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The Impact of Language Use and Academic Integration for International Students: A Comparative Exploration Among Three Universities in the United States and Western Switzerland

The Impact of Language Use and Academic Integration for International Students: A Comparative Exploration Among Three Universities in the United States and Western Switzerland

Michelle L. Amos, Rachel C. Plews
Copyright: © 2019 |Volume: 9 |Issue: 2 |Pages: 13
EISBN13: 9781522567530|ISSN: 2577-5871|EISSN: 2577-588X|DOI: 10.4018/IJTESSS.2019070101
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MLA

Amos, Michelle L., and Rachel C. Plews. "The Impact of Language Use and Academic Integration for International Students: A Comparative Exploration Among Three Universities in the United States and Western Switzerland." IJTESSS vol.9, no.2 2019: pp.1-13. http://doi.org/10.4018/IJTESSS.2019070101

APA

Amos, M. L. & Plews, R. C. (2019). The Impact of Language Use and Academic Integration for International Students: A Comparative Exploration Among Three Universities in the United States and Western Switzerland. International Journal of Technology-Enabled Student Support Services (IJTESSS), 9(2), 1-13. http://doi.org/10.4018/IJTESSS.2019070101

Chicago

Amos, Michelle L., and Rachel C. Plews. "The Impact of Language Use and Academic Integration for International Students: A Comparative Exploration Among Three Universities in the United States and Western Switzerland," International Journal of Technology-Enabled Student Support Services (IJTESSS) 9, no.2: 1-13. http://doi.org/10.4018/IJTESSS.2019070101

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Abstract

This article investigates the prevalence of online activity and preferred language use in these tasks. A survey was administered to students enrolled at three institutions to determine the frequency of their engagement in different online tasks in addition to the language(s) that they used. This work uses Transformative Learning Theory as a lens to examine how these students use language to navigate their transition into their new roles as college students and members of new communities. Several differences were noted among the study sites, reflecting the culture of the region and the varied student populations. The authors suggest minor revisions of the measure and continued investigation with additional international study sites to broaden data and allow for specific, culturally-based suggestions for improved student support. Increases in both international student enrollment and technology use require exploration of how these students use the Internet. This work is unique addressing the need to balance student emotional support needs and their need for language acquisition.

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