scholarly journals Key Factors Influencing Academic Performance of International Students’ in UK Universities: A Preliminary Investigation,

2015 ◽  
Vol 3 (5) ◽  
pp. 55-68
Author(s):  
Sunday C. Eze ◽  
Henry Inegbedion,
Keyword(s):  
Academic Performance ◽  
International Students ◽  
English Language ◽  
Learning Experience ◽  
Preliminary Investigation ◽  
Work Load ◽  
Teaching Methodology ◽  
Semistructured Interview ◽  
Factors Influencing ◽  
Making Friends

This study examines the extent to which international students from selected countries were satisfied with their academic performance. The study aims to give an insight into international students’ learning experience by exploring factors influencing students’ academic performance. The study adopted qualitative method. More specifically, semistructured interview was adopted with a total of 10 participants. The findings suggest that International students studying in the United Kingdom encounter certain challenges which tend to constrain their academic performance. The most significant of these barriers include the foreign language, which particularly concerns inadequate acquaintance with the English language; adjustment barriers, such as such as motivation, application, performance and satisfaction with the academic environment, as well as making friends, being part of social activities or being able to work in groups; academic issues, such as prior academic preparation, adjustment to foreign teaching methodology and pressure from performance expectations and work load issues, student teacher relationship, study skills, plagiarism and group work; and Culture. The major contribution of this study is the framework for understanding the critical factors influencing academic performance of international students in the UK, which shows the order in which these factors interact to constrain learning and ultimately the academic performance of international students

scholarly journals Factors Influencing Teaching Quality of English Language at High School Level in Southern Punjab, Pakistan

2021 ◽  
Vol VI (III) ◽  
pp. 67-77
Author(s):  
Abdul Khaliq ◽  
Asma Asif ◽  
Rasheed Ahmad
Keyword(s):  
Science Teachers ◽  
Professional Training ◽  
English Language ◽  
Teaching Quality ◽  
School Level ◽  
Survey Method ◽  
Teaching Methodology ◽  
Teaching Aids ◽  
Factors Influencing

The purpose of the study is to explore the factors influencing the quality of English LL as a foreign language in secondary education. A questionnaire was constructed and applied to cover the main objectives of the current research. A survey method using a five-point Likert-type questionnaire was applied to collect the data from 67 teachers teaching the English language at the school level in the schools of southern Punjab, Pakistan. Collected data were entered in SPSS (Statistical Package for social science). The data was analyzed by using related statistical Testes i.e. descriptive statistics, T-test ANOVA, etc. Findings of the study support appointment of non-qualified teachers, teaching English through science teachers, lack of proper teaching aids through proper and effective English language teaching methodology, lack of proper teachers' professional training, and overcrowded classrooms. On the basis of findings, proper English teachers with appropriate use of teaching methodology to the apt size of the class is recommended.

scholarly journals SOCIAL INFLUENCE INDICATORS IN LANGUAGE PROFICIENCY AND INTER-LINKAGE OF ACADEMIC PERFORMANCE OF INTERNATIONAL STUDENTS

2021 ◽  
Vol 6 (41) ◽  
pp. 126-136
Author(s):  
Herlina Jupiter ◽  
Irma Wani Othman ◽  
Muhammad Safuan Yusoff ◽  
Nurulsyikin Muda
Keyword(s):  
Academic Performance ◽  
International Students ◽  
Language Proficiency ◽  
Social Adjustment ◽  
Time Management ◽  
Learning Experience ◽  
Social Indicators ◽  
Major Barrier ◽  
Classroom Activities ◽  
Learning Institutions

This study explores the social indicators that affect the learning experience of international students for language proficiency as well as its relationship with academic performance in higher learning institutions. A total of 20 respondents consisting of international students from various nationalities were interviewed to obtain the required data. The study found that language proficiency was a major barrier to academic and social adjustment of international students with several other academic indicators such as classroom activities, assessment methods, and systems as well as longing and loneliness have influenced their academic performance. Using a qualitative method, this research also found that international students have several initiatives to facilitate adaptation including improving language proficiency, time management, and interaction with other individuals. Thus, studies have shown that there is a correlation between these social indicators with the academic achievement of international students.

University Teaching in Global Times: Perspectives of Italian University Faculty on Teaching International Graduate Students

2021 ◽  
pp. 102831532199074
Author(s):  
Joellen E. Coryell ◽  
Maria Cinque ◽  
Monica Fedeli ◽  
Angelina Lapina Salazar ◽  
Concetta Tino
Keyword(s):  
Professional Development ◽  
International Students ◽  
Graduate Students ◽  
English Language ◽  
Learning Experience ◽  
University Teaching ◽  
International Graduate Students ◽  
Faculty Perspectives ◽  
Domestic Students ◽  
International Graduate

