scholarly journals Study Abroad in Sweden: Japanese Exchange Students’ Perspectives of Language Use in University EMI Courses

Languages ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 3
Author(s):  
Aki Siegel
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Use ◽  
Focus Group Interview ◽  
Learning Experience ◽  
English Language Proficiency ◽  
Exchange Students ◽  
Short Term ◽  
Rate Of Speech

With the availability of English as a Medium of Instruction (EMI) courses, an increasing number of international students have been joining Swedish universities. However, the language use in Swedish EMI courses may display unique features; while many Swedish students have high English language proficiency, code-switching between Swedish and English is reported as a common practice by both lecturers and students, even when international students are present. Moreover, the term “international students” is often used to include students of various statuses and linguistic abilities, and the experiences and perspectives of short-term exchange students towards the language use in Swedish EMI courses are rarely documented. The current study investigates the perspectives of short-term exchange students from Japan enrolled in EMI courses at a university in Sweden. Questionnaire and focus group interview confirmed previous studies regarding the language-use practices in the classrooms. Moreover, the rate of speech, turn-taking, and background knowledge were found to hinder the learning and participation of the exchange students. The findings suggest the need to raise awareness of the language practices in Swedish EMI courses to students, lecturers, and other universities in order to support the learning experience of short-term exchange students.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

The discursive (mis)representation of English language proficiency

2020 ◽  
pp. 1-28
Author(s):  
Agnes Bodis
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
International Education ◽  
Critical Discourse Analysis ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Media Representation ◽  
The Media

Abstract International education constitutes a key industry in Australia and international students represent a third of university students at Australian universities. This paper examines the media representation of international students in terms of their English language proficiency. The study applies Critical Discourse Analysis to the multimodal data of an episode of a current affairs TV program, Four Corners, and social media comments made to the episode. Using Social Actor Analysis, the study finds that the responsibility for declining standards at universities is assigned to international students through representations of their language use as problematic. This is supported by the visual representation of international students as different. By systematically mapping out the English-as-a-problem discourse, the paper finds that the media representation of language proficiency and language learning is simplistic and naïve and the social media discussion reinforces this. This further contributes to the discursive exclusion of international students.

What difference does it make?

2018 ◽  
Vol 3 (2) ◽  
pp. 191-219 ◽  
Author(s):  
Gianna Hessel ◽  
Robert Vanderplank
Keyword(s):  
Study Abroad ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Group Differences ◽  
Exchange Students ◽  
Advanced Level ◽  
Studying Abroad ◽  
Linguistic Proficiency ◽  
At Home

Abstract Direct effects of participation in study abroad on linguistic proficiency have been notoriously difficult to differentiate from mere participant, time and study effects. This study examines English proficiency gains among 136 advanced-level German university students who applied for an ERASMUS exchange and either studied at a British university or continued to study at home. Participants completed C-tests of English language proficiency and comprehensive questionnaires at baseline, after three and nine months. After the first three months, those studying abroad had made significantly higher proficiency gains than the ERASMUS applicants who continued to study at home. During the subsequent six months, linguistic progress among the study abroad participants slowed and between-group differences were no longer significant. The results further substantiate hypotheses on significant linguistic benefits of participation in study abroad for advanced L2 learners, while also highlighting the need to facilitate sustained linguistic progress among exchange students, particularly during more extended stays.

scholarly journals The Antecedents and Outcomes of Host National Connectedness: A Study of International Students in New Zealand

2021 ◽  
Author(s):  
◽  
Alicia Bethel
Keyword(s):  
New Zealand ◽  
International Students ◽  
Language Proficiency ◽  
Social Adjustment ◽  
English Language ◽  
Cultural Distance ◽  
English Language Proficiency ◽  
Cultural Learning ◽  
Common Source ◽  
Cultural Inclusion

<p>While research on international students’ acculturative outcomes typically indicates that they generally thrive, one common source of struggle, noted by practitioners, researchers, educators, and the students themselves, is their inability to form connections with locals. Situated within the stress and coping and cultural learning frameworks of acculturation research, this study (N = 1527) examines the antecedents and outcomes of host national connectedness (HNC) among international students in New Zealand. Results indicate that both individual (age, gender, English language proficiency, and the motivation to belong) and contextual (cultural distance and perceived cultural inclusion) predict international students ability to connect with New Zealanders. Contextual variables explain additional variance in HNC above and beyond that explained by the individual variables. Results also provide support for the important role of connections in overall adjustment outcomes, as host national connectedness mediates the relationship between cultural distance, cultural inclusion in the classroom, and English language proficiency and both socio-cultural and psychological adaptation. Hence, host national connectedness serves as the mechanism through which international students attain positive psycho-social adjustment during the acculturation process. Applications for international students, institutions, and policy makers are discussed.</p>

scholarly journals Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Chih-hsuan Wang ◽  
Jamie Harrison ◽  
Victoria Cardullo ◽  
Xi Lin
Keyword(s):  
Academic Success ◽  
International Students ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Equation Modeling ◽  
Academic Self Efficacy

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.    

What happens to international students’ English after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17 ◽  
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case. This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants. It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

scholarly journals The Antecedents and Outcomes of Host National Connectedness: A Study of International Students in New Zealand

2021 ◽  
Author(s):  
◽  
Alicia Bethel
Keyword(s):  
New Zealand ◽  
International Students ◽  
Language Proficiency ◽  
Social Adjustment ◽  
English Language ◽  
Cultural Distance ◽  
English Language Proficiency ◽  
Cultural Learning ◽  
Common Source ◽  
Cultural Inclusion

<p>While research on international students’ acculturative outcomes typically indicates that they generally thrive, one common source of struggle, noted by practitioners, researchers, educators, and the students themselves, is their inability to form connections with locals. Situated within the stress and coping and cultural learning frameworks of acculturation research, this study (N = 1527) examines the antecedents and outcomes of host national connectedness (HNC) among international students in New Zealand. Results indicate that both individual (age, gender, English language proficiency, and the motivation to belong) and contextual (cultural distance and perceived cultural inclusion) predict international students ability to connect with New Zealanders. Contextual variables explain additional variance in HNC above and beyond that explained by the individual variables. Results also provide support for the important role of connections in overall adjustment outcomes, as host national connectedness mediates the relationship between cultural distance, cultural inclusion in the classroom, and English language proficiency and both socio-cultural and psychological adaptation. Hence, host national connectedness serves as the mechanism through which international students attain positive psycho-social adjustment during the acculturation process. Applications for international students, institutions, and policy makers are discussed.</p>

scholarly journals Impact of English Proficiency on Academic Performance of International Students

2015 ◽  
Vol 5 (1) ◽  
pp. 60-71
Author(s):  
Nara M. Martirosyan ◽  
Eunjin Hwang ◽  
Reubenson Wanjohi
Keyword(s):  
Academic Performance ◽  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Senior Year ◽  
Ex Post ◽  
Ex Post Facto ◽  
The Impact

Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year of college. Statistical analyses revealed significant differences in language proficiency and multilingualism in relation to academic performance. The highest mean GPA was evident among students who had reported high levels of self-perceived English language proficiency, and among students who spoke at least three languages.

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