ethanporcaro/eric-fulltext-meta huggingface dataset:
An Ethnography of Taiwanese International Students&apos; Identity Movements: Habitus Modification and Improvisation
Author: Hsieh, Jasper Kun-Ting
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethnography,Foreign Students,Study Abroad,Chinese,Native Language,Classification,Student Adjustment,Teaching Methods,Western Civilization,Cultural Differences,Asians,Social Capital,Educational Experience,Comparative Analysis,Self Concept,Foreign Countries,Graduate Students,Cultural Capital,Outcomes of Education

Many studies focus on Chinese-speaking international students' adaptation issues inside and outside educational settings in the West. A strong emphasis has been placed on identifying Chinese-speaking international students' problems and solving them through educational programs, pedagogies, and curricula. This emphasis potentially categorizes these students as a cohort that, in particular, have issues learning and living in Western societies, a categorization that ignores identity as complex and context-dependent. Drawing on a Bourdieuian poststructuralist perspective, this 18-month-long study documented the experiences of nine Taiwanese international students at different Australian universities before, during, and after their 1-year postgraduate education in Australia. This study compared their experiences and highlighted the complexity of identity movements. The findings present habitus modification and habitus improvisation, two notions developed from a Bourdieuian perspective. In conclusion, this study encourages reassessment of the standard notions of adaptation and prompts further exploration of how international students use their overseas experiences in the home context.
Ethics Acculturation of International Counseling Students
Author: Li, Dan
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Acculturation,Standards,Foreign Students,Counselor Training,Decision Making,Learning Processes,Case Studies,Counseling Techniques,Immigrants,Cultural Differences,Comparative Analysis

Counseling ethics is a complex discipline; it is more than the acquisition of ethical principles, codes of ethics, and standards of practice. To disentangle the intricacies of ethics education, we use the acculturation model to conceptualize students' learning of counseling ethics, particularly international students who experience acculturation in the general sense and the acculturation of ethics in the counseling profession specifically. A case study is presented to illustrate the four acculturation strategies that students may adopt in ethical decision-making. Implications for counselor education, practice, and research are provided.
Examining the Role of Theory in Qualitative Research: A Literature Review of Studies on Chinese International Students in Higher Education
Author: Heng, Tang T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Theories,Qualitative Research,College Students,Foreign Students,Asians,Student Mobility,Educational Research,Journal Articles,Research Methodology,Foreign Countries

Scholars argue that higher education and international student research suffer from a lack of theoretical engagement, which is epistemologically limiting. This is troubling as theory frames research design and findings and pluralizes our understanding of a phenomenon. Given the large number of Chinese international students worldwide (and related research), this article uses them as an analytic example to understand the role of theories in shaping qualitative research designs, focuses, and findings. I reviewed 43 qualitative research articles on Chinese international students' experiences. Twenty-eight percent of the articles were found to lack theoretical engagement. When used, theories clustered around acculturation and sociocultural perspectives. Sixty percent of the articles foregrounded student challenges, as opposed to student agency or changes (40%). I discuss the consequences of a lack of theoretical engagement or diversity on how we understand and support international students, and conclude by urging scholars to increase, diversify, and generate theories as well as embrace cross-institutional and cross-disciplinary collaborations on research on international students.
&quot;I Was New and I Was Afraid&quot;: The Acculturation Strategies Adopted by International First-Year Undergraduate Students in the United States
Author: Krsmanovic, Masha
Date: 2020-00-00
Type: Journal Articles
Subjects: Acculturation,Foreign Students,College Freshmen,Undergraduate Study,Student Adjustment,Student Experience,Transitional Programs,Public Colleges,Social Integration,Social Isolation,Cultural Background,Intergroup Relations,Foreign Countries

