scholarly journals Travel, Emotion and Identity: An exploration into the Experiences of Students in Post 16 education for whom Studying in English Means Working in a Foreign Language and Culture

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
James Underwood
Keyword(s):  
International Students ◽  
Foreign Language ◽  
Student Identity ◽  
Structured Interviews ◽  
Specific Context ◽  
Language And Culture ◽  
High Achieving Students ◽  
Pastoral Support ◽  
The Uk ◽  
Pedagogical Approaches

This paper involves an exploration into the experiences of students in post 16 education taking traditional academic subjects, in the UK, for whom studying in English means working in a foreign language and culture. The students who formed the sample were high achieving students aged sixteen and seventeen from China, Vietnam and Thailand who had come to study in the UK in order to proceed to a British University. In the first part of this paper, the author proposes a conceptual framework suitable for this study. The second part of the paper consists of a summary of the findings from semi-structured interviews conducted with the six participants. In this paper a variety of issues are explored related to the experience of living and studying in England. Although grounded in the specific context of students from three nations studying in the UK. This paper should inform our understanding of appropriate teaching strategies and pastoral and pedagogical approaches for students in a range of multi-linguistic settings.     Keywords: English as an additional language; EAL; International students; ; Pastoral support; Sixth form; Student identity 

International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

scholarly journals Investigation of International Students’ Perception of ‘Community’ in a British Higher Education Institute

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Kathrine Angela Jackson ◽  
Fay Harris ◽  
Russell Crawford
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Global Community ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Student Community ◽  
Research Students ◽  
The Uk ◽  
Future Work

This paper investigates the perceptions of members of our international student community by giving them a voice and a platform to explore their feelings as part of a Higher Education institute in the UK and whether they consider that the university is a global environment. Our data is based on a series of structured interviews with twelve students from twelve different countries, inclusive of four postgraduate research students. Our findings reveal that our international students commonly feel part of multiple smaller communities but interestingly, they were less sure of their part within an institute-wide community. The postgraduate students’ perceptions of community were quite divergent when compared to the undergraduate perceptions, which we will continue to explore in our future work. Our data supports the perception from international students that their university is a global community, but there were distinct differences in how individuals defined it and some limitations to consider. Some defined it as students and staff of different nationalities being present at a university whilst other definitions relied on cultural characteristics within the institution as a whole. We reflect upon the implications of our research as these perceptions shape international student opinion of Higher Education institutes and what is understood by the term ‘global community’.

scholarly journals Exploring the challenges and opportunities for improving the health and wellbeing of international students: Perspectives of professional staff at an Australian University.

2021 ◽  
Vol 29 (1) ◽  
pp. 74-92
Author(s):  
Danielle C. Newton ◽  
◽  
drian J. Tomyn ◽  
Anthony D. LaMontagne ◽  
◽  
...  
Keyword(s):  
Mental Health ◽  
International Students ◽  
Support Services ◽  
Help Seeking ◽  
International Student ◽  
Professional Staff ◽  
Structured Interviews ◽  
Language And Culture ◽  
Health And Wellbeing ◽  
Challenges And Opportunities

There are growing concerns about the mental health of university students, with particular concerns for international students studying in countries with different language and culture from the country of origin. We sought to explore the challenges and opportunities for supporting and improving the health and wellbeing of international students through interviews with health and other support services staff at an Australian University. Semi-structured interviews with a range of health and support services staff were conducted in person or by telephone in late 2018. Staff were asked about their perceptions of 1) health and wellbeing issues for international students, 2) barriers to international students accessing campus-based services for health and wellbeing concerns, and 3) strategies to improve international students’ health and wellbeing. Transcribed interviews were analysed thematically. Mental health/illness was identified as the most important health and wellbeing concern for international students. Barriers to help-seeking included fear of repercussions for coming forward, lack of problem and symptom recognition, poor understanding of health information, cultural stigma associated with counselling and language barriers. A tendency among international students to delay help-seeking until problems reached crisis-point was also identified as a concern. Suggested strategies to improve wellbeing included pre-departure education/orientation to life in Australia, the integration of health and wellbeing education with other university programs, education about confidentiality, better supporting students in how to access services, and skill building to promote social connection. Addressing the identified issues and opportunities would support international student health and wellbeing and may assist in attracting international students back to Australia post-COVID.

scholarly journals Intra-cultural and Inter-cultural Contact Orientation of International Students in Japan: Uncertainty Management by Cultural Identification

