Changes in Cognitive Attitudes toward Presentation Classes of Undergraduate International Students: Focusing on S University non-face-to-face class cases

2021 ◽  
Vol 21 (24) ◽  
pp. 391-408
Author(s):  
Ji-Sun Yang
Keyword(s):  
International Students ◽  
Face To Face ◽  
Cognitive Attitudes

scholarly journals Communications Preferences Among International Students: Strategies for Creating Optimal Engagement in Programs and Services

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Ravichandran Ammigan ◽  
Kaitlyn N Laws
Keyword(s):  
Social Media ◽  
International Students ◽  
Quantitative Study ◽  
Communication Patterns ◽  
Communication Media ◽  
Diverse Populations ◽  
Face To Face ◽  
Types Of Information ◽  
Student Audience

As U.S. institutions continue to welcome larger and more diverse populations of international students, campus support offices are also expected to adjust their programming and outreach strategies to engage a wider student audience and provide them with key information and services. This quantitative study examines the communications preferences of degree-seeking international students enrolled in a mid-size U.S. university. It specifically investigates students’ preferred methods of communication, patterns and frequency in sending and receiving messages, and the types of information they prefer to be informed of. The survey also looks across a number of communication media including email, social media, print communications, and face-to-face interactions to better understand how resources may be directed to individual channels. The authors argue that the most impactful engagement model requires an accompanying, analytics-driven communications strategy to support international students during their stay on campus

scholarly journals Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis

2019 ◽  
Vol 36 (3) ◽  
pp. 132-153
Author(s):  
Dmitri Stanchevici ◽  
Megan Siczek
Keyword(s):  
International Students ◽  
Student Satisfaction ◽  
Learning Community ◽  
Academic Writing ◽  
Online Courses ◽  
Comparative Case Study ◽  
Computer Assisted ◽  
American University ◽  
Writing Courses ◽  
Face To Face

Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. Les étudiantes et étudiants internationaux tiennent parfois à remplir certaines exigences institutionnelles en ligne avant de se rendre dans leur pays d’accueil. L’enseignement assisté par ordinateur pour les apprenantes et apprenants d’anglais langue seconde fait l’objet de nombreuses études, mais peu d’entre elles portent sur des cours d’écriture d’anglais académique (EAP) complètement dispensés en ligne. Entièrement basée sur la recherche-action, la présente étude de cas comparative fait état du degré de comparabilité des résultats d’un cours d’anglais académique de deuxième cycle complètement présenté en ligne à des étudiantes et étudiants internationaux inscrits à une université nord-américaine et des résultats obtenus lorsque le même cours était dispensé en personne. Une analyse quantitative et qualitative des rendements des participantes et participants et du cours lui-même a indiqué que les résultats et le degré de satisfaction des étudiantes et étudiants des deux cohortes se valaient. L’examen des rapports de recherche finaux des participantes et participants et celui des interactions en ligne ont toutefois révélé des écarts et des défis. Sur la base de ces constatations, il est recommandé que les futurs cours en ligne fournissent davantage d’instructions sur l’intégration des sources, sur les recherches en bibliothèque et sur la construction d’une communauté d’apprentissage interactif. Dans l’ensemble, les constatations de l’étude suggèrent que, s’ils sont soigneusement conçus, évalués et peaufinés, les cours complètement dispensés en ligne sont très prometteurs dans des contextes d’écriture en anglais académique.

scholarly journals The Effect of Feedback in Teaching Thai as a Foreign Language

2011 ◽  
pp. 56-80
Author(s):  
Maliwan Buranapatana ◽  
Felicia Zhang
Keyword(s):  
International Students ◽  
Control Group ◽  
Relaxation Techniques ◽  
Multiple Sources ◽  
Republic Of China ◽  
Face To Face ◽  
Thai Language ◽  
Contact Hours ◽  
Physical Gestures ◽  
Experimental Group

This chapter aims to explore the effect of providing multiple sources of feedback through a language teaching approach called the Somatically-enhanced Approach (SEA) (Zhang, 2006) in the teaching of Thai language to foreigners. Teaching innovations include: the use of relaxation techniques to relax students; the use of humming, clapping, mouthing, and physical gestures to emphasize the rhythm of the Thai language; the use of a Speech comparison tool (Sptool) for providing biofeedback; and the provision of all learning materials on CDs. Two groups of students were involved in the study. An experimental group (EG) consisted of 24 international students who enrolled in the Thai Language for Foreigners course at Khon Kaen University, Thailand. These students came from People’s Republic of China, Vietnam, and Laos. They were taught using SEA. The control group (CG) consisted of 22 Chinese students who studied Thai language at Guangxi University for Nationalities, China, taught with the traditional method. The results of this study revealed that after 24 face-to-face contact hours over 8 weeks, international students who undertook a course in SEA spoke more fluently than the control group who studied Thai for 44 hours over 11 weeks. The differences in the quality and quantity of speech were statistically significant. The results of the study, both quantitative and qualitative, will be reported. The improved gains in students’ performance in EG can be attributed to the multiple sources of feedback afforded by SEA.

scholarly journals Perceptions of the Effect of an EAP Course on English Self-efficacy and English Proficiency: Voices of International Students in China

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Michael Agyemang Adarkwah ◽  
Yu Zeyuan
Keyword(s):  
International Students ◽  
Self Efficacy ◽  
English Language ◽  
Course Evaluation ◽  
English For Academic Purposes ◽  
Online Questionnaire ◽  
Group Discussions ◽  
Face To Face ◽  
English Speaking ◽  
English Students

