|dc.description.abstract||This research suggests that adult ESL programs are quite
successful. Most students have positive attitudes towards
English study and share positive feelings in class. They take
an active part in classroom activities and have made progress
in their English acquisition.
The research was conducted among 94 adult ESL students
and their ESL teachers in the Thunder Bay Area. Most of the
participants are immigrants from Europe, Asia and South
America. They are presently studying in adult ESL programs
provided in schools, an adult education centre and a college.
A questionnaire survey was used to gather information for
this correlational study. The expectations were that student
achievement is related to their education, age, pre-course
English proficiency, origin, classroom behaviours, feelings
in class, motivation, confidence or anxiety level.
Results indicate that higher pre-course English
proficiency, younger age, low anxiety level, active
participation and positive feelings in class are closely
related to higher achievement level. Students who had high
education levels tend to have higher pre-course English
proficiency and motivation levels, and spend more time in ESL
class. No significant differences are found between different
origins in motivation, attitude, classroom behaviour and