2022 ◽  
Vol 12 (4) ◽  
Author(s):  
Norihito Taniguchi ◽  
Jiro Takai ◽  
Dariusz Skowronski
Keyword(s):  
International Students ◽  
Social Identity Theory ◽  
Uncertainty Management ◽  
Cultural Identification ◽  
Structured Interviews ◽  
Home Culture ◽  
Cultural Contact ◽  
The Usa ◽  
The Uk ◽  
Contact Orientation

The lack of exchange between international students and host nationals in Japan has long been a pressing issue, yet very little progress has been made to rectify this situation. This study examined this issue by focusing on how international students in Japan perceive intercultural contact with their host and home culture members during their sojourn. The study applied a qualitative approach based on grounded theory, collecting data through semi-structured interviews with 41 international students from China, the UK, and the USA, and tenets of Social Identity Theory and Anxiety/Uncertainty Management Theory were adopted. We analyzed the data on a framework of how international students manage uncertainty in the Japanese environment by identifying with the host and their own home cultures, which we distinguished as inter-cultural or intra-cultural contact orientation. International students demonstrated an intra-cultural rather than inter-cultural contact orientation due to the host nationals reacting to them as “foreigners.”

scholarly journals The Relationship between Reading Anxiety and Reading Performance: A Comparison Study of Chinese Postgraduates in China and in the UK

2021 ◽  
Vol 2 (4) ◽  
Author(s):  
Zhiyi Zhu
Keyword(s):  
International Students ◽  
Foreign Language ◽  
Reading Performance ◽  
Reading Test ◽  
Domestic Students ◽  
English Reading ◽  
Reading Anxiety ◽  
Text Feature ◽  
The Uk ◽  
The Relationship

This study investigated three aspects that related to Foreign Language (FL) reading anxiety: the FL reading anxiety levels; the relationship between FL reading anxiety and reading performance; the main sources of FL reading anxiety. With both quantitative and qualitative research method, the total amount of 47 Chinese postgraduates took part in a paper questionnaire including Foreign Language Reading Anxiety Scale (FLRAS) and reading test, Cambridge Advanced English (CAE). According to the FLRAS scores, 12 of them had one-to-one semi-structured interviews. The results shows that most Chinese postgraduates experienced a moderate level of English reading anxiety, and that international students have higher reading anxiety than domestic students. No statistically significant relationship was found between FL reading anxiety and the reading test. After thematic coding analysis, the main sources of English reading anxiety among international students were found to be ‘demanding text feature’ and ‘different class settings in the UK’. For domestic students, limited English exposure was the main source. Recommendations for teachers and for both groups of students are provided, and the limitations of the present study and suggestions for future research are discussed at the end of the paper.

scholarly journals RELATIONSHIP MARKETING AND ITS ROLE IN THE EXPERIENCE OF INTERNATIONAL STUDENTS IN THE UNITED KINGDOM HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 18 (4) ◽  
pp. 69-76
Author(s):  
Trevor Omoruyi ◽  
Grażyna Rembielak
Keyword(s):  
Higher Education ◽  
International Students ◽  
Relationship Marketing ◽  
International Student ◽  
Higher Education Institutions ◽  
Global Market ◽  
Structured Interviews ◽  
Global Marketplace ◽  
The Uk

The purpose of this study is to investigate the role of the RM approach in the experience of international students in business schools within the UK Higher Education Institutions (HEIs). The Relationship Marketing (RM) strategy has gained recognition over the years, especially within the last decade, which can be seen in the Higher Education (HE) sector. The HE sector has in recent times been highly competitive, especially in the global market. Despite this growth in competition, there has been little or no effort in the application of RM strategy by HE Institutions competing in the global marketplace for international students. The growing competition has been driven by the goal HEI’s have to internationalise and attract, recruit and retain the best international students. Higher Education Institutions have become aware of the contributions that international students bring to these institutions. Hence, efforts are geared towards retaining international students. This study considers the role of using RM with international students. The relevant data was collected from face-to-face semi-structured interviews and focus groups, which were conducted with university managers and international students across four universities in the UK. The study identifies several impacts of using RM on international students’ overall experience. It further highlights aspects of the RM approach that are more significant to international students’ experience. The study concluded that the RM approach positively affects international student experience if effectively developed and implemented.

scholarly journals Motivation, Induction and Challenge: Examining the Initial Phase of International Students' Educational Sojourn

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Paul Cowley ◽  
Denis Hyams–Ssekasi
Keyword(s):  
International Students ◽  
Initial Phase ◽  
Academic Skills ◽  
Social Needs ◽  
First Year ◽  
Motivating Factors ◽  
Structured Interviews ◽  
Studying Abroad ◽  
Higher Education Experiences ◽  
The Uk