This article utilized Berry's acculturation model (1974, 1980, 1997) as the framework for understanding the social experiences of international first-year students in a large, public institution in the Southeast United States. Using a descriptive phenomenological research design and a sample of 10 international students, this study examined the extent to which each of the four strategies defined by the acculturation model--assimilation, integration, separation, and marginalization-- emerged from the social experiences of international students during their first year of college. The results revealed that all 10 participants shared the experiences of separation, either voluntary or involuntary. For seven students in the sample, the freshman year was characterized by either willing or unwilling integration. The strategy of assimilation, both freely pursued and imposed, was reported by six students. The least evidence was recorded for the pattern of voluntary or involuntary marginalization, which emerged from the experiences of four respondents.
Object in View: Understanding International Students&apos; Participation in Group Work
Author: Straker, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Foreign Students,Business Administration Education,Business Schools,English for Academic Purposes,Language Proficiency,Student Participation,Group Dynamics,Cooperative Learning,Student Attitudes,Stereotypes,Study Skills

The literature on international student participation in Anglo-Western universities is predicated on an assumption of underachievement. Reductive understandings prevail with English language competence and cultural background highlighted. Drawing from a case study of group work in a first-year module in a management course at an internationalizing university in the United Kingdom, this article explores students' perceptions of the impact of English language competence on participation. The case study, which aimed at a holistic understanding, adopted an activity theoretical framework for modeling participation and for analyzing focus group data. Four educational objects were identified with the construct &quot;object in view&quot; employed in recognition of the plurality of the object. The in-depth analysis focused on the object. Although the focus groups traversed a range of topics, English language competence was widely discussed. However, the analysis suggests that the extent English language was perceived as an issue was relative to the object in view.
International Saudi Arabia Students&apos; Level of Preparedness: Identifying Factors and Maximizing Study Abroad Experience Using a Mixed-Methods Approach
Author: Brutt-Griffler, Janina
Date: 2020-00-00
Type: Journal Articles
Subjects: Arabs,Study Abroad,Foreign Students,Educational Experience,Student Attitudes,Case Studies,Undergraduate Students,Graduate Students,English (Second Language),Second Language Learning,Student Motivation,Academic Achievement,College Preparation,Decision Making,Barriers,Academic Aspiration,Language Skills,Academic Language

Given that students' level of preparedness for study abroad is malleable, this study aimed to assess Saudi students' level of preparedness academically and socioculturally to enhance their overseas experiences and success in higher education. Using a mixed methods research design consisting of survey data, semistructured interviews, and case studies with undergraduate and graduate students in a predeparture Saudi context and those enrolled in U.S. programs, the study provides empirical data to understand students' intent to study abroad, local institutions' contributions to preparation, and challenges encountered. Findings across datasets consistently corroborated that Saudi students are highly motivated, while articulating the need for substantive supports toward a better understanding of U.S. higher education, academic expectations, and sociocultural practices. Participants articulated the need for advanced English skills, especially academic literacies (academic writing and reading strategies) to cope with demanding workloads in graduate programs. The study discusses curricular implications for higher education in binational contexts.
Outside the Classroom: The Language of English and Its Impact on International Student Mental Wellbeing in Australia
Author: Gomes, Catherine
Date: 2020-00-00
Type: Journal Articles
Subjects: Mental Health,Well Being,Foreign Students,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Asians,Barriers,Self Concept,Psychological Patterns,Student Adjustment,Student Attitudes,Language Skills,Creativity,Learning Strategies,Stress Variables,Language Proficiency

International students from culturally and linguistically diverse countries travel to Australia because of the opportunity to study courses in the English language with some coming to this country just to study the language itself. Such desires moreover create students to engage in creative strategies to improve their language skills. This paper, however, suggests that the desire to be skilled in English through immersion in an English-speaking country like Australia creates challenges to the mental wellbeing of international students. Reporting on interview data with 47 international students of Asian descent in the Australian city of Melbourne, this paper reveals these challenges to include lived and perceived notions of self and belonging, as well as loneliness.
Chinese Students&apos; Experiences Transitioning from an Intensive English Program to a U.S. University
Author: Fox, Jill M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Asians,Foreign Students,Student Adjustment,Educational Experience,Intensive Language Courses,Second Language Learning,Second Language Instruction,English (Second Language),Case Studies,Culture Conflict,Social Capital,Student Attitudes,Intercultural Communication,College Preparation,English for Academic Purposes,College Students,Language Tests,Student Characteristics

