scholarly journals Sociocultural aspects of international students’ speech behavior: mixed method in language teaching

2021 ◽  
Vol 284 ◽  
pp. 08008
Author(s):  
Alla Sokolova ◽  
Dzhamilya Khuchbarova ◽  
Alexandra Radyuk
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Language Learning ◽  
Mixed Method ◽  
Foreign Students ◽  
Study Abroad Programs ◽  
Factors Affecting ◽  
Self Confidence ◽  
Quantitative And Qualitative Research ◽  
Academic Year

In the present research, the authors have studied direct and indirect cross-cultural contact as well as motivated behavior and language attitude in a study-abroad context on the territory of the Russian Federation. For the research purposes, the mixed method combining quantitative and qualitative research methodologies was applied in order to demonstrate contact, behavioral and motivational variables throughout one academic year of the foundation programme. The authors attempted to identify the main factors affecting the language learning motivation of international students studying in Russian international programs, to define the type and frequency of the contact with the maximum impact on students’ perception of the language acquisition. The results of encounter experiences were registered at three discrete points throughout the academic year. The detailed analysis showed that written and media use contacts had become more frequent throughout the year while the direct spoken contacts had exhibited the opposite tendency. The authors attempted to give some recommendations that would encourage contact opportunities and reduce inter-group anxiety among foreign students. The implemented analysis of the research results has demonstrated that self-confidence of international students had suffered immensely as the result of the negative encounter experiences. This type of experiences could be fully eliminated or reduced to a minimum if the hosts were aware of the expectation, attitudes, feelings, and possible forms of the international students’ behavior. The study proved out the necessity of potential students to prepare for the study abroad programs before their arrival to the host country. They are supposed to develop communication skills and strategies as well as their linguistic ability. A necessary precondition for students upon their arrival is the provision of institutional support, which allows them to get used to new cultural and social environment and to bond with native speakers.

Circulating East to East

2017 ◽  
Vol 21 (2) ◽  
pp. 170-190 ◽  
Author(s):  
Se Woong Lee
Keyword(s):  
Qualitative Research ◽  
International Students ◽  
Study Abroad ◽  
Chinese Students ◽  
Asian Countries ◽  
Pull Factors ◽  
Factors Affecting ◽  
Quantitative And Qualitative Research ◽  
Educational Satisfaction ◽  
English Speaking

Every year, substantial numbers of students choose to study abroad, and China is one of the largest exporters of international students. Interestingly, instead of choosing English-speaking countries, increasingly more Chinese students are choosing nearby Asian countries as their destination to study abroad, particularly Korea. Despite this emerging trend, little is known regarding why Chinese students have begun to choose Korea and its universities or their level of educational satisfaction with their study-abroad choices. Extrapolating from the push–pull model, this study utilized a combination of quantitative and qualitative research methods to examine factors affecting students’ choice to study in Korea. Notably, this study concluded that although low institution selectivity is a strong pull factor, that selectivity is also a determinant of students’ study-abroad satisfaction. This study contributes to the limited research by exploring the distinct push–pull factors of Chinese students who are studying in Asia—East to East—particularly in Korea.

scholarly journals The Ebb and Flow of Study Abroad: A Comparative Analysis of PRC and International Students in Taiwan

2021 ◽  
Vol 13 (11) ◽  
pp. 5844
Author(s):  
Amy Roberts ◽  
Gregory S. Ching
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Republic Of China ◽  
Short Term Study ◽  
The Mean ◽  
Cross Tabulation ◽  
Pacific Community

The dialogue about study abroad is a contemporary trend. Since 2011, enrolments from the People’s Republic of China (PRC) have gradually increased and PRC students have now become one of the largest groups of incoming study abroad participants in Taiwan. In this study, investigators explored the characteristics of PRC students in comparison with other international students studying in Taiwan universities. Data were collected from 1870 study abroad students. Data collected include the various study abroad goals, prior study abroad experiences, the Short-term Study Abroad Situational Change Survey, the revised East Asian Acculturation Measures, the Study Abroad Acculturative Hassles, and their overall study abroad satisfaction. Data analyses included computation of the mean, frequency, cross-tabulation of respondents’ responses for identified questions, and various group comparisons. Implications suggest that the characteristics of PRC students are valuable and potentially transformative markers for sustainable cross-strait ties. Study abroad programs in Taiwan are noted as one piece of the emerging discourse for sustainable co-existence between Taiwan and the PRC. As such, PRC study abroad participants along with faculty and students in Taiwan universities have an opportunity to play a role in reshaping future exchanges as well as transforming themselves into stewards of a trans-Pacific community.