This study explores the initial higher education experiences of first-year international students in the UK. Questionnaires and semi-structured interviews were carried out with 20 new international students undertaking a business degree at a UK university. The students described the key motivating factors for studying abroad and the fundamental issues and challenges they encountered. The language barrier, academic skills and orientation were highlighted as being integral to their development. A comprehension of international students’ initial academic and social needs is important in enabling universities to develop systems that will meet the prevailing needs of these learners.

scholarly journals EAP as a Bridge to EMI: Learning from the UK

2019 ◽  
Vol 43 (6) ◽  
pp. 3
Author(s):  
Gregory Strong
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English For Academic Purposes ◽  
Structured Interviews ◽  
Course Materials ◽  
University Communities ◽  
English Medium Instruction ◽  
Program Funding ◽  
The Uk ◽  
Goals And Objectives

Japanese universities are increasing their course offerings through English-medium instruction (EMI) and even full-degree English-taught programs (ETP), but language proficiency and the integration of language support courses and EMI classes remain challenges. English for academic purposes (EAP) courses might be used as a bridge to EMI coursework just as they assist international students coming to study in the UK. UK EAP programs are explored through statistics on international students, a description of testing and degree entry language requirements, and semi-structured interviews with 10 EAP program directors and course leaders who outline program funding and autonomy; program perception by university communities; teachers, course materials, goals, and objectives; program and teacher evaluation; teacher support and faculty development. 日本の大学では、教授言語としての英語（EMI: English as a Medium for Instruction）の授業や、すべての単位を英語で修得するプログラム（ETP: English-Taught Programs）が増えてきているので、英語能力測定試験や学術目的のための英語（EAP: English for Academic Purposes）を大学の入学試験に利用するという、より伝統的なアプローチを考察することは有益である。英国におけるEAPプログラムが、そのモデルとして役立つと思われる。本論では、EAPプログラムを次の点から考察する。まず、英国における留学生の試験や入学要件の統計について述べる。次に、プログラムディレクターやコースリーダーとの（臨機応変に質問を変える）半構造化面接のデータについて述べる。前述の両者は、プログラムの資金と自治、大学コミュニティーによるプログラムの認知、教員・教科書・目的、プログラムと教員の評価、教員支援と専門能力の育成などを意図する。さらに、日本の学習課程が本アプローチを採用する方法を探るための提案を行う。

Study-work-life balance of international students in the context of temporal boundaries

2019 ◽  
Vol 7 (2) ◽  
pp. 63-79
Author(s):  
Megan O'Mahony ◽  
Debora Jeske
Keyword(s):  
International Students ◽  
Social Withdrawal ◽  
Work Life ◽  
Work Life Balance ◽  
Boundary Management ◽  
Structured Interviews ◽  
Time Zone ◽  
Life Balance ◽  
Postgraduate Students ◽  
Personal Challenges

The goal of this qualitative study was to examine the experience of study-work-life balance among international students who were separated from their family both geographically and temporally. Using 10 semi-structured interviews with postgraduate students and thematic analysis, several themes were identified. These included boundary management shifts due to study/work demands and time zone differences. In addition, students reported social and personal challenges (in terms of family’s expectations, relationships maintenance, socialization in host country). Temporal boundaries contributed to social withdrawal and isolation among students, many of which were heavily reliant on their own family network for support. The findings strengthen the argument that time difference impacts the boundary management and social experience of international students.

Klára Buzássyová V Kontexte Sémantizácie Slovenskej Lexiky Cudzincom

2018 ◽  
Vol 69 (3) ◽  
pp. 616-625
Author(s):  
Jana Pekarovičová
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Summer School ◽  
European Language ◽  
Dynamic Changes ◽  
Language And Culture ◽  
Current Trends ◽  
Communication Needs ◽  
The Impact ◽  
Slovak Language

Abstract This paper deals with the characteristics of the scientific research of the renowned Slovak linguist Klára Buzássyová who – as a lecturer at the Studia Academica Slovaca summer school of Slovak language and culture – presented to foreign students the specifics of Slovak lexis and their function in speech within the context of intraand interlingual relationships. In her lectures, she helped students to see Slovak as a developped and modern Central European language which has its own genetic and typological properties and as a language capable of reacting to dynamic changes emerging from the communication needs of language users while respecting current trends in European language policy. Klára Buzássyová presented students with the latest results of her linguistic research and discussed the issues regarding the dynamics of vocabulary with an emphasis on the methods of wordformation, motivation, and the impact on the semantic and stylistic value of lexical units. Her papers, published in the Studia Academica Slovaca proceedings from 1980 to 2001 presented her scientific orientation and became an inspiration for the linguistic and didactic conception of Slovak as a foreign language in the context of the development of Slovak studies in Slovakia as well as abroad.

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