International Students Learning Research Articles

A Study on the Development of the Educational Materials of the 〈General Korean Language〉 for International Undergraduate Students inan Intermediate Level of the Korean Language

This is a basic study to develop the educational materials for general Korean language learning for international undergraduate students in the intermediate level. It aims to survey the needs of learners and thereby establish some developmental directions. To achieve this, Iconducted a survey with 306 international students at A University. The results showed that many learners recognized the necessity of textbook development, and that although there was a high preference for e-books, ademand for paper books still existed. Regarding preferred media types, demands were observed not only for familiar media such as movies, dramas and social media, but also for other types of media like newspaper articles and the news in general. Regarding the topics demanded, they included daily life, hobbies, personalities, travel, and social and academic subjects. As for the desired functions to be enhanced, there were high demands for speaking, vocabulary, and grammar, and the balanced demands for listening, reading, and writing. Accordingly, this study proposed that educational materials should be composed in such a way that e-books and paper books coexist, and that the materials should be developed by maximizing the educational value of each. Furthermore, this study suggested that a comprehensive textbook that develops all language functions evenly would be more suitable than educational materials specialized in one function, given the characteristics of learners who need to not only expand their learning experiences with the use of various media, but to also cultivate their communication skills and academic task performance abilities.

The Role of Native Speaker Peers on Language Learners’ Fear of Negative Evaluation and Language Anxiety

This study investigated graduate-level international students’ linguistic and learning experiences in classrooms predominated by native English-speaking (NES) students. The central objective was to discern the impact of NES students’ presence on the fear of negative evaluation experienced by international students speaking English as a second language in an American university. A survey was initially administered to 22 graduate-level international students, and five international students, distinguished by heightened levels of anxiety associated with negative evaluation in classrooms primarily dominated by NES students, were interviewed. The interview data were analyzed with domain analysis. The findings elucidated that international students’ fear of negative evaluation depended mainly on instructors’ practices and international students’ perceptions of NES peers’ attitudes. Moreover, the increased fear of negative evaluation adversely impacted their linguistic behaviors and overall engagement with instructional content. The findings implied a need for more inclusive and safe learning environments in graduate schools.

Challenges Faced by International Students in Pursuing Doctoral Study: A Case Study of Saudi Students in American Higher Education Programs

Many international students aspire to seek admission to higher education and pursue their studies, especially in the US. Therefore, institutions in general and American institutions in particular must realize the students' perspectives and offer support so they can face their unique problems during their education. This review aims to look into specific learning and adaptation-related experiences of international higher education students during a challenging transition to a large, public research university in the United States. The study was conducted at an American university in the southwest. The program enrolls students worldwide seeking master's and doctoral degrees in languages and social studies. Students may select from a wide range of concentrations, such as teaching English as a Second Language, bilingual education, and social justice, to name a few. These students are often encouraged to study interdisciplinary subjects to improve their understanding of the realm of education and how it is affected by society and politics. Professors teaching these interdisciplinary subjects who descend from various countries and teach in multiple disciplines hold controversial and sometimes even contradicting visions on education and research issues. This review explored the challenges and problems that Saudi international students face while pursuing higher education. A qualitative data collection and analysis method was followed to arrive at conclusions. 6 Saudi students were interviewed in detail. Study findings revealed various academic, social, cultural, financial, and family implications. It is concluded that Saudi international students encounter specific difficulties in US institutions, such as mentoring hardships, adjustment to a new educational system, lack of administrative support, and communication gaps between the supervisors and the researchers.

Digitalisation of the Teaching and Learning for International Students in Higher Education: A Systematic Review

During the COVID-19 pandemic, digitalisation in the international higher education sector was underlined by migration to online delivery across different educational contexts. However, research into the execution of digitalisation together with its impacts on the teaching and learning of international students in higher education is scattered and fragmented. This study aims to systematically review articles related to these topics based on a four-step refined process: initial search, filtering, screening, and in-depth review. Thirty-five identified articles were used to examine (1) the main forms of digitalisation of teaching and learning for international students, (2) the digitalization-related experience of international students in learning, (3) the opportunities of digitalisation of teaching and learning for international students and (4) the challenges of digitalisation of the teaching and learning for international students. Based on the findings, we discuss the implications of capitalizing on digital technologies and refining pedagogies in online and blended modes of delivery.

