Exploring International Students’ Change in Learning Behaviour: Towards a Fruitful and Enjoyable International Learning Environment

2007 ◽  
Vol 14 (7) ◽  
pp. 189-200
Author(s):  
Patrick A. Fuss
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Learning Behaviour ◽  
International Learning

scholarly journals How International Students’ Acculturation Motivation Develops over Time in an International Learning Environment

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Adedapo Tunmise Aladegbaiye ◽  
Menno D.T. De Jong ◽  
Ardion D. Beldad
Keyword(s):  
International Students ◽  
Learning Environment ◽  
International Experience ◽  
Friendship Networks ◽  
Intercultural Contact ◽  
Language Difficulties ◽  
International Learning ◽  
Student Identities ◽  
Development Of Students ◽  
Over Time

This research investigates how the acculturation motivation (AM) of new international students develops over time, and which factors play a role in this development. In the context of a Dutch university, we interviewed 25 students from 17 countries thrice over eight months. The results show that initial AM levels can be categorized as high or low.  These AM levels evolved into four patterns in the three interview rounds: high-low-low, high-low-high, low-high-low and low-high-high. After four months, twelve factors emerged as affecting the development of students’ AM levels. Prominent factors were prior international experience, language difficulties, and perceived student identities. After eight months, seven additional factors contributed to subsequent changes in students’ AM levels. Prominent factors were the perceived international learning environment, friendship networks, and teachers’ role in intercultural contact. These imply that universities can introduce target interventions which could improve their international students’ acculturation experiences at specific times.

The impact of learning in a diversified environment: social and cognitive development of international students for global mind-set

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Saifullah Khalid ◽  
Qi Zhanyong ◽  
Jannat Bibi
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Positive Impact ◽  
Knowledge Development ◽  
Content Type ◽  
Subject Knowledge ◽  
Diverse Learning ◽  
Cognitive Transformation ◽  
Mind Set ◽  
The Impact

Purpose This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment. Design/methodology/approach The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis. Findings This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development. Originality/value In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

scholarly journals Affordances for cultural adjustment of international students learning Chinese as a second language in a mobile-assisted learning environment

2019 ◽  
pp. 124-129
Author(s):  
Shixin Dong ◽  
Li Cheng ◽  
Liu Dong ◽  
Guanzhen Wu
Keyword(s):  
Second Language ◽  
International Students ◽  
Learning Environment ◽  
Mobile Technology ◽  
Cultural Adjustment ◽  
Cultural Knowledge ◽  
Specific Situation ◽  
Mobile Learning Environment ◽  
Depth Interviews ◽  
Online Group

The purpose of the study is to understand the mobile-assisted learning situation of international students in China from the perspective of cultural adjustment and explore the affordances for cultural adjustment of these students in this specific situation. This study investigated eight students learning Chinese as a second language in a university in Beijing and using mainly WeChat, a mobile technology. Qualitative methods were employed in this study. The researchers followed the students for three months (from September to November 2018) and collected all the online messages in the WeChat online group. Moreover, eight one-hour in-depth interviews with participants were conducted. Results showed that the characteristics of the international students’ cultural adjustment in the mobile learning environment are universality, consciousness and unconsciousness, and interactivity. In addition, three affordances were identified: resources on Chinese linguistic and cultural knowledge, ways to obtain social support, and ways to relieve stress. Finally, two suggestions for international students are proposed.

scholarly journals Influential Determinants of International Students’ Satisfaction in Higher Education

2019 ◽  
Vol 8 (2S11) ◽  
pp. 589-597
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Environment ◽  
Study Data ◽  
Satisfaction Level ◽  
Quality Factors ◽  
Course Structure ◽  
Postgraduate Students ◽  
Internationalization Strategies ◽  
Students Satisfaction

It has been argued that international students’ satisfaction level is crucial in measuring HEIs performance in the globalized higher education market. However, as satisfaction level is hard to define because it is based on students’ perception and experience, there is a need for HEIs to continually investigate and identify the factors that contribute to students’ satisfaction. Hence, this study seeks to identify the influential determinants of international students’ satisfaction in higher education and to examine the relationships between perception, costs, reputation, lecturers’ expertise, learning environment, facilities and course structure towards international students’ satisfaction. A total of 281 international postgraduate students at public HEI in Malaysia participated in this study. Data of this study was to examine using the Multiple Regression Analysis. Results of the study revealed learning environment factor as the most influential determinant of international students’ satisfaction. Results also proved that except for costs and reputation, other service quality factors namely, perception, lecturers’ expertise, facilities, learning environment, and course structure were found to influence international students’ satisfaction significantly. This study provides insights to HEIs to better design their internationalization strategies and bridge the academic gap by highlighting the importance of continuously improving the learning environment in HEIs to increase international students’ satisfaction

scholarly journals Cross-Cultural Contact: A Preliminary Study on the Cross-Cultural Communication between Taiwanese Undergraduates and International Students—A Case Study on the International College of Ming Chuan University

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Chia-ju, Lin
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Language Proficiency ◽  
Cultural Theory ◽  
Group Testing ◽  
Cross Cultural ◽  
Cultural Learning ◽  
International College ◽  
The Cross ◽  
Local Students

