Abstract There are several factors that contribute to a student’s struggles in an ESL writing course, and for community college students, these are often exacerbated by additional challenges like multiple jobs, family demands, and negative prior educational experiences. The myriad challenges that students face can present many obstacles, including course failure and the necessity to repeat the required writing class again, resulting in frustration, anxiety, and a lack of motivation. Considering this issue and its prevalence across many community college developmental writing programs, this Short Communication shares findings from a semester-long qualitative study that focused on how four students, all of whom were repeating the same developmental ESL writing course for the second or third time, articulated their struggles in passing the course. Findings reveal that, when asked to discuss their challenges in detail, students rarely attribute their struggles to only one factor, and often students are not fully aware of the reasons for their challenges in a writing class. Encouraging students to reflect on and discuss their struggles gives both students and instructors a more nuanced perspective of obstacles within the class. This can in turn help both faculty and administrators support ESL students as they develop their L2 writing skills and progress through their academic programs

中文翻译：

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清晰的斗争：ESL 学生在社区大学写作课上取得成功的感知障碍

摘要 有几个因素会导致学生在 ESL 写作课程中遇到困难，而对于社区大学的学生来说，这些因素往往因多项工作、家庭需求和负面的先前教育经历等额外挑战而加剧。学生面临的无数挑战可能会带来许多障碍，包括课程失败和再次重复所需的写作课的必要性，从而导致沮丧、焦虑和缺乏动力。考虑到这个问题及其在许多社区大学发展性写作课程中的普遍性，这篇短文分享了一项为期一学期的定性研究的结果，该研究重点关注四名学生如何第二次或第三次重复相同的发展性 ESL 写作课程，阐述了他们在通过课程的过程中的挣扎。调查结果表明，当被要求详细讨论他们的挑战时，学生很少将他们的困难归咎于一个因素，而且学生通常没有完全意识到他们在写作课上遇到挑战的原因。鼓励学生反思和讨论他们的挣扎，让学生和教师对课堂上的障碍有更细致的认识。这反过来可以帮助教职员工和管理人员在 ESL 学生发展 L2 写作技能并通过学术课程取得进步时为他们提供支持 鼓励学生反思和讨论他们的挣扎，让学生和教师对课堂上的障碍有更细致的认识。这反过来可以帮助教职员工和管理人员在 ESL 学生发展 L2 写作技能并通过学术课程取得进步时为他们提供支持 鼓励学生反思和讨论他们的挣扎，让学生和教师对课堂上的障碍有更细致的认识。这反过来可以帮助教职员工和管理人员在 ESL 学生发展 L2 写作技能并通过学术课程取得进步时为他们提供支持