The major function of education is to prepare youth to be successful. Each country has its own unique educational system, and individuals leaving their own country to study expect to acquire a quality education in another country. United States college programs, including exchange student programs, attract students from aboard who want to pursue their bachelors, masters, or doctoral degree. However, these students come from countries around the world where the use of the English language might be limited. Providing effective language programs to support international students whose native language is not English has become an important concern in the international educational exchange process. This study adds to the understanding of the ESL students perceptions of ESL programs offered by the universities in the United States. More specifically, the overall objective of this study was to analyze ESL students learning experiences and their perceptions of ESL program at Mississippi State University. The results of this study suggest that (a) female students were more satisfied with the ESL program than male students, (b) age was not significantly and meaningfully associated with participants perceptions of the ESL program, (c) there was a moderate association between the ESL students perceptions of the ESL program and their experiences in using English as a second language, and (d) female students were more satisfied in using technology for learning English as a second language than male students.

The major function of education is to prepare youth to be successful. Each country has its own unique educational system, and individuals leaving their own country to study expect to acquire a quality education in another country. United States' college programs, including exchange student programs, attract students from aboard who want to pursue their bachelor's, master's, or doctoral degree. However, these students come from countries around the world where the use of the English language might be limited. Providing effective language programs to support international students whose native language is not English has become an important concern in the international educational exchange process. This study adds to the understanding of the ESL students' perceptions of ESL programs offered by the universities in the United States. More specifically, the overall objective of this study was to analyze ESL students' learning experiences and their perceptions of ESL program at Mississippi State University. The results of this study suggest that (a) female students were more satisfied with the ESL program than male students, (b) age was not significantly and meaningfully associated with participants' perceptions of the ESL program, (c) there was a moderate association between the ESL students' perceptions of the ESL program and their experiences in using English as a second language, and (d) female students were more satisfied in using technology for learning English as a second language than male students.

This study examined teachers’ perceptions of the effectiveness of ESL programs and their impact on English language acquisition for high school limited English proficiency (LEP) students, as well as on ESL teaching practices. Exploring these perceptions provided valuable information for teachers and school administrators on future ESL instruction and process for ensuring successful English language acquisition for LEP students enrolled in Northern Virginia Public Schools. A mixed method approach informed this study. Qualitative and quantitative data were collected in order to draw conclusions as well as making recommendations. The focus of this study was to understand how ESL teachers in Northern Virginia’s schools viewed the effectiveness of ESL programs. Through reported experiences via one-on-one interviews of ESL teachers and ESL coordinators, the researcher was able to draw conclusions as to how ESL teachers view the process of English language acquisition by LEP students. Teachers’ perceptions of ESL programs and instructional methods for English language learning was also examined to provide insights into methods in which ESL teachers and school administrators can better ensure the success of English language learners. In addition, student descriptive data was collected and analyzed to examine what kind of relationship exists between the ESL program and students’ on-time graduation. Among quantitative data collected was the following: English proficiency levels, high school credits earned, English 11 SOL scores, student transfers, drop-out, and graduation quality. Recommendations from the study provide insight that may be used for enhancing pedagogical practices to advance the teaching applications of second language acquisition. Suggestions were also made for future study.

This study looks closely at how 7 North American Institutions of higher education have developed highly focused, intensive English as a Second Language programs to prepare immigrant and foreign students to study in North America. The rising middle and upper middle classes of low and middle income countries such as China, India, Saudi Arabia, Malaysia, Brazil and many other countries has created a surge in foreign students particularly interested in studying in one of the Big 4 countries of international higher education: the USA, the UK, Canada and Australia. This study, in addition to providing useful statistical information about the US foreign student and immigrant markets, presents detailed profiles of how Smith College, the State University of New York at Buffalo, the New School, DePaul University, Kirkland Community College, the University of Calgary, and Central Michigan University have developed ESL+ programs to teach English and encourage the social ties and links that lead to immigrant and foreign student success in North America.