scholarly journals International Graduate Students’ Perspectives on High-Stakes English Tests and the Language Demands of Higher Education

2019 ◽  
Vol 21 (4) ◽  
pp. 68-92 ◽  
Author(s):  
Shakina Rajendram ◽  
Jeanne Sinclair ◽  
Elizabeth Larson
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Language Proficiency ◽  
English Language ◽  
Graduate Program ◽  
Life Story ◽  
Language Education ◽  
International Graduate Students ◽  
Proficiency Tests ◽  
International Graduate

The internationalization of higher education in Canada has given rise to the increased use of standardized English language proficiency tests as gatekeeping measures in university admission policies. However, many international students who are successful on these tests still struggle with the academic and language demands of their programs. Drawing on a thematic analysis of life story interviews with five international graduate students at a major Canadian university, this study examines students’ perceptions on the skills elicited by the IELTS and TOEFL, the language demands and pragmatic norms of their graduate program in language education, and the university’s language support programs.

scholarly journals International Graduate Students’ Challenges and Learning Experiences in Online Classes

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Tala Michelle Karkar-Esperat
Keyword(s):  
Graduate Students ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experiences ◽  
Virtual Classroom ◽  
International Graduate Students ◽  
Online Classes ◽  
Key Factors ◽  
Structured Interviews ◽  
International Graduate

The purpose of this case study was to identify the learning experiences and examine the challenges facing three international graduate students enrolled in online, asynchronous classes in an American public university. Applying the lens of constructivism, data were collected from a questionnaire, semi-structured interviews, and a focus group. Findings from the study indicate that the students faced challenges with English language proficiency, isolation, instructor’s lack of experience, and a lack of motivation to study in online classes. Notwithstanding, students described flexibility and convenience as key factors of the learning experiences in a virtual classroom. Implications for administrators and course designers in understanding student perspectives of online classes and best practices for conducting asynchronous classes are provided.

scholarly journals Strategies to Address English Language Writing Challenges Faced by International Graduate Students in the US

2018 ◽  
Vol 7 (3) ◽  
pp. 764-785
Author(s):  
Swathi Ravichandran ◽  
Mark Kretovics ◽  
Kara Kirby ◽  
Ankita Ghosh
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
English Language ◽  
Writing Skills ◽  
Institutions Of Higher Education ◽  
International Graduate Students ◽  
Peer Mentors ◽  
International Graduate ◽  
The Us ◽  
Language Writing

Since 2000, there has been a 72% increase in the number of international students attending US institutions of higher education. The increase, specifically of international graduate students, has brought to light the writing challenges experienced by this population of students. This study explored specific writing challenges experienced by international graduate students and determined strategies to alleviate these challenges. Interviews were conducted with 15 international graduate students representing a variety of geographic backgrounds and disciplines. Responses revealed that writing challenges faced related to grammar and vocabulary, organization and flow of ideas, critical thinking, and plagiarism. Participants offered specific suggestions on how subject-matter faculty, friends, and peer mentors could assist in improving English-language writing skills. Implications for higher education institutions are discussed.

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

2021 ◽  
Vol 29 (4) ◽  
pp. 2243-2262
Author(s):  
Nur Aira Abd Rahim
Keyword(s):  
United States ◽  
Graduate Students ◽  
Graduate Program ◽  
Well Being ◽  
The United States ◽  
Qualitative Inquiry ◽  
Adjustment Process ◽  
International Graduate Students ◽  
International Graduate ◽  
Starting Point

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.

scholarly journals Challenges Facing Asian International Graduate Students in the US: Pedagogical Considerations in Higher Education

2014 ◽  
Vol 4 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Shu-Yuan Lin ◽  
Susan Day Scherz
Keyword(s):  
Higher Education ◽  
United States ◽  
Graduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate ◽  
Conceptual Structures ◽  
English Speaking ◽  
Linguistic Challenges

Non-Native English Speaking (NNES) international students attending colleges and universities in the United States often encounter difficulties in adjusting to their new cultural environment. In addition, they often struggle with academic language while learning the content and conceptual structures of various graduate level disciplines. This phenomenological study identified cultural and linguistic challenges experienced by NNES Asian international graduate students at a mediumsized rural university in the northwestern United States. A pedagogical framework and recommendations for professional practice address the linguistic, cultural, and academic needs of this particular student population in higher education.