Recently, many Italian universities began offering graduate courses or entire programs in English to attract international students, assist domestic students with English language proficiency, and internationalize the learning experience for all. This research investigated Italian faculty’s perspectives on their experiences of teaching international graduate students. The article begins with an overview of European university internationalization and then reviews the literature on faculty perspectives on teaching international students and instructional professional development for internationalization of teaching and learning. Findings include participant demographics and faculty perspectives on teaching international graduate students as compared with domestic students, their current and desired ways of learning how to teach international students, and their recommendations for faculty teaching in international programs/courses with English as the language of instruction. Implications for instructional professional development, communities of instructional practice, and further research are offered.

scholarly journals Academic success online: The mediating role of self-efficacy on personality and academic performance

2021 ◽  
Author(s):  
Jillianne Code ◽  
Nick Zap ◽  
Rachel Ralph
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Self Efficacy ◽  
English Language ◽  
Online Courses ◽  
Learning Experience ◽  
Design Strategies ◽  
Mediation Effects ◽  
Learning Options

Abstract Academic success in any context is dependent upon a student's belief in their ability to succeed. While learning online, a students’ self-efficacy is affected by their confidence in their ability to interact within the online environment. With the proliferation of personalized learning and the growth of Massive Open Online Courses, this growing trend is a shift in focus from the centralized brick-and-mortar locus of control, to one of enabling student choice and agency for how, when, and where they learn. In the pre-pandemic setting, this research study examined the personality types of students enrolled in eight sections of four online courses in educational technology, and the role self-efficacy for learning online played in their academic performance. Key findings reveal that personality affects learners’ academic achievement is moderately significant, self-efficacy for online learning affects learners’ academic achievement in a small but significant way, and student conscientiousness and academic performance were significantly and fully mediated by self-efficacy for learning online while controlling for gender and English language proficiency. There were no mediation effects with the other personality traits. A discussion around learning design strategies is provided. The authors recommend that institutions adopt more flexible learning options for teaching and learning that include both online and blended learning options that provide student’s choice and agency over the learning experience but also enable the institution to be better equipped for what the uncertain future of education holds.

scholarly journals A COMPARATIVE INVESTIGATION OF ENGLISH LANGUAGE PROFI-CIENCY AND ACADEMIC PERFORMANCE OF CURRENT UNDERGRAD-UATE STUDENTS WITH SPECIAL REFERENCE TO GENERATION Z: RURAL VERSUS URBAN STUDENTS

2018 ◽  
Author(s):  
Jūratė URBONIENĖ ◽  
Indrė KOVERIENĖ
Keyword(s):  
Academic Performance ◽  
Diagnostic Test ◽  
Rural Schools ◽  
Urban Areas ◽  
English Language ◽  
Rural And Urban Areas ◽  
Generation Z ◽  
Student Academic Performance ◽  
Factors Influencing ◽  
Rural And Urban

Understanding the audience is the key to successful communication. Therefore, an effective teacher has to consider manifold differences among the students in any given classroom: the characteristics of the students, the mindset of the generation, the variety of learning styles, the students’ needs and goals, and their educational background. Since Aleksandras Stulginskis University (ASU) awards the degrees in food sciences and agriculture, a sizeable part of the students come to study from rural areas. Recent educational research in the USA, UK and Lithuania have revealed a significant difference in the academic performance of the students from rural and urban areas, however, it is still an unresolved problem for the educational institutions in Lithuania. This area has an insubstantial amount of research documented. Thus, the current research aims at investigating the relationship between the location of the school, a student graduated from, and the results of the English Language Diagnostic Test as well as analysing the academic performance of the Agronomy Faculty students through the 2nd, 3rd and 4th semesters. The study focuses on our current undergraduate students - the always-connected, app-happy, smartphone-dependent, born with the Internet, technology, and social media Generation Z. The research methods involve the statistical and comparative analyses of the urban and rural student academic performance (diagnostic test results, examination grades of the 2nd, 3rd and 4th semesters) in the English language; the theoretical assumptions based on the related scientific literature and documents on educational statistics, and the investigation of motivational factors influencing the academic performance of the Generation Z students in line with the processed survey results. The research was initiated in 2015, student academic performance was monitored through the period from 2015 to 2017, and the survey was administered in 2017. The research findings indicate that students from rural schools have an inferior level of the English language compared to the students that finished schools in urban areas, whereas the examination results through the second, third and fourth semesters unveiled an unexpected tendency. Figures show that students from rural schools not only managed to catch up with their colleagues from urban schools, but also outperformed their urban-school peers by roughly increasing rates of their performance. The research evidence could aid teachers and education policy makers, providing a better understanding of Generation Z students from rural and urban areas and factors influencing students' performance.

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 Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Xiaowen Gao
Keyword(s):  
Academic Performance ◽  
International Students ◽  
Student Satisfaction ◽  
Peer Support ◽  
Learning Experience ◽  
Cross Cultural ◽  
Cross Culture ◽  
Personalised Learning ◽  
Support Programme ◽  
Peer Support Programme

International students’ learning experience is essential for student satisfaction and retention which can be improved by personalised learning. Peer-to-peer cross culture PAL could be an effective way in achieving personalised learning of international students. 

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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