This paper focuses on the provision of writing support for native English speaking and multilingual students attending an accredited, English-medium University located in a non-English-speaking country. The study is concerned with the expansion of the theoretical framework of adaptive transfer as it applies to institutional accreditation, writing support assessment, student motivation, reflective practice and alternative uses of technology in writing support. It expands the theoretical framework of adaptive transfer by education theorists Michael-John DePalma and Jeffrey M. Ringer (2012) to analyze themes on accreditation, assessment, student motivation, reflective practice and the use of technology, stemming from peer-reviewed, conference presented and published articles from 2014 to the present. The study concludes that because of the distinct contextual differences, issues and backgrounds of student and teaching faculty that are present in non-Anglophone locations, university level writing support facilities could serve students more effectively by modifying approaches employed at associate or parent institutions residing in Anglophone locations