The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students' sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming.
Insights into Saudi Female International Students: Transition Experiences
Author: Arafeh, Alia
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Females,Foreign Countries,Student Adjustment,Coping,Undergraduate Students,Sex Role,Study Abroad,Decision Making,Young Adults,Personal Autonomy,Self Efficacy,Fathers,Social Support Groups,Academic Support Services,Acculturation,Student Experience,Positive Attitudes

This study explored the transition experiences of 10 Saudi female international students when they made the decision to study and live in the United States. The transition theory provided the theoretical foundation for understanding how Saudi female sophomore students progressed through moving to a Midwestern university. Ten in-depth individual interviews followed by a focus group interview with four of the participants elicited their reflections about their transition experiences evolving over time and the coping strategies they employed to facilitate their transition. The themes that emerged from data analysis emphasized the positive experiences of Saudi females in the United States, the importance of fathers' support, desire to go back to Saudi Arabia upon graduation, and the several resources Saudi females sought other than campus support.
Challenges Facing Mexican Students in the United Kingdom: Implications for Adaptation during the Early Stage
Author: López, Elizabeth Margarita Hernández
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Student Adjustment,Study Abroad,Student Mobility,Student Attitudes,Mexicans,Graduate Students,Cultural Differences,Individual Characteristics,Culture Conflict,Foreign Countries,Educational Experience,Case Studies,Foreign Students,Money Management,Stress Variables,Psychological Patterns

This article reports data drawn from a doctoral qualitative case study conducted during the 2016-2017 academic calendar. The study explored the academic, sociocultural, and affective challenges a cohort of Mexican postgraduate international students faced during their first 2 weeks at a university in England. Twenty students participated in three focus groups, while seven were involved in in-depth interviews. The findings support the notion that the adaptation experiences of Mexican postgraduate international students in the United Kingdom are like those of other groups of overseas students. They undergo an extensive array of challenges related to the perceived extent of cultural distance and differences in individual and societal characteristics, as outlined by Ward et al. (2001). Concerning the early stage, findings did not seem to support traditional views of culture shock (Adler, 1975; Lysgaard, 1955; Oberg, 1960).
Proactive Personality and Cross-Cultural Adjustment: The Mediating Role of Adjustment Self-Efficacy
Author: Hua, Jing
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Traits,Socialization,Acculturation,Foreign Students,Self Efficacy,Correlation,Social Adjustment,Student Adjustment,Educational Experience,Measures (Individuals),State Universities,College Students,Study Abroad,Personality Measures

Combining proactive literature, the social learning/cognitive theory, and cross-cultural adjustment literature, we examined the sojourners' experience from a positive perspective. Using a three-wave prospective design and a sample of 135 international students, we found that proactive personality was positively related to adjustment self-efficacy, which in turn positively related to academic and social adjustment. Meanwhile, adjustment self-efficacy mediated the link between proactive personality and adjustment. Implications, limitations, and future research are discussed.
Seeking to Understand the Impact of Collaboration on Intercultural Communication Apprehension
Author: Jacobi, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety,Intercultural Communication,Foreign Students,Undergraduate Students,Communication (Thought Transfer),Comparative Analysis,Cooperative Learning,Student Characteristics,Peer Relationship,Teacher Attitudes,College Faculty,Student Attitudes,Barriers,Student Motivation,English (Second Language),Second Language Learning,Self Efficacy,Language Proficiency

To assess the impact of collaboration on intercultural communication apprehension (ICA), this mixed methods study compared ICA levels of 41 domestic and international undergraduates who participated in collaborative activities with 79 students in a control group. International student participants came from a variety of countries, while the majority of domestic students were White. A Mann-Whitney U test was used to determine if there were differences in Personal Report of Intercultural Communication Apprehension scores across time between the experimental and control groups. The co-instructors of the collaborative group were also interviewed. Quantitative results indicate no significant differences in ICA levels due to the collaboration. Interview data reveal the potential for collaboration to reduce ICA and for in-group bias and lack of motivation to act as barriers in reducing ICA.
Studying Abroad: A Phenomenological Study of Lived Experiences of International Students in Turkey
Author: Kilinç, Ali Çagatay
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Foreign Students,International Education,Educational Experience,State Universities,College Students,Student Attitudes,Barriers,Phenomenology,Foreign Countries,Student Mobility,Student Characteristics,Social Isolation,Cultural Differences,English (Second Language),Second Language Learning,Financial Problems,Student Adjustment,Psychological Patterns,Second Language Instruction,Turkish