<p><em>Based on cross-cultural theory, </em><em>this study applies in-depth interviewing and focus group testing to examine the difficulties and challenges faced by Taiwanese undergraduates while communicating with international students in an English immersion instruction environment at the International College and analyze how the former should adapt themselves to the cross-cultural learning environment. This study indicates that language competence is the main factor affecting local students’ adaptation to the cross-cultural environment at the International College.</em><em> Low language proficiency, pertaining to either schoolwork or interpersonal communication, is the main cause of anxiety and nervousness among local students during the earlier stage of adaptation. According to the adaptation curve, the honeymoon stage experienced by local students following enrollment is extremely short and is usually accompanied by anxiety and uneasiness. Their adaptation stage comprises two aspects, schoolwork and life.</em><em> Regarding the schoolwork aspect, local students face a relatively long crisis stage because only after making certain improvement in English proficiency can they gradually adapt themselves to the cross-cultural learning environment. However, in terms of the life aspect, it takes a comparatively shorter time for local students to adapt themselves to cross-cultural conflicts, and they can rapidly enter the </em><em>recovery and biculturalism adaptation stages.</em><em></em></p>

scholarly journals Faculty Perception on International Students in Turkey: Benefits and Challenges

2016 ◽  
Vol 9 (5) ◽  
pp. 1 ◽  
Author(s):  
Erkan Acar
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Time Management ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Administrative Staff ◽  
Liberal Arts University ◽  
System 2

<p class="apa">The purpose of this qualitative case study is to examine faculty perceptions on international students with respect to benefits and challenges of having them in a liberal arts university located in Istanbul, Turkey. The research data were collected through evaluation of pertinent documents of the school and interviews with sixteen faculty members and one administrative staff member. Revealed themes for the benefits of having international students within the institution included: (1) escalading the overall academic and disciplinary success of the school, (2) creating diversity in learning environment and (3) generating competitive learning environment. Themes that are revealed for the challenges of having international students included: (1) adaptation to a new educational system, (2) language accents, (3) time management issues, and (4) isolation and grouping.</p>

scholarly journals VISIBILITY OF INFRASTRUCTURE INTEGRATION SYSTEM AND INTERCONNECTION OF UNIVERSITY’S ACCOUNTABILITY IN THE CONTEXT OF GENERATING SUSTAINABLE CONDUCIVE LEARNING ENVIRONMENT OF INTERNATIONAL STANDARD CAMPUS

2021 ◽  
Vol 6 (23) ◽  
pp. 23-41
Author(s):  
Irma Wani Othman ◽  
Mohd Sohaimi Esa ◽  
Romzi Ationg ◽  
Mohd Azri Ibrahim ◽  
Siti Aidah Lukin @ Lokin ◽  
...  
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Environmental Sustainability ◽  
Public Universities ◽  
Well Being ◽  
University Management ◽  
International Standard ◽  
Vital Functions ◽  
Infrastructure System ◽  
Selection Of

This paper discusses the visibility of infrastructure integration and the interconnectedness of university accountability in the context of generating a sustainable conducive learning environment of an international standard campus in Malaysian Public Universities. The sustainability of a conducive learning environment proves the commitment of the university management in realising the country’s internationalisation policy. The concept of conducive environmental sustainability is centered on the vital functions and effectiveness of the infrastructure system implemented by a university. It has continuity with a system of well-being and welfare support which is an attractive factor in the selection of Malaysia as a study destination for international students. Ideally, the provision of university infrastructure includes three components, (a) learning and teaching infrastructure, (b) Information Technology (IT) infrastructure, and (c) research infrastructure. This study has two main objectives, namely (1) to explore the views of international students on the sustainability of the infrastructure system in Malaysian Public Universities and (2) to assess the views of students on the responsibility of Malaysian Public Universities to provide a conducive learning environment to upgrade its status as an international campus. A qualitative approach using in-depth interview techniques was selected based on the background of an exploratory study. A total of 30 international students studying at four Malaysian Public Universities were interviewed to obtain empirical data. The application of thematic techniques to the transcripts of in-depth interviews was through the process of coding dominant and subdominant themes. The discussion of this paper utilises a selection of narrative from respondents that focus on three dominant themes namely (i) Facilities and Infrastructure (ii) Customer Friendly Services of the Office of International Affairs and (iii) Assurance of International Student Safety at Malaysian Public Universities. It is hoped that this discussion will be able to elevate the image and quality of Malaysian Public Universities in continuing to give a commitment to attracting more international students to further their studies in Malaysia.

Electronic lexicography goes local: Design and structures of a needs-driven online academic writing aid / Die elektronische Lexikographie wird spezifischer: Das Design und die Struktur einer auf die Benutzerbedürfnisse berzogenen akademischen Online- Schreibhilfe / La lexicographie électronique devient plus spécifique: conception et structure d‘une aide à l‘écriture académique

2015 ◽  
Vol 31 (1) ◽  
pp. 118-141 ◽  
Author(s):  
Sylviane Granger ◽  
Magali Paquot
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Academic Writing ◽  
English For Academic Purposes ◽  
Direct Access ◽  
Access Structure ◽  
Web Based ◽  
General Design ◽  
Academic Texts ◽  
Key Aspects

Abstract Writing idiomatic academic texts in English is a challenge faced by an increasing number of international students and scholars. In this article, we present a web-based dictionary-cum-writing aid tool, the Louvain English for Academic Purposes Dictionary, which aims to address the attested needs of non-native writers of English, with a particular focus on the phraseological patterning of academic words. First, we present the general design of the dictionary, highlighting four of its main features, i.e. the fact that it is corpus-based, production-oriented, hybrid and customizable. We then describe key aspects of the macro- and microstructure and highlight innovative features of the access structure, such as direct access to discipline-specific corpora. The conclusion outlines some important priorities for the future, in particular the need for validation and the desirability of integrating the dictionary into a wider learning environment.

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