International Undergraduate Students Research Articles

Sourcing Thai geography literature for ASEAN and international education

This study surveys the available English‐language literature and learning resources covering the field of Thai geography, and provides historical review of Thai geography education and an inventory of relevant, accessible materials for ASEAN and international undergraduate students, educators and researchers. We note that the discipline and context of Thai geography has shifted toward new technologies, particularly geographic information systems, and this has left a void in practical and accessible text for high school and undergraduate students in gaining broad and traditional knowledge of the field. Our study finds that the accessibility of introductory English‐language texts on Thai geography is limited, and that existing texts appear mainly in the grey literature or widely dispersed across various disciplines of study. The paper provides a platform to help future researchers and to facilitate future production of English‐language textbooks and other study materials in the field of Thai geography.

Asking the right questions: Demystifying writing assignments across the disciplines

Writing assignments in university classes can be opaque to novice undergraduate students, including L2 writers, who may struggle to identify the appropriate genre for their response. This paper introduces a simplified 3 × 3 matrix (adapted from Humphrey et al., 2010) as a heuristic for analyzing writing assignments across the disciplines. The matrix asks questions at the text, phase (move), and sentence levels using the Hallidayean view of language as construing ideational, interpersonal, and textual meanings simultaneously. To exemplify the potential of the 3 × 3 matrix, two assignments are analyzed from a pathways program for international undergraduate students at a US university: a “research paper” in Art History and a proposal in Political Science. Interpersonal language choices present particular challenges in these tasks. The 3 × 3 matrix provides the tools to deconstruct and demystify academic genres by enabling content instructors, EAP faculty, and eventually students to ask the right questions.

International students’ experiences in a flipped classroom environment

PurposeThe purpose of this paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university.Design/methodology/approachIn total, 32 in-depth interviews were conducted with undergraduate international students at one Australian university by three researchers.FindingsThe learning experiences of international students in a flipped classroom environment include increased flexibility in learning; enhanced engagement with content and; more confident participation in face-to-face workshops. In addition, the analysis further illustrates that international students intrinsically develop soft skills (e.g. increased confidence and communication skills), learning skills (e.g. research and critical thinking) and employability skills (e.g. time management and accountability).Research limitations/implicationsThese findings focus only on the positive learning experiences of undergraduate international students in one Australian university.Originality/valueThe study contributes to the literature by identifying learning experiences of undergraduate international students in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

“Because of the Christian Fellowship, I Decided to Stay”: How Participating in a Christian Community Shapes the Social Experiences of Chinese International Students

This ethnographic study examines how participation in a Christian church community shapes Chinese international undergraduate students’ social experiences in an American university. Our findings reveal that Chinese international undergraduate students identify the church and its fellowship as (1) a social support community and (2) an informal learning community, one which fills in the gap in counseling services and interpersonal activities that the university fails to offer. Recommendations are made for higher education institutions to provide stronger support for international students, regardless of their nationalities and religions.

Sources of Perceived Social Support, Social-Emotional Experiences, and Psychological Well-Being of International Students

To advance understanding of international students’ psychological well-being and social-emotional experiences, we tested whether specific social influences could enhance international students’ belonging and well-being and attenuate loneliness. Graduate and undergraduate international students (N = 126) from two universities in the United States participated in a year-long study. Structural equation modeling analyses revealed that perceived social support from domestic students in the fall predicted higher belonging in the subsequent spring, while perceived faculty social support in the fall predicted lower loneliness in the spring. Perceived faculty social support had an indirect effect on psychological well-being via loneliness. These novel findings provide initial evidence for the salience of social support from domestic students and faculty for international students’ social-emotional adjustment.

The Role of Integration in Understanding Differences in Satisfaction Among Chinese, Indian, and South Korean International Students

This study uses a quantitative approach drawing on data from the International Student Barometer ( N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian, and South Korean undergraduate international students studying in the United Kingdom, the United States, and Australia. Results indicate that nationalities vary significantly in satisfaction levels, with Indian students more satisfied than Chinese or South Korean students. Furthermore, integration is predictive of satisfaction, and academic integration has a greater impact on satisfaction than does social integration. Compellingly, academic and social integration help explain the association between nationality and satisfaction. This study demonstrates that academic and social integration partly accounts for differences in satisfaction among nationalities, opening avenues for future research with practical implications for universities.

