scholarly journals Assistance and Support Provided to International Students by University Teachers

2021 ◽  
pp. 580-592
Author(s):  
Olga Marinenko
Keyword(s):  
International Students ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
Speech Errors ◽  
Classroom Environments ◽  
Main Method ◽  
University Teachers ◽  
Studying Abroad ◽  
Intercultural Interactions ◽  
Descriptive Survey

While studying abroad, international students face numerous difficulties, which forces host universities to provide such students with additional assistance and support. However, the issue of activities employed by university teachers to support international students has been understudied. The research was undertaken to identify what activities university teachers used to assist and support international students and what categories of teachers were more likely to provide assistance. The main method was a descriptive survey where a quarter of faculty (N=92) of the Belarusian-Russian University participated. The analysis revealed that the most popular activities to enhance learning outcomes of international students were providing them with easier and simpler assignments, using interactive projector to deliver lectures, and encouraging international students to seek personal guidance. University teachers were also aware of psychological and socio-cultural problems of international students and did their best to create safe classroom environments, demonstrate tolerance to low language proficiency and speech errors, and facilitate intercultural interactions in the classrooms. More active positions in supporting international students were taken by middle career teachers. The study highlights the significance of implementation of support activities in international groups and recommends that host universities organize special training for faculties with significant numbers of international students.

scholarly journals English Language Learning Through Non-Technology Games: A Case Study of International Students at a Lithuanian University

2021 ◽  
Author(s):  
Nagaletchimee Annamalai ◽  
Muhammad Kamarul Kabilan ◽  
Radzuwan Ab Rashid ◽  
Giedre Oleskevicience ◽  
Vilhelmina Vaičiūnienė
Keyword(s):  
International Students ◽  
Language Learning ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
Cultural Sensitivity ◽  
English Language ◽  
English Language Learning ◽  
Study Approach ◽  
Inductive Thematic Analysis

Research on gamified language learning often involves the use of digital games. Little is known about the use of non-technology games in promoting language learning despite their accessibility. This paper aims to fill in this lacuna by providing insights into international students’ engagement in non-technology gamified English language learning in the context of a Lithuanian university. The research, which used a case study approach as its methodology, involved a total of 30 international students at a Lithuanian university together with their two instructors. They were observed for two weeks, and then interviewed by the researchers. An inductive thematic analysis approach proposed by Braun and Clark was used to analyse the data. The findings revealed that the students’ engagement with the non-technology gamified lessons have impacted them positively as they believe that they have improved English language proficiency and better mastery of the 21-st century learning skills. However, the participants raised several issues related to cultural sensitivity and blurred learning outcomes. This study concluded that non-technology games serve as a useful tool in promoting language learning in the 21st century if it is carefully designed to attract learners’ interests and at the same to time meet the learning outcomes. This study is hoped to encourage practitioners to experiment with non-technology gamified lessons and provide guidelines for them in conducting effective non-technology gamified lessons.

Identification of Current Best Practices for Short-term Medical Mission Trips and Adherence to Current Common Principles and Guidelines

2020 ◽  
Vol 7 (2) ◽  
pp. 67-82
Author(s):  
Susan Andrews
Keyword(s):  
Best Practices ◽  
Global Health ◽  
Language Proficiency ◽  
Survey Methodology ◽  
Healthcare Providers ◽  
Final Analysis ◽  
Short Term ◽  
Convenience Sample ◽  
Operational Practices ◽  
Descriptive Survey

Background:  Recent reviews of published guidelines for conducting short-term medical missions (STMM) identify significant concerns about the lack of adherence and of formal regulations concurrent with the increasing number of individuals and organizations participating in STMM. Method: A descriptive survey methodology was used. A 44-item survey that identifies current practices utilized by healthcare providers (HCP) who have participated in STMM was used based on the literature and prior research, and distributed electronically to HCP participating in STTM to identify current best practices and compare findings with the most recent recommendations for short-term global health activities. A focus on current operational practices was surveyed and analyzed to develop operational recommendations for the ethical and safe care provided during STMM. Results: Eighty-seven surveys were included in the final analysis, with 33% (N=29) serving as coordinators for the trip. The majority of the respondents were female (67%) and the primary roles represented were: MD (N=17; 20%), nurse practitioner (N=20; 23%), and registered nurse (N=18; 21%). A majority (N=48; 67%) traveled to South America or Latin America, with 38% (N=33) having participated in four or more STMM. Language proficiency was reported as deficient (N=35; 40%) along with little or no knowledge of the basic culture (N=39; 45%). Additional data were collected on trip preparation, clinic operations, and outcomes follow up. Conclusions: Using a convenience sample, the results of the survey provide information on the current best practices utilized by HCP who have participated in STMM and compare the findings to assess for adherence with the most recent recommendations for short-term global health activities. There was variation in the degree to which HCP were knowledgeable about specific aspects related to knowledge of local culture, language proficiency, and adherence to recommended practices for STMM. Additional research on STMM is needed, along with further exploration of how evidence based practices for STMM can be implemented to improve access and safety to the care provided while in the host country.

Female Saudi International Students Daily Practices on Social Media in Australia

2017 ◽  
Vol 5 (12) ◽  
pp. 39-77 ◽  
Author(s):  
Hanan MOHAMMED ALSHEHAB
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Social Life ◽  
English Language ◽  
Human Life ◽  
Structured Interview ◽  
Digital Identity ◽  
English Language Acquisition

The effect of Social Media (SM) technology on human life in the 21St century cannot be denied; the use of SM platforms can be seen in various fields, such as education, medicine, politics, social life, communication methods, and daily life. The research aimed to investigate SM’s impact on Female Saudi International Students’ (FSIS) English language learning and creation of identities. This study utilized a qualitative method to obtain in-depth knowledge of FSIS’ practices on SM and the effects on their learning and identity. The semi-structured interview was used to collect the data from eight FSIS. Thematic analysis was used to analyze the data. Three main themes were generated: FSIS’ daily practices, FSIS’ digital identity, and FSIS’languages on SM. The findings show that FSIS is active on SM, having accounts on different SM platforms. They communicate with people from Saudi Arabia and of different nationalities. Also, the findings assert that FSIS has a strong digital identity on SM. Moreover, the findings emphasized that using SM helps some of the FSIS to improve their English language proficiency. They use SM as a learning tool for English language acquisition. The limitations and the implications of the study are stated in the Conclusion. For further research, suggestions are made to investigate more phenomena regarding Saudis’ using of SM.

scholarly journals The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad

2019 ◽  
Vol 9 (3) ◽  
pp. 495-517
Author(s):  
Gianna Hessel
Keyword(s):  
International Students ◽  
Study Abroad ◽  
International Student ◽  
L2 Acquisition ◽  
Intercultural Learning ◽  
Lingua Franca ◽  
Student Interactions ◽  
European Universities ◽  
Intercultural Interactions ◽  
The Uk

Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.

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.

Sign in / Sign up

Export Citation Format

Share Document