scholarly journals Study Abroad Objectives and Satisfaction of International Students in Japan

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Matthias Hennings ◽  
Shin Tanabe
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Student Satisfaction ◽  
Language Skills ◽  
Cross Cultural ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Cultural Skills

Many Japanese universities have created short-term study abroad programs with the aim of offering a satisfying study abroad experience to international students. Based on a survey of 131 international students, this paper analyzes these students’ objectives and their relation to student satisfaction. As the results show, many students regard their experience of living in Japan as more important than their academic pursuits. Furthermore, for students with prior knowledge of Japanese, improving language skills tends to result in higher satisfaction, while for students who do not speak the local language, achieving cross-cultural skills is a major factor for having a satisfying experience.

scholarly journals PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE

2021 ◽  
Author(s):  
Ivetta Martynova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Effective Communication ◽  
Point Of View ◽  
Personal Contact ◽  
Self Confidence ◽  
Psychological Training ◽  
Potential Break

The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to react emotionally and to respond to other people's experiences. The author emphasizes the feasibility of accounting empathy as part of emotional intelligence, which is key to successful study of the Ukrainian language for foreigners. The value of socio-psychological training as a means to enhance students’ empathy is proven. Emotional intelligence techniques for the formation and development of empathy culture are presented. The formation of students’ emphatically culture promotes social and psychological training, thus enhancing competence in the field of communication and interpersonal skills to acquire. Socio-psychological training covers various methods, such as business and role-playing, discussions and more. It involves the acquisition of psychological and pedagogical knowledge in communication, effective communication skills, for example, to get in touch, listen, persuade others and to form attitudes necessary for successful communication, such as readiness to consider the problem from another point of view; development of abilities of self-examination, to understand other students, and correction system of relations with the outside world. Other techniques appropriate to apply during the stimulation of student culture are widely known such as self-disclosure, emotional response, personal contact (physical, visual, verbal, plastic, object-efficient) jokes, humor and others. The latter are very effective in removing emotional stress, eliminating aggressive or sad states of stress in relationships, and help enhance mental activity. Jokes activate distraction and relax empathy. The development of emotional intelligence in the student regulates that individual’s abilities and traits that are responsible whether the impact of emotional phenomena will be constructive or destructive behavior for the student. Developing emotional intelligence is inextricably linked to the communicative approach to language learning. The teacher should provide comfortable and effective communication between students in class, using the methods above, techniques and creating a positive atmosphere that promotes cooperation and helps develop confidence in students. Holistic education must involve the unity of intellectual and emotional areas. Also, this work is devoted to the analysis of existing classifications of dialogues, consideration of advantages and disadvantages of some of their types, to the coverage of methods of extracurricular work with students, their detailed analysis, and identification of their pluses and minuses. The model of the use of more appropriate combinations of types of dialogues is presented in order to achieve the most productive result in language learning. A model of formation of foreign communicative competence is offered. The practice of the proposed methods should allow students to unleash their potential, break language barriers, expand vocabulary, improve pronunciation, and most importantly – increase self-confidence.

Learning Chinese

2018 ◽  
pp. 44-69
Author(s):  
Kaishan Kong
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Education ◽  
Cultural Knowledge ◽  
Culture Learning ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
American Students

Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

scholarly journals Sustaining Multilingualism in Chinese Universities: Uzbekistani Students’ Demotivation While Learning Chinese

2020 ◽  
Vol 12 (18) ◽  
pp. 7570
Author(s):  
Meilan Liu ◽  
Yongyan Zheng ◽  
Xiuli Ma ◽  
Yuxin Wei
Keyword(s):  
Language Learners ◽  
Mixed Method ◽  
Learning Opportunities ◽  
Mixed Method Study ◽  
Learning Support ◽  
Chinese Universities ◽  
Factors Affecting ◽  
Self Confidence ◽  
Chinese University ◽  
Teacher Qualities

