ethanporcaro/eric-fulltext-meta huggingface dataset:
English Related Difficulties Experienced by Turkish Students Studying in a Dual Diploma ELT Program in the U.S.A.
Author: Yildirim, Ozgur
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,English (Second Language),English Language Learners,Student Adjustment,Questionnaires,Multiple Regression Analysis,Correlation,Barriers,Performance Factors,Difficulty Level,Student Surveys,Social Adjustment,Social Experience,Student Experience,Undergraduate Students,Foreign Countries

The purpose of this study was to investigate English language related difficulties experienced by 30 Turkish dual diploma students studying in an ELT (English Language Teaching) program established between a Turkish and an American university, and to see the effects of those difficulties on the students' adjustment process in the U.S.A. The data of the study were collected through a 60-item questionnaire designed by the researcher and analyzed by using multiple regression analysis, paired-samples t-test, independent-samples t-test, and correlation coefficients. The results of the study indicated that students of this program experience English related difficulties at a moderate level; they experience more English related difficulties in their academic life as compared to their social life; and writing and speaking in academic settings are the most problematic skills for them.
Teaching the Writing Process as a First and Second Language Revisited: Are They the Same?
Author: Lincoln, Felicia
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Processes,Writing Instruction,Writing Skills,Process Approach (Writing),Native Language Instruction,Second Language Instruction,Error Patterns,Error Correction,English Instruction,Educational Practices,Teaching Methods,Educational Strategies

Research on the second writing process is not recent. Both first and second writing processes have been in the area of argument among scholars. It has been confirmed that both first and second writers nearly all practice similar physical activities pre-writing, during, and post writing stages; however, they still differ in the inner extra thinking activities that non-native writers practice to reduce the transfer of first language rules during the writing processes. Therefore, teachers should provide extensive feedback to ELL students to help them improve their writing skills (Brown, 2007; Dyer, 1996; Ferris, 2002; Hyland, 2003; Krashen, 1982; Silva, 1997).
A Phenomenological Study on International Doctoral Students' Acculturation Experiences at a U.S. University
Author: Campbell, Throy A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Phenomenology,Doctoral Programs,Student Experience,Foreign Students,Acculturation,Educational Environment,Study Abroad,Prior Learning,Interaction,Family Relationship,Student Attitudes,Student Educational Objectives,Interpersonal Relationship,Participant Characteristics,Questionnaires,Semi Structured Interviews,Teacher Student Relationship,Peer Relationship,Supervisor Supervisee Relationship,Socialization,Family Role,Qualitative Research

A phenomenological method was used to analyze ten international doctoral students' description of their lived experiences at a United States (U.S.) university. The analysis was based on the theoretical premise of how students acculturate to their new educational settings. Three broad overlapping themes emerged: (1) participants' past experiences that influenced their desire to study in the U.S.; (2) participants' interactions within academic and non-academic settings; and (3) the role of family relationships during their studies within the U.S. The study revealed that the students: were optimistic about the societal opportunities from studying in the U.S., were appreciative of their interaction with instructors, had inadequate relationship with supervising professors, participated in limited social activity outside of academic settings, and made adjustment to family relationships.
Psychological Symptoms and Concerns Experienced by International Students: Outreach Implications for Counseling Centers
Author: Poyrazli, Senel
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Foreign Students,Stress Variables,Symptoms (Individual Disorders),Marriage,Depression (Psychology),Anxiety,Marital Instability,Interpersonal Relationship,Outreach Programs,School Counseling,Academic Achievement,Career Choice,Check Lists,Questionnaires,Student Characteristics,Sexual Orientation,Sleep,Incidence,College Students

This study examines psychological symptoms and concerns experienced by international students. Participants identified with a variety of psychological symptoms and concerns. The top three were related to academics (71%), career (60%), and stress (43%). In addition, 34% of the participants indicated being concerned about depression and/or anxiety. For married students, the top three concern areas were related to academics, career, and stress, but 27% of participants also indicated experiencing couple and marital problems. Implications for outreach activities for counseling centers are discussed in light of these findings.
Intragroup Conflict during Study Abroad
Author: Bodycott, Peter
Date: 2015-00-00
Type: Journal Articles
Subjects: Conflict,Study Abroad,Foreign Students,Coping,Stress Variables,Interpersonal Relationship,Ethnic Groups,Identification (Psychology),Acculturation,Peer Relationship,Foreign Countries,Language Teachers,English (Second Language),Teacher Education Programs,Pretests Posttests,Surveys,Language Usage,Student Journals,Student Attitudes,Student Experience,Interviews