Academic Procrastination Among International Undergraduate Students Under the Conditions of Linguistic and Cultural Integration

Academic Procrastination Among International Undergraduate Students Under the Conditions of Linguistic and Cultural Integration

국내 외국인 유학생의 자원봉사 경험에 관한 질적 사례연구 - S 대학교의 학부 유학생을 중심으로

국내 외국인 유학생의 자원봉사 경험에 관한 질적 사례연구 - S 대학교의 학부 유학생을 중심으로

외국인 학부 유학생의 자기결정성 동기 유형과 학업 스트레스 연구

외국인 학부 유학생의 자기결정성 동기 유형과 학업 스트레스 연구

Made in contemporary China: exploring the national identity of Chinese international undergraduate students in the US

ABSTRACT Given the critical dynamics between students’ national identity and study abroad experiences, this study explores the meanings Chinese international students in the US make of national identity within the context of China’s rise on the world stage. Drawing on qualitative interviews with 23 Chinese undergraduate students studying at a US research public university, this study demonstrated how cultural values, patriotic education received in China, and experiences in the US influenced students’ understandings of national identity. Students’ identities of being Chinese were renegotiated resulting from meaningful intercultural interactions. Contrary to the conventional wisdom that Chinese international students lost their national identity abroad, findings documented a heightened sense of national identity and increased patriotism among Chinese intentional students. The case of Chinese international undergraduate students adds to the existing literature on the impact of study abroad on identity development and extends the use of neo-nationalism in higher education research.

An Equal Challenge? Comparing TOEFL iBT™ Speaking Tasks with Academic Speaking Tasks

ABSTRACTThis study investigates the relationship between performances on the speaking component of the TOEFL iBTTM with performances on academic oral assessment tasks. For the academic tasks, we recorded and transcribed the performances of five local and five high-achieving international undergraduate students on oral assessment tasks in core first-year subjects in three faculties, a total of thirty students. For the TOEFL speaking tasks, we transcribed the performances of six high scoring students from mixed language backgrounds on the two independent and four integrated speaking tasks of the TOEFL iBTTM. On the basis of an analysis of the rhetorical moves characteristic of the two speaking contexts, we conclude that while the moves characteristic of the TOEFL tasks are largely represented in the academic tasks, there are also some differences across the two contexts. These findings both support and challenge the domain definition inference of the TOEFL iBTTM validity argument.

International Undergraduate Student Engagement: Implications for Higher Education Administrators

Much has been written about engaging international students in their new campus environments. However, there is still a gap between literature and practice in terms of such students’ initial experiences. A systematic review of 48 studies published between 2007 and 2018 was conducted to locate the research gaps, examine how and in what areas international undergraduate students are being encouraged to participate, and their unique experiences with the process. The findings show that few studies focused solely on international undergraduates. Their engagement varied depending on the student’s background, major, region, and type of institution. These students faced unique and uneven experiences with social support, academics, community identity, connectedness, and perceived discrimination. Implications for higher education administrators, international students, and researchers suggested.

Occupational therapy international undergraduate students’ perspectives on the purpose of practice education and what contributes to successful practice learning experiences

IntroductionPractice placements (also referred to as fieldwork) are a significant component of occupational therapy education. For international students enrolled in occupational therapy education programmes outside their own country, completing practice placements can be challenging. There is scarce literature that examines the perspectives of international students undertaking practice placements. The study’s aim was to understand international students’ perceptions, what they believe to be the purpose of practice placements and what attributes contribute to successful practice education.MethodQualitative, semi-structured interviews were used to elicit the perspectives of seven fourth-year international undergraduate occupational therapy students enrolled at an Australian university.ResultsThematic analysis identified two key themes: ‘the purpose of practice placements’ (sub-themes: translating knowledge into practice, adapting to real life experiences and building our communication skills), and ‘a successful practice placement’ (sub-themes: the environment, the clinical educator and my responsibilities).ConclusionFindings identified what international occupational therapy students believed to contribute to a positive and quality practice placement. All students valued the opportunities that practice education afforded, including developing communication skills and integrating theory into practice. These findings will assist academic and practice educators in the delivery of high quality practice education placement learning experiences for international students.

“We are a ghost in the class.” First Year International Students’ Experiences in the Global Contact Zone

This article draws on data collected during case studies involving six undergraduate international students. It uses the academic literacies framework to examine how international students (re)negotiate their student identities. Based on the concept that Australian university classrooms are global educational contact zones, the study reinforces the urgent need to shift from existing narratives which focus on international students’ perceived language and literacy deficits. Participants demonstrated positive student identities by successfully mediating disciplinary requirements. However, their transition was hindered due to insufficient opportunities for meaningful classroom interactions and lack of academic instruction and feedback. The findings suggest teachers are in the best position to address this gap through classroom pedagogies which accommodate learners from diverse backgrounds and facilitate inclusive learning environments.

