Abstract
This article presents the qualitative findings of a research that investigates the challenges faced by international graduate students with academic reading and the overcoming strategies applied by them in their reading. This qualitative study utilized focus group interviews with 70 international graduate students in post graduate programs at tertiary level in Malaysia. The findings highlight some important findings for students, academicians and university administrators. The findings indicate that international graduate students do face challenges and problems which are ascribed to the fact that English is the medium of instruction. In addition, the findings also exposes the strategies employed by the students to overcome the reading obstacles faced in their academic reading practices. This article concludes with suggestions for administrative policies and reading related programs to assist the academic reading needs of the students.
Highlights
The learning experience of international students in English speaking countries has been documented through many studies done over the past decades
Alco (2008) have highlighted that international graduate students comply with the required TOEFL or IELTS qualifying results for university entrance, it does not guarantee that these students will not face difficulties with the academic reading practices in their graduate programs
The findings of this study have provided meaningful insights into the challenges of academic reading practices faced by international graduate students and the coping mechanisms employed
Summary
The learning experience of international students in English speaking countries has been documented through many studies done over the past decades. These English speaking countries have developed a remarkable popularity among international students from the South East Asian as well as other regions globally. Non-English speaking countries where English is the second language (L2), such as Malaysia, Singapore and South Africa have built their reputation as emerging contenders. These countries have joined the race in attracting foreign students (Crewe, 2004; Reinties, Beausaert, Grohnert, Niemantsverdriet, & Kommers, 2012). The use of their first language (L1) for academic purposes in their prior academic background appear to influence the way they approach academic literacies at graduate level
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