Co-national groups of individuals from the same country can provide members with psychological and sociocultural support when coping with the stresses of studying abroad. This article examines intragroup task and relationship conflict that occurred in one co-national group during a 14-week short-term study abroad program. Findings reveal the negative effect of intragroup conflict, within the co-national group, on student's personal and social-ethnic-identities, acculturation and program involvement. Recommendations are made about ways to help students in co-national groups cope with acculturation and intragroup conflict, and how institutions can better prepare and support students for study abroad.
The Factors That Influence Dietary Habits among International Students in the United States
Author: Alakaam, Amir A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Eating Habits,Foreign Students,Urban Schools,College Students,Focus Groups,Barriers,Acculturation,Student Adjustment,Adjustment (to Environment),Educational Environment,Religious Factors,Individual Differences,Preferences,Body Weight,Metabolism,Hypertension,Mental Disorders,Student Characteristics,Qualitative Research,Grounded Theory,Coding,Food,Interviews

This study examines the dietary intake changes and factors related to dietary acculturation in international students attending an urban university in the United States. The researchers administered seven focus groups of college-age international students (n = 32) between June and August 2012. The participants were enrolled in Northeastern and Midwestern U.S. universities. A qualitative research inquiry was used for data collection, presentation, and analysis. An interview guide was developed to explore the dietary habits of international students. The results show the participants face many dietary challenges as a result of adapting to American culture. The major dietary-related influences include: the food environment, campus environment, religion, and individual preferences. Additionally, the consequences of dietary changes were associated with undesirable health outcomes including weight gain, increased blood glucose levels, increased cholesterol levels, high blood pressure, and mental problems.
International Students' Enhanced Academic Performance: Effects of Campus Resources
Author: Banjong, Delphine N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Campuses,Educational Resources,Investigations,Foreign Students,Barriers,Financial Problems,Limited English Speaking,Language Proficiency,Psychological Patterns,Separation Anxiety,Coping,Student Personnel Services,Academic Support Services,Questionnaires,Likert Scales,Online Surveys,Correlation,Academic Achievement,Educational Facilities,Student Attitudes,Multiple Regression Analysis,College Students

This article investigates international students' challenges, such as financial, English proficiency, loneliness/homesickness in the United States. In addition, it assesses how these students coped with such difficulties by making use of resources on campus, such as an international center, writing center, counseling center, and the student success center. Based on 344 responses, the results indicated that international students with language difficulties sought help from the writing and student success centers while those who reported financial stress and loneliness had visited the counseling center.
Evaluating the Struggles with International Students and Local Community Participation
Author: Kusek, Weronika A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Involvement,Foreign Students,Barriers,Performance Factors,School Community Relationship,Student Participation,Questionnaires,School Community Programs,Case Studies,Qualitative Research,Interviews,Cultural Differences,Student Attitudes,Participant Observation,Social Integration,College Students

International students are not only important for universities, but even more so to the host communities, towns and regions where higher education institutions are located. This pilot study looked at a public university located in a small college town in Ohio. The study explored the relationship between international students and the local community. Data for this study was collected through questionnaires and conversations with international students from seven different countries, and complemented by participant observations. The outcomes of this study suggest that international students at the subject university feel a low level of engagement with the local community. Student questionnaires and conversations indicated that their daily schedules in the United States contained fewer activities and social interactions than in their home towns. The study explored potential reasons for this difference in daily routines and community engagement, as expressed by interviewed students.
Meeting the Needs of Chinese English Language Learners at Writing Centers in America: A Proposed Culturally Responsive Model
Author: Wang, Peizhen
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Laboratories,English Language Learners,Delivery Systems,Asians,Student Needs,Culturally Relevant Education,Program Implementation,Barriers,Change Strategies,College Students,Foreign Students,Program Evaluation,Curriculum Evaluation,Academic Discourse,Institutional Characteristics,Educational Practices,Program Descriptions,English Curriculum,English (Second Language)

This paper describes the ways in which Writing Centers (WC) currently serve English Language Learners (ELL) at American universities. The authors argue that the pedagogy offered at these centers does not always meet the needs of the Chinese ELLs who make up the largest population of ELLs at American universities. The proposed supplemental model they recommend, which is grounded in Culturally Responsive Pedagogy (CRP), has the potential to better meet the needs of Chinese ELLs. The authors identify obstacles to successful implementation of the proposed model and ways in which these, and gaps in research, can be addressed by directors of Writing Centers.
Expectations and Experiences of Inbound Students: Perspectives from Sweden
Author: Nilsson, Per A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,Expectation,Study Abroad,Student Attitudes,Student Surveys,Educational Experience,Followup Studies,Student Mobility,Factor Analysis,Attitude Change,Foreign Students,College Freshmen,Statistical Analysis

