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International student’s problems and resolution
The main aim of this essay is to describe the international student problems and present these solutions. This paper first gives a brief overview of the recent international student studying factors. It will then go on to introduce each problem and solution.
The education of international students has become more major in all over the world. It is because that each country has recognized the benefit to let own students study abroad to different countries such as US or UK etc. which available to take higher education. Eventually, those who have been studying abroad can return their experience and knowledge to own country. Furthermore, for many international students, proficiency in the second language is a key concern as it is major to academic success and social integration.
According to CARLSON (1988), international students can be defined as follows: “One of the most frequently articulated assumptions of study abroad programs is that study in a foreign country for an extended period will bring about enhanced levels of international understanding and concern” (JERRY S. CARLSON and KEITH F: WIDAMAN, 1988. p2.). On the other hand, a lot of international students have had academic problems, particularly tend to focus on language issues, however, they have experienced less social support than domestic students.
The main issues of international student are that language barrier and cultural distance between the host and student’s home culture (eh-yuan Wan, David W. Chapman and Donald A. Biggs 1992). So far, however, there has been little discussion about language problem for international student, for example, cannot fluently speak with native speakers. Moreover, it seems difficult for them to interrupt the conversation and remark their statement. However, a major problem with this kind of situation is no repair sequence between international student and native speakers to make mutual understanding in the conversation. (Tomoharu YANAGIMACHI, 2013). As some researcher (Teh-yuan Wan , 1992. p613) clearly indicates that there is an important for international student to improve their language skills both understating spoken English and participating in class or conversing with native speakers. According to Wenli Wu & Michael (,2011, p424), however, “East Asian students can find the dialogic approach unsettling and they are reported as ‘quiet’ in the classroom, and are not seen as contributing to seminars or group discussions, let alone challenging their teachers or peers.” (,2011, p424). It seems that Asian international students feel academic stress more than other countries student.
Generally, to resolve these problem, as it often the case is in the pre-sessional course, for example, teachers lets international students introduce their culture and tradition to get used to using English. What is not yet clear is the impact of partner system on studying with different country student (Ann Mabe. 1989). Because Brigham Young demonstrates that (Brigham P. ung, 2006. P. 138.) “In general, professors did not recognize the emotional and psychological problems experienced and identified by international students such as stress, home- sickness, isolation and finances, all of which are potentially detrimental to learning.”
On the other hand, peer support program which is composed by native speaker and international student also can be seen helpful them to improve their language skill and reduce their stress such as homesickness (TANAKA (2007),)
In addition, considering the cultural characteristics of the Asians as already mentioned above, using ICT devise, like I pad, student I phone, to make comments and questions of classes is more effective. By doing so, they will be able to actively participate in the lesson.
Financial is also one of the most frequently stated problems with international student, especially for international graduate or PHD student. As a survey show (G. Harman, 2003) that approximately more than 85% international PHD student was taken scholarship or financial support by a foundation or own governors. Although scholarship and financial support can help them to research, it is difficult for them to apply and get information in abroad.
It is possible, therefore, that the University support member should provide information about scholarship, or foundation to international student by e-mail every term and held workshop for them. G. Harman (G. Harman, 2006.) also mentions that “Possibly greater attention should be given to the information provided to both prospective students and sponsors concerning student living costs and tuition fees” (p354). So, they should change the scholarship system not only to fee tuition but also to the form of assistance including living expenses or develop a system to exempt tuition fees by making academic contributions.
To conclude, this essay has described general international student’s problem and these solutions. One of the more significant findings to emerge from this essay is that it is also important to change the consciousness of international students themselves, but also to instruct the way of learning by universities, teachers and staff to provide opportunities to socialize. Unconditionally, rather than treating it entirely as a problem of international students in general, it is necessary to have a consciousness of the problem considering the educational system of own country. It is suggested that the association of these factors is investigated in future studies.
Teh-yuan Wan, David W. Chapman and Donald A. Biggs (1992). Academic stress of international students attending US universities. Research in Higher Education, 33(5), pp.607-623. Norwell. Kluwer Academic Publishers-Human Sciences Press.
Tomoharu YANAGIMACHI, Katsunori NAGANO, Masamichi ENAI, Naoshi BABA (2013). Communication problems and solutions for international students in speaking in Japanese. Hokkaido. JSEE Press.
Ann Mabe (1989). How do you teach world cultures? International students in the classroom. Urban Anthropology and Studies of Cultural Systems and World Economic Development, pp.53-65.
Carlson, J.S. and Widaman, K.F., (1988). The effects of study abroad during college on attitudes toward other cultures. International journal of intercultural relations, 12(1), pp.1-17.
M., Wenli Wu & Michael Hammnd (2011). a study of East Asian Master’s degree students. Journal of Further and Higher Education, 35(3), pp.423-438.
Andrade, M.S., (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International education, 5(2), pp.131-154.
Harman, G., (2003). International PhD students in Australian universities: Financial support, course experience and career plans. International Journal of Educational Development, 23(3), pp.339-351.
Tanaka, K., (2007). Japanese students' contact with English outside the classroom during study abroad. New Zealand Studies in Applied Linguistics, 13(1), p.36.
1749681 Because Brigham Young demonstrates that (Brigham P. ung, 2006. P. 138.) “In general, professors did not recognize the emotional and psychological problems experienced and identified by international students such as stress, home- sickness, isolation and finances, all of which are potentially detrimental to learning.”
Financial is also one of the most frequently stated problems with international student, especially for international graduate or PHD student. As a survey show (G. Harman, 2003) that approximately more than 85% international PHD student was taken scholarship o