen-Freeman (1999, p. 4).

8. 3. Study Methodology • The study employed semi-structured in-depth qualitative individual interviews with ten managers and executives representing six institutions in a small city and four institutions in a metropolitan area in Western Canada in 2012-2013.

9. Participants Table 1: Administrators and executives interviewed

10. 4. Results and Discussion

11. Table 2 1.1 What kinds of writing do ESL employees need to do for work?

12. 1.2 What are your expectations or standards for their writing re. language quality? Same for both ESL and NES employees? Table 3

13. 1.3 Do you think writing correctly and clearly is important for success? Table 4

14. 1.4 Do you think the ESL employees should write work-related English with accuracy? Table 5

15. 1.5 If you have/had ESL employees, is/was their ability to write English correctly and clearly ever a problem for them and/or you? Table 6

16. 1.6 If you have/had ESL employees with writing problems, what types of language problems do/did they have? Table 7

17. 1.7 Would you consider NOT hiring ESL employees in the future who make frequent or systematic errors in English writing? Table 8

18. 1.8 What would you suggest universities and university instructors do re. language errors in ESL student writing? Table 9

19. "I think we’re being pushed more and more to prepare our students for the job market“ (Harriet Lewis, May 21, 2014, University Affairs).

20. 5. Summary and Conclusions Research Question

21. Study results indicate employers mostly maintain the same writing standards for ESL employees as for native English speakers. • Resumes containing inaccurate or unclear writing often are discarded during screening. • ESL employees are expected to write accurate standard English in communication with the external world (minor errors are often tolerated in internal communication,e.g., emails.) • ESL employees are generally expected to complete writing tasks with minimal assistance from colleagues.

23. Research Question • 2. What language problems do employers believe ESL employees have in work-related writing?

24. The interviewees were varied in responses reflecting different writing contexts. However, some problems noted were grammar, vocabulary, punctuation, idiomatic expressions and professional writing style, word order, clarity.

25. Research Question • 3. How might writing inaccuracy affect the career opportunities and success of ESL employees?

26. ESL employees who write inaccurate or unclear English may: • have difficulty finding certain employment • be dismissed • be offered a learning plan • have limited opportunities for advancement • assigned roles dealing with internal colleagues only or requiring limited language skills.

27. Research Question • 4. What are the implications for academia?

28. The study suggests that since employers often hold writing quality expectations for ESL employees on par with native English speakers, ESL students need to develop competent writing skills. • ESL and academic faculty should try to help ESL students improve writing accurately and clearly (see Hu, 2010). • Universities should provide adequate resources for the writing center to help ESL students help themselves (see also Hoare & Hu, 2013).

29. 6. Further Research • Future research will include surveys and more interviews, ideally representing more varied industries that hire ESL graduates. • Further research may also involve academia to consider the possibility of implementing employers’ suggestions.

30. THANKSto Alana Hoare and Joel Heng Hartse for helping with the research project. Jim Hu jhu@tru.ca

31. References Beacon, L. (2001). Ethos and error: How business people react to errors. College Composition and Communication, 53, 33-64. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course.Boston, MA: Heinle & Heinle. Hairston, M. (1981). Not all errors are created equal: Nonacademic readers in the professions respond to lapses in usage. College English, 43, 794-806. Ferris, D. (2002). Treatment of error in second language student writing. Ann Arbor: University of Michigan Press. Ferris, D. (2011). Treatment of error in second language student writing (2nd ed.). Ann Arbor: University of Michigan Press. Hoare, A., & Hu, (October, 2012). Transition into academics: ESL student preparedness and academic faculty response. Paper presented at the TESL Canada Conference, Kamloops, BC, Canada. Hoare, A. & Hu, J. (February, 2013). Best teaching practices for academic ESL students. Paper presented at the Teaching Practice Colloquium, Thompson Rivers University, Kamloops, B.C., Canada. Hu, J. (2000). The academic writing of Chinese graduate students in sciences and engineering processes and challenges. Unpublished doctoral dissertation, University of British Columbia, Vancouver, BC, Canada. Hu, J. (2010). Faculty Perceptions of Chinese Graduate Students' Communication Challenges in the Science and Engineering Disciplines. Canadian and International Education Journal, 39(3), 59- 80. Retrieved from http://ir.lib.uwo.ca/cie-eci/vol39/iss3/6.  Hu, J. (2011).Teaching ESL students to achieve academic writing style. Dimensions of Practice: Principled, Progressive & Practical - Proceedings of the BC TEAL 2009 Interior Conference. Retrieved from https://www.bcteal.org/wp-content/uploads/2011/12/Compiled-Conference-Proceedings.pdf Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing.  Journal of Second Language Writing, 22, 240-253. Leonard, D.J. & Gilsdorf, J.W. (1990). Language in change: Academics’ and executives’ perceptions of usage errors. Journal of Business Communication, 27,137-158. Tamburri, R. (2014, May 21). Exit interview with Harriet Lewis: York’s university secretary and general counsel reflects on a challenging career. University Affairs. Retrieved from www.universityaffairs.ca