Unraveling the Interplay of Language and Culture in BIPA Learning for International Students

This research aims to describe the role of language and culture in the success of international students in BIPA learning at AndalasUniversity. The method used in this research is descriptive. The data used is data obtained from observations, interviews and documentation on the role of language and culture with BIPA students at Andalas University. Data collection techniques use observation, interviews and documentation techniques. The data source in this research is interviews with Andalas University students. According to the results of the analysis, it was found that 24 language roles and 30 cultural roles were known to Andalas University international students.

Attempts to Replicate the Skills, Attributes and Capabilities Associated with International Mobility in an Online World: A Case Study

In recent years, obstacles to physical mobility, such as the Covid-19 pandemic, have hastened the turn towards online platforms for educational and social activities. Many study abroad programs have had to adapt to such circumstances and embrace virtual environments in the face of limited physical mobility. In this case study, we look at how one multi-university program, the UGPN Academy, was able to expand international student learning efforts despite travel limitations due, in part, to adapting to online communication technologies and environments. Through comparison of surveys administered to participants pre- and post-participation, students reported that having an online community as a source of social support, as well as learning about different experiences during a global pandemic, were two strengths of the program. In addition, students reported becoming more familiar with different online technologies as well as feeling more open to people from diverse backgrounds and international careers. These findings contribute to a further understanding of Internationalisation at Home (IaH) as a useful model that can be extremely valuable in its own right. Although IaH is not a replacement for physical mobility, it may provide its own benefits, such as providing a collaborative, diverse online community as a source of social and professional support, networking and opportunities for international learning experiences for students who are unable to participate in traditional study abroad programs. Diversifying and further integrating such virtual platforms can then be seen as a part of best practices rather than a replacement for traditional modes of international cultural exchange.

Nursing Students' Self-rated Nurse Professional Competence at the End of an International Collaborative Education Program and Follow-up 1 Year Later.

International collaborative programs and student active learning are encouraged; yet, little is known about them. To compare nursing students' self-rated nurse professional competence (NPC) and general self-efficacy between those enrolled in an international collaborative program, which focused on student active learning, and those enrolled in a traditional lecture-based program at the end of graduation and 1 year later. This prospective comparative study distributed a questionnaire to 137 nursing students enrolled in the 2 bachelor-level programs at a university in southeastern China. At the end of graduation, students enrolled in the international collaborative program reported higher scores for NPC factors, medical and technical care and general self-efficacy, than those enrolled in the traditional lecture-based program. One year later, they reported higher scores for total NPC, value-based nursing care, medical and technical care, care pedagogics, documentation and administration of nursing care, and general self-efficacy than others. This study found that the nursing students enrolled in the international collaborative program reported higher self-rated competence.

‘Decolonizing’ citizenship learning with international students

This article explores the possibilities for decolonizing approaches to inter-cultural learning for international students in Canada. In this article the authors present the findings from a series of photovoice workshops conducted as a part of a larger mixed-methods project that explores how informal and everyday pedagogies shape international students’ mobility decisions in the Atlantic Canadian province of Nova Scotia. Participants’ collaborative analysis of their own photographs reveal how everyday citizenship learning emerges from international students’ affective relationships to place in such a way that obscures how international education is implicated in processes of settler colonialism. However, evidence suggests that participants’ sense of belonging is deeply implicated in their connections to place, highlighting potential opportunities for integrating international students in current initiatives to “decolonize” higher education in the Canadian context.

Chinese language anxiety in classroom learning for international students in China: teachers factor

This paper discusses the influence of teachers' teaching ideas and classroom activities design on international students' Chinese learning anxiety. The study found that Chinese teachers classroom management and communication style are the main factors causing anxiety of international students in classroom learning. Chinese teachers' improper error correction methods, ignorance of cultural and cognitive style differences in learning activities have also made international students feel so stressed in classroom learning that they were reluctant to participate in classroom activities. The author suggests that Chinese teachers should enhance their sensitivity to cross-cultural communication by way of facing up to international students' language learning anxiety and taking cultural and cognitive style differences into fully consideration in their language teaching planning. The author also suggests adopting teaching strategies such as group activities and delaying error correction to provide appropriate academic support to reduce international students' anxiety, stress and frustration in Chinese language learning.