The English language has become an essential means for communication and studies for international students globally. With the increasing number of international students trooping to China to study diverse courses which are taught in the English medium, there is a need to address challenges faced by international students from non-native English speaking countries. The study adopted an embedded mixed-method approach where face-to-face interviews and focus group discussions were conducted on freshmen international students taking English for Academic Purposes (EAP) in a specific faculty of a university in China. The interviews were supplemented by the Questionnaire of English Self-Efficacy (QESE) to measure their perceived English self-efficacy after the course. An online questionnaire on English Course Evaluation (ECE) was used to measure the students’ assessment of the course. The findings of the study offer insights into the effect of the intervention, challenges faced by students during the course, and suggestions on things to consider during the implementation of English courses for non-native English students in the future.

scholarly journals A reflective commentary about teaching international non-accounting postgraduates amid COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sue Yong
Keyword(s):  
International Students ◽  
Global Education ◽  
Cultural Influences ◽  
Teaching Quality ◽  
Support Staff ◽  
Content Type ◽  
Face To Face ◽  
The Impact ◽  
Practical Implications ◽  
Blended Teaching

Purpose This study aims to highlight the experience of teaching accounting to non-accounting international postgraduates both pre- and during COVID-19. Design/methodology/approach Reflections and anecdotal evidence from 550 students that experienced face-to-face and blended teaching mode in 2019 and 2020 were used. Findings The accounting course is contextualised to non-accounting disciplines. International postgraduates showed varying levels of adaptability towards the blended teaching approach. During the lockdown, students from India were more vocal and sought assistance more than those from China. Chinese students asked for assistance only when it was necessary. Excessive emails from students seeking reassurances and affirmations were common during the lockdown, and therefore, there is a greater need for pastoral care. Research limitations/implications This paper evaluates the impact of COVID-19 on international students enrolled in one accounting course in one university in 2019 and 2020. The comments based on personal observations and experience may result in some subjectivity and bias. Practical implications The findings will help academics, institutional leaders and support staff to evaluate and improve teaching quality and service to international students. Originality/value With the uncertainty caused by COVID-19 and the commercialisation of global education, this study adds to the discussion of teaching accounting to non-accountants during a crisis. It provides insights into the cultural influences and experiential differences relating to teaching international students.

scholarly journals International Students’ Experience of Studying and Working at a Northeastern Public University in the US

2014 ◽  
Vol 4 (3) ◽  
pp. 279-291
Author(s):  
Moses Kwadzo
Keyword(s):  
International Students ◽  
Public University ◽  
Photo Elicitation ◽  
Research Approach ◽  
Negative Effects ◽  
Face To Face ◽  
Personal Experiences ◽  
North Eastern ◽  
The Us ◽  
Lack Of Sleep

This study explores international students’ experiences with studying and working at a North Eastern public university. Through phenomenological research approach that utilized face-to-face interview and photo-elicitation techniques, the personal experiences of twenty international students were captured. The findings of this study indicated that these students benefited from the responsibilities that resulted from their dual role as both students and employees in many ways. However, they also suffered from emotional and physical stress which resulted in tiredness, lack of sleep, role conflict, homesickness and frustration. Interestingly, these students effectively employed different coping mechanisms including finding social support, and participating in leisure and nonleisure activities to off-set the negative effects of studying and working concurrently.

scholarly journals Blended Learning Internationalization from the Commonwealth

2011 ◽  
pp. 141-167
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

scholarly journals EDUCATIONAL NEEDS OF FOREIGN SECONDARY STUDENTS AND ITS IMPEDIMENT IN MALAYSIA: TEACHER’S PERSPECTIVE

2020 ◽  
Vol 3 (Special Issue) ◽  
Keyword(s):  
International Students ◽  
Secondary School ◽  
Secondary Students ◽  
Social Isolation ◽  
Structured Interviews ◽  
Face To Face ◽  
Group Activities ◽  
Secondary School Education ◽  
Cultural Modification ◽  
Teacher's Perspective

The enrollment of the international students in secondary school education in Malaysia has increased significantly in the last few years. This qualitative study involved the observation of the international students’ skills by their teacher in terms of academic and socio-cultural obstacles. The method of data collection employed was face to face semi-structured interviews. Findings showed that international students experienced academic obstacles, challenges, cultural modification and social isolation. Academic obstacles and challenges that they faced include communication with teacher and classmates. Therefore, international students should be helped with their problem of social isolation by involving them in various group activities. Culturally, international students had to adjust to the different methods of thinking and learning in Malaysia. In order to overcome these challenges, students have to accept the resources and assistance from the teacher.

scholarly journals Acculturation and adaptation issues among International students: Experiences from the largest Public University of Bangladesh

2020 ◽  
Author(s):  
Ateeb Ahmad Parray ◽  
Sonia Sohely ◽  
Susmita Mallick ◽  
Fatema Tuz Zahura ◽  
Bijoynee Mistry ◽  
...  
Keyword(s):  
Psychological Distress ◽  
International Students ◽  
Qualitative Study ◽  
Social Engagement ◽  
Financial Constraints ◽  
Qualitative Data ◽  
Public University ◽  
Academic Environment ◽  
Cultural Issues ◽  
Face To Face

Abstract This qualitative study surfaces the kinds of acculturation and adaptation related problems that international students faced while they studied at the largest public university in Bangladesh. Qualitative data was collected and analyzed through face-to-face interviews with 82 international students. Findings show that in terms of acculturation, students faced homesickness, language barriers, socio-cultural issues and academic reactions to their new life. In terms of adaptation related issues, students faced psychological distress, practical issues like financial constraints, perceived discrimination and social exclusion. Considering these findings, it can be inferred that host language, social engagement, academic environment and hostel life play an important role in the acculturation experiences of international students. This study highlights the importance of host language in determining the friendships and overall adaptation of the international students.

Blended Learning Internationalization from the Commonwealth

2012 ◽  
pp. 101-132
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

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