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Abstract

Utilizing data from the 2012 University of California Undergraduate Experience Survey (UCUES), the following question was addressed: What are the direct and indirect effects of writing proficiency on cognitive development among international students? Because many international students have chosen to study in the United States to improve their academic achievement, the higher education community has needed greater understanding of those factors which contribute significantly to the success and satisfaction of international students. Writing proficiency is one such factor, and the findings of this research study have suggested the importance of providing support and designing programs for improved writing skills.

DOI

10.5038/2577-509X.3.1.1026

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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