인게이지드 러닝 기반 지역사회 연계 비교과 프로그램 개발

This study designs and presents a community-linked sociocultural education program based on S University's Engaged Learning for international students. The extracurricular programs for international students were classified into college adaptation, language ability improvement, cultural adaptation, academic promotion, career and employment, and psychological support. Through this, it was found that the types that need to be supplemented in S University's extracurricular programs are cultural adaptation and career and employment. A participatory extracurricular program related to cultural adaptation was designed as one of the methods to compensate for this. A participatory extracurricular program consists of Flip Learning, Digital Literacy, Team-Based Learning, and Teacher Modeling Classes based on S University's Engaged Learning. This study is significant in that it links the extracurricular activities of international students to communities based on Engaged learning.

외국인 유학생의 한국어 학습 동기 변화 추이와 탈동기·재동기 연구

외국인 유학생의 한국어 학습 동기 변화 추이와 탈동기·재동기 연구

Study of distance education problems of foreign postgraduate students

Among international postgraduate students studying in Russian universities, distance learning continues to dominate in the post-pandemic period. The low risk of infection and the flexibility of learning, as well as the reduced economic costs of transport costs are the main reasons why they continue to opt for online forms of learning. However, problems such as poor Russian language knowledge, insufficient internet speed and lack of contact with teachers have affected distance education. This paper presents the results of a pilot study to identify problems with distance learning for international postgraduate students from China. The total sample consisted of 103 respondents who were enrolled in different postgraduate courses at several Russian universities, and who had different online study time in different scientific fields. Based on the analysis of the survey data, this paper attempts to find out the problems and difficulties encountered by foreign postgraduate students in the process of distance learning, and to formulate methods to overcome these problems. The results can be used to help foreign postgraduate students solve problems and difficulties encountered in distance learning and to raise their satisfaction while receiving higher education in Russia in the form of distance learning.

Pendampingan Harmonisasi Keragaman Budaya Dua Negara dalam Peningkatan Sinergisitas Persiapan Pertukaran Pelajar Mahasiswa Internasional

In order to improve the quality of international student exchanges, various related matters must be prepared, also related to cultural harmonization between countries, which of course will determine the synergy and values ​​of unity and solidity among these students, bearing in mind the unification of mindsets and cultural backgrounds of various the state is not a trivial matter, this is what is said to be a phenomenon that must be resolved in order to be able to provide good results in the implementation of the direct learning process between countries on international student learning exchanges which will be held next semester. Given this problem, it is necessary to carry out socialization and assistance regarding the harmonization of the cultures of the two countries (Malaysia and Indonesia) to increase tolerance and synergy in preparation for post-pandemic international student exchanges

Treating International Students Beyond Teaching Cultural Differences?

This critical voice essay draws attention to rethinking intercultural learning for international students. Teaching cultural differences is unsustainable but reinforces stereotypes.

ICT and Learning of Mathematics in Nigeria

This study empirically reviews ICT and mathematics learning in Nigeria through a systematic literature review. Relevant articles and journals were identified to examine international students' teaching and learning experiences. Research shows that even if teachers believe that students need to understand mathematics or that the use of ICT improves students' development, students still need to solve problems. It may indicate that They do not incorporate her ICT into math classes or use it in traditional ways to impart knowledge. Her effective use of ICT in mathematics education may lead to more learner-centered classroom practices. These changes are widely believed to impact mathematics teaching and to learn positively. For example, ICT can enrich students' mathematics learning experience, increase their interest in mathematics, and change their attitudes toward mathematics. With the proliferation of online e-teaching, flipped classrooms are becoming a new trend in digital learning. The study recommends that ICT tools be made available by all parties to teachers and students with appropriate Internet access to achieve solid academic performance in mathematics. Governments at all levels need to increase their budgets for education and ensure that the money allocated for education is entirely spent.

Is the Internationalization of Higher Education at Risk? Covid-19 Pandemic and Online Learning of International Students

Is the Internationalization of Higher Education at Risk? Covid-19 Pandemic and Online Learning of International Students

The attitude of Russian and international students to training in medical and pharmaceutical specialties