University Teaching in Global Times: Perspectives of Italian University Faculty on Teaching International Graduate Students

2021 ◽  
pp. 102831532199074
Author(s):  
Joellen E. Coryell ◽  
Maria Cinque ◽  
Monica Fedeli ◽  
Angelina Lapina Salazar ◽  
Concetta Tino
Keyword(s):  
Professional Development ◽  
International Students ◽  
Graduate Students ◽  
English Language ◽  
Learning Experience ◽  
University Teaching ◽  
International Graduate Students ◽  
Faculty Perspectives ◽  
Domestic Students ◽  
International Graduate

Recently, many Italian universities began offering graduate courses or entire programs in English to attract international students, assist domestic students with English language proficiency, and internationalize the learning experience for all. This research investigated Italian faculty’s perspectives on their experiences of teaching international graduate students. The article begins with an overview of European university internationalization and then reviews the literature on faculty perspectives on teaching international students and instructional professional development for internationalization of teaching and learning. Findings include participant demographics and faculty perspectives on teaching international graduate students as compared with domestic students, their current and desired ways of learning how to teach international students, and their recommendations for faculty teaching in international programs/courses with English as the language of instruction. Implications for instructional professional development, communities of instructional practice, and further research are offered.

scholarly journals Duality of Persistence

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Vasundhara Kaul ◽  
Linda Renzulli
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Positive Influence ◽  
International Graduate Students ◽  
International Graduate ◽  
Social Belonging ◽  
Low Levels ◽  
University Level ◽  
The U.S

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.

scholarly journals Taking the Mountain to Mohammed: Transitioning International Graduate Students into Higher Education in Australia

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Neera Handa ◽  
Wayne Fallon
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Staff Development ◽  
Student Perceptions ◽  
International Student ◽  
Graduate Program ◽  
Academic Development ◽  
Academic Culture ◽  
International Graduate

This paper reports on findings of evaluative research into student perceptions of a structured academic development workshop, which was specifically designed to induct and orient international students into the academic expectations of their program of study at a university in Australia. With most Australian universities engaged in the business of internationalisation of higher education, there is some debate about the adequacy of practices adopted by these institutions to familiarise their non English-speaking background (NESB) international students with the Australian academic culture. While the practices of some Western universities are sometimes said to be inadequate, there also appears some consternation about international students’ lack of motivation to learn and their inability to master Western academic conventions. Against this backdrop, the paper outlines the impetus for collaboration between the university’s Learning Skills Unit and faculty staff in designing and facilitating a tailored academic development workshop for graduate students. After laying out related literature and details of the workshop, there is discussion of the data collection methods, and an analysis of the data from students. The paper makes a call for repeat workshops at the beginning of every semester, as an indispensable component of the overall content delivery strategies in the faculty’s graduate program. The paper concludes by contemplating the educational integrity inherent in program and faculty staff development initiatives, which are focused on addressing the academic and cultural proclivities of an international student cohort.

scholarly journals Integrating International Graduate Students on Campus: The Perspectives of Student Affairs Professionals

2020 ◽  
Vol 11 (Winter) ◽  
pp. 107-109
Author(s):  
RACHAL ETSHIM
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Student Affairs ◽  
International Education ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate

Higher education institutions in the United States (U.S.) recruit international students as part of their internationalization strategies. The overall number of international students enrolled in American universities and colleges between 2017 and 2018 increased by 1.5% compared to the previous year, totaling over 1 million international students (Institute of International Education 2018). Of this total, 382,983 are international graduate students. International graduate students are good resources for the internationalization and economy of higher education institutions in the U.S. (Urban and Palmer, 2014) and, despite the reduction in the number of visas approved and job prospects, their numbers continue to grow (Almurideef 2016; Killick 2015). These students come from different countries, have different cultural backgrounds and needs, and face different challenges that student affairs professionals at host institutions must address to integrate them into campus (Harper and Hurtado, 2007; Lee and Rice 2007). Moreover, the needs and challenges of international students differ depending on their level of studies, undergraduate vs. graduate (Rai 2002). While student affairs professionals are often the first contacts for all international students, and they play a key role in the integration and development of international graduate students on campus (Brandenburg 2016), most higher education institutions and their student affairs units today are not yet prepared to serve international graduate students (Arokiasamy 2011; Burdzinski 2014; Castellanos et al., 2007; Di Maria 2012; Moswela and Mukhopadhyay 2011; Yakaboski and Perozzi 2018). The purpose of this study is to understand the perspectives of student affairs professional about their role in integrating international graduate students into campus and the policies, services, programs, and other elements they consider most helpful in integrating these students.

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