Internationalization trends in higher education have become a significantly accentuated issue, and student mobility is considered one of the core components. This study focuses on investigating the lived experiences of international students at a state university in Turkey using a qualitative research method and phenomenological design. The research data were collected through semi-structured interviews in order to reveal the participants' experiences and their overall insight into studying abroad. Ten international students from various countries participated in the current study. The findings provide a rich description of the lived experiences of international students and their perceptions of studying abroad. Results of the data analysis yielded two major themes entitled &quot;Perceptions of being an international student: What does it mean? What have they experienced?&quot; and &quot;The assistance and challenges they have been through during their study.&quot;
The Impact of Intercultural Exchange on Secondary School Exchange Students and Their Host Families
Author: Sustarsic, Manca
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,International Educational Exchange,Student Mobility,Secondary School Students,Cultural Awareness,Learning Theories,Foreign Students,Family Environment,Case Studies,Student Attitudes,Scholarships,Interaction,Interpersonal Relationship,Learning Experience,Barriers,Educational Benefits

The last decade has seen a significant increase of international student mobility and a growing popularity of secondary school exchange programs in the United States and around the world. Drawing upon culture learning theory, the purpose of this study is to understand the impacts, challenges, and rewards of intercultural exchange on secondary school exchange students and their host families. I performed a case study of in-depth interviews with six students who were placed in Hawai'i for an academic year on the Kennedy-Lugar Youth Exchange and Future Leaders Exchange merit-based scholarships, as well as interviews with their volunteer host families. Findings show that intercultural exchange occurs as a two-way process. Both students and host families reap the benefits of intercultural exchange by way of active interaction and culture sharing that is enhanced by a positive student-host relationship. This study sheds light not only on the experiences of secondary school exchange students but also on the experiences of the volunteer host families.
A Qualitative Research on the Problems and Expectations of Imam Hatip Secondary School Students (the Case of Istanbul Province)
Author: Koç, Ahmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Religious Education,Islam,Elective Courses,Required Courses,Student Attitudes,Student School Relationship,Expectation,School Uniforms,Student Interests,Learning Motivation,Foreign Countries

Imam Hatip Secondary Schools are the schools where the lessons related to religion (The Holy Quran, Tafsir and Hadith etc.) are taught as a compulsory part of the curriculum. In other secondary schools, only one religion lesson is compulsory, and the other religion-related lessons are taught as elective. The aim of this research is to examine the problems of Imam Hatip Secondary School students in school, to learn their expectations and to identify the school of their ideals. The research was carried out through a semi-structured interview form, one of the qualitative research methods. It was held in 2019 at the 13 Imam Hatip Secondary Schools in Istanbul with the participation of 156 students. The research in which the results are given by creating themes; reveals that the students are generally satisfied with their schools, they love the school more to see their friends and participate in the activities. In addition, students have emotional expectations from their teachers and administrators; like showing them more interest and smiling. Students described their ideal schools as follows; school uniform is not compulsory, they only attend lessons of interest and have longer break hours. Teachers can have short conversations with their students before starting the lesson. Motivation activities can be held for the lessons students are hesitant about whether they will benefit them in the future. Most importantly, school can be developed in line with students wishes and needs by holding frequent meetings with their. [This study was presented as an oral presentation at ERPA International Congresses on Education, 10-12 April 2020.]
Why Japanese? Why Not Japanese? A Case Study of Chinese International Students Studying Japanese at American Universities
Author: Xu, Jun
Date: 2020-00-00
Type: Journal Articles
Subjects: Japanese,Second Language Learning,Foreign Students,Asians,Undergraduate Students,Student Experience,Private Colleges,Student Educational Objectives,Goal Orientation,Learning Motivation,Language Proficiency,Extracurricular Activities,Foreign Countries,Persistence

As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.