Introduction. Established in Russia over a long history, the Higher Medical School currently not only meets the needs of domestic health care, but also successfully trains doctors and pharmacists from among foreign citizens. The aim of the study: to conduct a comparative analysis of the attitude of Russian and international students to the qualitative development of the chosen medical and pharmaceutical specialty under the specialist's program. Materials and Methods. Initial data on the number of students enrolled in education programs in 2018-2020 was obtained from the official statistical materials and analyzed according to the average rate of growth (loss) of indicators of the dynamic series. To study the attitude of students to the educational process in the chosen specialties, a questionnaire survey was conducted among 273 students of Sechenov University, among whom there were 57.4% Russian and 42.6% international citizens. The data was analyzed using Microsoft Excel and IBM SPSS Statistics 20.0 software packages. To evaluate the statistical significance of differences in the frequencies of signs between groups of students, the χ2-Pearson test was used, to compare the average scores the nonparametric Mann-Whitney U test was used. Results. The findings of the study show a positive trend in admission for training among Russian and international students in medical and pharmaceutical specialties in the Russian Federation from 2018 to 2020. The survey results showed that 47.0% of Russian and 84.7% of international students enjoyed studying in order to become certified specialists in their chosen medical specialty. The key factors contributing to the cultivation of eagerness of Russian and international students to become a highly qualified medical (pharmaceutical) specialist are desire to help people – 59,7% и 61,3 % respectively (p=0,793); clearly defined life goal – 44,3 % и 55,6 % respectively (p=0,065); desire to aid patients – 33,6 % и 58,1 % respectively (p˂0,001). The main reasons for the active learning of Russian and international students are interest in learning – 3,98±0,93 и 4,54±0,83 points respectively (р˂0,001); the desire to prove to oneself the ability to study at the University– 3,73±1,32 и 4,06±1,28 points respectively (р=0,012); realization that their knowledge and competence grow when studying new material – 4,11±0,99 и 4,28±1,13 points respectively (р=0,014). For 85,2% of Russian and 66,9 % of international students (p˂0,001) inner motivation for studies is more significant. Conclusion. The most interested in obtaining a high-quality medical education are international students; it should be taken into account when improving the export of educational services

The racial learning of Chinese international students in the US: a transnational perspective

ABSTRACT This article examines how Chinese international students develop a complex understanding of race and racism from a transnational perspective. Through semi-structured interviews and follow-up exchanges with 21 Chinese international undergraduates at a US public research university, the article argues that students’ racial learning was jointly shaped by their upbringing in mainland China and by racial encounters in the US. The findings reveal that Chinese students held contrastive views on race and racism before and after their arrival, due to the disjuncture between ideological impact in the home country and experiential exploration in the host country. Specifically, Chinese students’ lived experiences in the US dramatically shifted their conceptualization of race from a nationality-based identity to the phenotype-based imposed category of ‘Asian’. They also revised their understanding of racist practices from mostly violent and explicit to mostly subtle and implicit. This study contributes to the broader literature on transnational racialization.

International Medical Students' Financial Security in China: Lessons from an Individual Case Study

Financial security affects international students’ success and wellbeing and is a cause for great concern. However, it is still understudied in the literature. This is an especially important issue in countries where most international students are self-financed and/or originate from developing countries. This is the case in China, which hosts a large number of international students, and where such research is still lacking. Adopting a phenomenological approach, this exploratory study was a case study of a high-achieving international medical student in China who experienced (and overcame) financial difficulties. Findings of the study have important implications for policy and practice, and call for an expansion of the Chinese government’s policy concerning the financial needs of poor domestic students, supporting them with financial resources and extending these resources to students from developing countries studying in the Chinese higher education system. The implications also include the need for Chinese universities to assume greater responsibility and provide more support for the learning and wellbeing of international students.

Internationalizing Higher Education Curricula: Strategies and Approaches

The COVID-19 global pandemic has put the growing reliance on international students in higher education into sharp relief. With the increasing emphasis on the value of higher education as both an export market and a revenue generator and the consequent increases in international student enrollment at colleges and universities, higher education leaders are seeking to provide curricula which reflect the global perspectives that students need to work and function within increasingly complex and multicultural work environments. A literature review was conducted to determine how institutions are approaching curriculum internationalization as a way to prepare students as global citizens. This paper explores four rationales for internationalization including the political rationale, the economic rationale, the socio-cultural rationale, and the academic rationale. We also provide an overview of strategies that can be utilized to internationalize higher education curriculum. These are centered on supporting faculty, developing partnerships, international student experiences, language integration, and curriculum learning outcomes. The following four common and evolving approaches for internationalizing curriculum are reviewed: the add-on approach, the infusion approach, the transformational approach, and the social responsibility approach. Several notable shortcomings in these approaches are outlined, and the paper concludes with a number of proposals for future empirical research in this area. This work helps to fill a gap in understanding how to implement these important curriculum reforms.