“It's Doable”: International Graduate Students’ Perceptions of Online Learning in the U.S. During the Pandemic

This study aims to understand the learning experiences and challenges of international students enrolled in Master's and PhD programs in various institutions who were forced to transition to online learning during the pandemic. In particular, the study explores the experiences and perceptions of seven non-native English-speaking international graduate students who came from six different countries and studied at different schools of education through phenomenological interviews. Analysis yields insight into these students’ online learning experiences and identifies factors which contributed to the mixed quality of these learning experiences. Overall, students tried to adapt to the “new normal,” while enduring learning and emotional challenges due to the harsh conditions of the pandemic in the United States and their home countries. Instructors’ readiness for online teaching as well as the extra support provided to help students cope with the sudden transition in the learning environment were particularly important factors affecting the students’ learning experiences. Our findings lead us to several recommendations for practice within graduate-level online learning environments and suggestions for further research, as well as broader considerations of what broader implications the case suggests for international education in light of digitalization.

Adjustment Experiences of International Graduate Students to Life in the United States

The adjustment process, also interchangeably referred as a transition or adaptation process, is a stage that every international student went through as part of their study abroad experiences. For international graduate students, their pursuit represents an important milestone in their self-development and personal growth. However, adjusting to a new educational and social environment can be challenging. During this important starting point of their academic journey, what are the key aspects that shaped the adjustment experiences of these international graduate students? This study explored the narratives of international graduate students of their adjustment process to academic life in the United States using the integrated acculturation framework using a naturalistic qualitative inquiry process. Participants’ selection includes criterion sampling and maximum variation strategy to elect international students who were at least completing his or second semester in a current graduate program. In total, 9 participants were selected based upon different countries of origins and program majors and having both male and female and doctorate and master level participants in this study. The findings show that these international graduate students experienced varied adjustment experiences, impacted by motivation, personality, coping strategies, and social support received. All the participants also reported having a varying set of growth as a result of the adjustment process. The recommendations include providing more support geared towards academic well-being and creating a supportive culture among faculty and other students on the diversity and difference these international graduate students bring on campus.

Academic writing anxiety among Chinese international postgraduates

Language learning is a common but complicated activity that involves the development and application of different language skills, including listening, speaking, reading and writing. This study adopted a mixed method to investigate the problem of academic writing anxiety of Chinese international graduate students. The sampling method used in the research is purposive sampling. A total of 30 Chinese postgraduate students (15 males and 15 females), who enrolled in the faculty of modern language and communication. The purpose of study is to investigate the causes of second language learning writing anxiety. It is hope that this study can provide insightful implications for the acquisition and instruction of L2 academic writing. In addition, unlike the massive studies of anxiety on General English (GE), anxiety studies on English for Academic Purposes (EAP) has received insufficient attention, therefore, this study can enrich the research field of EAP.

Beyond survey measures: exploring international male graduate students’ sense of belonging in electrical engineering

Purpose Although a student’s sense of belonging is a key factor of persistence in higher education, research on international students’ belonging tends to rely on domain-agnostic survey measures and promote interpretations that focus mainly on social integration and adjustment. This paper aims to examine how male international graduate students in engineering understand and describe their sense of belonging and how they perceive its development at their institution. Design/methodology/approach The authors conducted in-depth interviews with 12 male electrical engineering doctoral students at a selective research university in the USA. This interpretive approach allowed students to articulate their subjective understanding of belonging within a specific disciplinary context. Findings Contrary to the broad notion that the social domain is the primary locus of students’ sense of belonging, participants emphasized the academic domain when referring to their struggles with, and attempts to develop, a sense of belonging. Results suggest that the meritocratic culture of engineering education may influence students to prioritize the academic domain when conceptualizing and developing their belonging. Moreover, the strong academic motivation endemic to international students pursuing graduate education at a top American research university intensified this mechanism. Originality/value This study argues that universities seeking to enhance international graduate students’ sense of belonging can be more intentional in providing opportunities for students to establish positive academic identities. Furthermore, addressing students’ non-academic identity and marginalization as relevant and essential topics in engineering will expand their understanding of what means to belong.

Social Media for Social Support

Based on 15 in-depth interviews, the present study aims to understand the common challenges international graduate students face and the coping strategies they employed, types of SNS used, and social support sought from their relationship during graduate school. Common challenges faced are loneliness, stress, feeling overwhelmed with graduate school, and difficulties adjusting to a new culture. Coping strategies include sharing experiences with relations whom they trust and understand their situation, and joining online communities via SNS. The participants use both public and private SNS to seek social support depending on the various functionalities offered. SNS use depends on the affordances such as convenience, affordability, trust issues, and privacy. Most sought-after type of social support are emotional and informational via SNS.

“I lost myself”

International Graduate Students (IGS) may share their journey in the United States with their accompanying families. Families tend to be the student, their spouse, and children if they have any. Those individuals who travel with the student are sometimes referred to as dependents. As they go through acculturation, both students and dependents encounter the challenge of affirming or reinventing their identities. In this study, we used the communication theory of identity (CTI) to analyze the disparate experiences of both groups. In CTI four layers constitute the concept of identity. The layers are: a) The way individuals see themselves (personal), b) their communicative interaction through social roles (relational), c) their construction of messages (enactment), and d) their role within a group or social network (communal). Thus, CTI views identity as a communicative and relational phenomenon.

International Graduate Students’ Experiences of English as a Medium of Instruction (EMI) Courses in a Korean University

Owing to to the internalization of higher education, many universities in East Asia provide English as a medium of instruction (EMI) courses for international students. However, previous studies may not have strategically explored the perception of EMI courses for graduate programmes. Recognizing the gap in the literature, this study specifically focused on international graduate students' experiences of EMI courses in a Korean university. By implementing a mixed-method design, this study explored English language learnes’ (ELLs) perceptions of EMI courses regarding i) ELLs’ opinions on the effectiveness of EMI courses, ii) ELLs' attitudes towards EMI, and iii) their self-evaluation of English language ability. Data collection consisted of an end of the semester survey (n=70) and focus group interviews (n=9). The study results showed that i) ELLs showed positive attitudes towards EMI courses; ii) they perceived that the faculty's teaching methods are the core element to EMI course effectiveness; iii) their listening and reading skills were enhanced, and iv) ELLs with low English proficiency found EMI courses challenging to follow. Based on these results, several pedagogical implications are discussed regarding how to implement EMI courses effectively for diverse international students in ELT.

Duality of Persistence

International students have been a growing presence in U.S. higher education institutions for over a decade. However, how feelings of belonging shape their adjustment to these institutions has only recently become a subject of inquiry. In particular, there has been limited examination of how university-level factors interact with feelings of belonging to shape the persistence of international students within the U.S. This research takes a step towards addressing this scholarship gap by examining how social and academic belonging interact with the presence of on-campus co-nationals in engendering aspirations to persist in the U.S. after graduation for international graduate students. We demonstrate the presence of, what we call, an academic enclave effect wherein large communities of co-nationals have a positive influence on the aspirations of international students with initial low levels of social belonging.