This paper reports on a mixed method study exploring demotivation among Uzbekistani students while they are learning Chinese in a Chinese university. In the study, we conducted a survey among 67 Uzbekistani students, and interviewed 30 of them about their experiences of learning Chinese. The analysis of the data revealed that a lack of self-confidence, insufficient learning opportunities, a lack of learning support, and teacher qualities were the most salient factors affecting Uzbekistani students’ demotivation while learning Chinese. In light of the findings, we put forward suggestions for language educators and educational administrators in order to enable them to enhance language learners’ interest in and enthusiasm for learning Chinese, so that they will sustain their learning efforts and Chinese universities can achieve sustainable multilingualism.

scholarly journals A STUDY ON ENGLISH STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH IN SOCIAL MEDIA

2019 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Yupika Maryansyah
Keyword(s):  
Social Media ◽  
English Education ◽  
Willingness To Communicate ◽  
Dominant Factor ◽  
Study Program ◽  
Factors Affecting ◽  
Self Confidence ◽  
Five Factors ◽  
English Students ◽  
Academic Year

This research aims to investigate factors affecting willingness to communicate in English in social media. This research was conducted in a descriptive method framework. Specifically, the research described factors that affect students' willingness to communicate in English in social media at English study program at the fourth semester of Muhammadiyah University of Bengkulu academic year 2018. The subjects of this research were fourth-semester students of English Education study program of Muhammadiyah University of Bengkulu Academic Year 2018 consisted of class A, B, and C.  The populations of the study were 77 students. The instruments used were questionnaire and interview. The data obtained from both questionnaire and interview were then analyzed by the process of checking, classifying, determining, and analyzing the data by using the percentage formula. The results of the study showed that there were five factors affecting willingness to communicate in English in social media. They were self-confidence, personality, motivation, attitude, and anxiety. The dominant factor was motivation since it had the highest percentage. In addition, the study also revealed some reasons why students have the willingness to communicate through social media.    

scholarly journals On the Nature of Immersion During Study Abroad: Some Participant Perspectives

1998 ◽  
Vol 4 (1) ◽  
pp. 121-138 ◽  
Author(s):  
Sharon Wilkinson
Keyword(s):  
Qualitative Research ◽  
Study Abroad ◽  
Language Learning ◽  
Language Use ◽  
Language Instruction ◽  
Point Of View ◽  
Research Project ◽  
Participant Perspectives ◽  
Academic Year

The Valcourt program founded in 1990 with the aim of supplementing existing semester and academic-year programs available through Collegiate University and providing an opportunity for students with as little as two semesters of language instruction to study in France. In this article, perspectives from Molise and Ashley, who along with five other participants from Collegiate, agreed to serve as informants in a qualitative research project which sought to understand–from their point of view–the transition they were making from language learning in an American classroom to language use in Valcourt and back again. The resulting data show, among other things, how truly unique each participant’s perspective can be, even when backgrounds seem similar.

scholarly journals English Department Students’ Beliefs Towards Plurilingualism And Its Influence on English Academic Achievement and Language Learning Styles In Mulawarman University

2017 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Feti Fahmimroah ◽  
Maria Tedora Ping ◽  
Iwan Setiawan
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Language Learning ◽  
Mixed Method ◽  
English Department ◽  
Campus Environment ◽  
Self Confidence

This study aimed at investigating the correlation between students’ beliefs towards plurilingualism with their English academic achievement and language learning styles both from quantitative and qualitative perspectives. A mixed method was used in this study and the researcher took students from the sixth semester of English department. To collect the data, the researcher distributed questionnaire and conducted interview. From the regression calculation, it was revealed that students’ beliefs towards plurilingualism correlated with their English academic achievement and language learning styles. Furthermore, from the interview, students’ views towards people who have the ability in many languages and their self-confidence from the aspects of belief towards plurilingualism held an important role for students’ English academic achievement. In addition, the students’ beliefs towards plurilingualism influenced their language learning styles, especially the frequency of the students English use in campus environment, whether inside or outside the classroom.

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