Resources to Inspire and Inform Global Engagement

Resources to Inspire and Inform Global Engagement Beth E. Clausen (bio) When "Global Perspectives" launched in July 2015, the intent was to emphasize the increasing internationalization of higher education and the essential role of libraries in global engagement initiatives. Through reading about such activities, practitioners could learn from other librarians' experiences as they explored roles and responsibilities that made sense for them and their context. The timing was right because many colleges and universities in the United States were strengthening their global reach and interaction and developing worldwide partnerships with implications for the local campus. The number of international undergraduate and graduate students in the United States was substantial, and educational institutions invested in and expanded support of those students to ensure their success. Many of these institutional strategic initiatives involved the library, which stood ready to serve as a robust campus partner. "Global Perspectives" is just one place to read about international possibilities. Several books published since 2015 deal with the global reach and services of college and university libraries. A selection of volumes is described here, chosen for their relevance to academic libraries and librarianship as well as their scope, currency, fresh perspective, broad interest, and wide applicability. As worthwhile as reading about worldwide initiatives is, connecting with people engaged in such activities is even more valuable. Building relationships and interacting with colleagues complement and supplement reading. Therefore, following the reviews of selected books, this article offers a description of relevant discussion and interest groups to explore, all sponsored by the Association of College and Research Libraries (ACRL). Read about It: Select Recent Books ________ Planning Academic Library Orientations: Case Studies from around the World, ed. Kylie Bailin, Benjamin Jahre, and Sarah Morris. Chandos Information Professional Series. [End Page 375] Cambridge, MA: Elsevier, 2018. 380 pages. $106.00 paperback (ISBN 978-0-08-102171-2); $79.95 e-book (ISBN 978-0-08-102173-6) Academic library orientations can be exciting, vexing, useful (or not), and successful (or not). Whatever form they take, they have become almost universal because they form a cornerstone of other library programming and services to support students in their transition to, and success in, college. Planning Academic Library Orientations is a thorough account of current programs in academic institutions intended to introduce students to the library. The book is divided into 34 chapters, each describing a different library's approach. The various methods are not presented as right or wrong but instead as a product of local need and the resources of the institution and its constituencies. Most chapters are coauthored, which reflects one of the takeaways from the book: successful orientations, whatever their form, are collaborative and require partnerships and cooperation from both within the library and without. Most of the examples, not just those in the section "Partnerships," describe joint efforts. The other segments are "Games"; "Marketing & Promotion"; "Targeting Specific Audiences"; "Technology"; and "Tours." Each chapter helpfully includes background information about the institution described so readers can easily identify the colleges or universities that most closely align with their own. While subheadings may vary, most chapters provide background about the institution, its students, its past orientation programming, planning, and what it might do differently in the future. The global dimension is provided by including programs in such countries as Australia, Singapore, and the United Arab Emirates. This international scope is widened by chapters that highlight U.S.-based libraries providing orientations to specific populations, including students from other countries. Chapter 22, "Introducing New International Students to Privilege in Information Access," describes one such program. It recounts how librarians at DePauw University in Greencastle, Indiana, creatively filled a campus gap to assist in the success of students from other countries. To graduate, every student at DePauw must take a course that centers on privilege, power, and diversity. The university realized that learners without a grounding in American history and culture would find it difficult to participate fully in the course. In answer, the campus revamped part of its two-week Summer English Immersion Institute, which about half of new international enrollees attend. The librarians developed new activities based on the frame "Information Has Value" from the ACRL Framework for Information Literacy for...

A Research of the Construct Development for Evaluating Team Presentations Performed by Undergraduate International Students in Korea: Focused on the Presentation of Contents

A Research of the Construct Development for Evaluating Team Presentations Performed by Undergraduate International Students in Korea: Focused on the Presentation of Contents

학부 유학생의 한국어 쓰기에 나타난 내용 지식 구성 양상 고찰

학부 유학생의 한국어 쓰기에 나타난 내용 지식 구성 양상 고찰

A Phenomenological Study on the Academic Probation Experience of International Undergraduate Students

A Phenomenological Study on the Academic Probation Experience of International Undergraduate Students

The International Foundation Year and first year transition: building capital, evolving habitus, developing belonging, preparing for success

ABSTRACTThis article focuses on research into international undergraduates’ transition experiences when starting UK higher education (HE). The study explored ways in which combined experiences of university learning, teaching and support and International Foundation Year (IFY) attendance at a pathway international college influence first year international undergraduate students’ transition. The research adopted a mixed-methods approach including in-depth interviews and a survey that compared groups including previous IFY and non-IFY students and pre and post 1992 UK universities. The Bourdieusian constructs of ‘capital’ and ‘habitus’ are presented as a theoretical lens that highlights ways in which attending an IFY helps first year international undergraduates to develop belonging, resilience, student identity, academic confidence and success.

An Academic and Cultural Transition Course for International Students: Efficacy and SocioEmotional Outcomes

The current study details changes in first-year international undergraduate students’ perceived knowledge of, confidence in, and usefulness of intercultural skills in specific US university contexts after completing a semester-long academic and cultural transition course at a mid-sized private university. Results revealed significant increases in participants’ (n= 42) perceived intercultural competence, perspective shifting, suspending judgment, self-advocacy, and interacting in class with students of other cultures; participants also reported significantly higher campus belonging and social support than a comparison group of students at the university who were not enrolled in the course (n = 32). These findings provide initial evidence for the potential of transition courses to increase intercultural skills and campus belonging for first-year undergraduate international students attending US universities.