Relates to issues caused by unfamiliar teaching and learning approaches when students study in another country.
Published in Chapter:
International Students in Higher Education Classrooms: Diversity, Challenges, and Promising Practices for Educational Institutions
Hau Trung Ho (Thu Dau Mot University, Vietnam), Minh Ngoc Tran (Thu Dau Mot University, Vietnam), Stephanie Doyle (Victoria University of Wellington, New Zealand), Johnson Kukatlapalli (Johnson Overseas Study Hub, India), and Ha Thuong Vu (Kiwi English Centre, Vietnam)
Copyright: © 2022
|Pages: 28
DOI: 10.4018/978-1-7998-7404-1.ch006
Abstract
This chapter draws on the literature and on the authors' own research to present insights into the experiences and perspectives of international students transitioning into Anglophone higher education classrooms. The projects focused on Vietnamese, Indian, and African students' experiences in New Zealand. Using various research approaches—mixed methods, interpretative phenomenology, and narrative—these studies captured multiple aspects of student experiences. These students came from diverse cultural backgrounds and had a variety of motivations for studying abroad. They encountered multiple challenges related to unfamiliar academic conventions and different teaching and learning approaches. In the chapter, common challenges and features of the student experiences are organized under the themes of diversity (backgrounds, motivations, and linguistic), academic challenges (writing, reading, and plagiarism), relationships, agency, and support services. The chapter concludes with recommendations for institutions and faculty to accommodate student needs in ways that respect their diversity.