This paper explores expectations and outcomes for inbound students at Umeå University, Sweden, comparing their expectations with what they actually experienced. Based on an initial sample of 296 students, 116 answered surveys before and after experiencing of studying abroad. The same individuals have been followed. Most of the respondents' expectations were fulfilled. Hence, the comprehension of what to expect when it comes to &quot;personal&quot; experiences was shown to be in line with the respondents' expectations. However, the &quot;academic&quot; experiences seemed to be more difficult to grasp in advance. Some respondents also changed their opinions regarding some of their expectations. The study has followed the same individuals over time and adds new knowledge to the field of student mobility.
International Students in Western Developed Countries: History, Challenges, and Prospects
Author: Akanwa, Emmanuel E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Developed Nations,Foreign Students,Student Needs,Barriers,Student Adjustment,Student Experience,Cultural Differences,Learning Experience,Educational History,Educational Experience,Educational Resources,Student Personnel Services,Social Adjustment,Interpersonal Competence,Interpersonal Relationship,Change Strategies,Foreign Countries,Language Proficiency

Many scholars have described the various challenges international students face in Western developed countries including the United States, the United Kingdom, and Australia. Some of the challenges include differences in culture, language barriers, adjustment problems, medical concerns, pedagogical challenges, housing issues, lack of support services, and financial difficulty. This paper explores some challenges of international students and implicates the need for host universities to provide more resources and support services towards meeting international students' academic and social needs. Aside from exploring the challenges, conflicts, and contradictions to the international student experience, and their implications to academic performance, the paper presents recommendations and suggestions to host universities on how to meet international students' varying academic and social needs.
The Use of the Ombudsman's Services for Alleviating International Students' Difficulties
Author: Katsara, Ourania
Date: 2015-00-00
Type: Journal Articles
Subjects: Ombudsmen,Student Personnel Workers,Student Personnel Services,Foreign Students,College Students,Social Support Groups,Organizational Theories,Social Justice,Information Technology,Power Structure,Technology Uses in Education,Student Adjustment,School Holding Power,School Role,Higher Education

This article offers some suggestions regarding the development of a support strategy by ombudsmen in order to alleviate international students' difficulties when studying in host universities. It is also shown how the Organisational Justice Theory can be used as a framework for understanding the role of ombudsman in higher education settings and how this theory underlines the importance of informational power as a remedy to alleviate the students' difficulties. The main implication drawn from the discussion is that cultural variables may suggest specific care on designing appropriate support strategies where the role of Information Communication Technology (ICT) could be explored. Finally, the article offers some suggestions and a service plan showing how power perceptions of the service provider can impact the students' reaction to the quality of the service.
Evidence That International Undergraduates Can Succeed Academically Despite Struggling with English
Author: Fass-Holmes, Barry
Date: 2015-00-00
Type: Journal Articles
Subjects: Evidence,Foreign Students,Success,Limited English Speaking,Language Proficiency,College Freshmen,Academic Achievement,Remedial Programs,English (Second Language),English Language Learners,Grade Point Average,Admission Criteria,College Entrance Examinations,Demography,Scores,Student Participation,Correlation,Regression (Statistics),Statistical Significance

Many American universities require international applicants whose native language is not English to submit English proficiency exam scores presumably because of proficiency's potential to predict future academic success. The present study provides evidence, however, that such applicants can succeed academically despite struggling with English. Over 60% of two cohorts of degree-seeking international freshmen at a West Coast public university struggled with English--they failed the university's English writing proficiency requirement. These international freshmen consequently were required to attend classes in English composition and/or English as a second language. Their average academic marks in these classes were between D+ and C- (18-45% earned less than C), yet their term grade point averages (which excluded the community college classes) were between B and B+. The present findings indicate that these international undergraduates can succeed academically despite apparently inadequate English proficiency.
The Influence of Country of Origin and Academic Level on Asian Students' Gains of Learning
Author: Bista, Krishna
Date: 2015-00-00
Type: Journal Articles
Subjects: Asians,Nationalism,Foreign Students,Cultural Influences,Educational Attainment,Achievement Gains,Geographic Isolation,Individual Development,Science Achievement,General Education,Vocational Education,Intellectual Development,Graduate Students,Undergraduate Students,Cohort Analysis,Student Experience,Student Surveys,Predictor Variables,Academic Achievement,Foreign Countries,Multivariate Analysis

The author examines whether gains of learning of Asian students are the same or different if they are from (a) East Asia, (b) South and Central Asia, or (c) Southeast Asia at undergraduate and graduate levels. Results indicated that East Asian students' gains of learning in personal development, science and development, general education, vocational preparation, and intellectual skills were statistically different from other students from South and Central Asia and Southeast Asia. Graduate Asian students' gains of learning in all domains were found higher than undergraduate Asian students' gains of learning. Based on these findings, the author offers implications and recommendations for educators and practitioners to improve international students' support and their college experience.
Japanese Exchange Students' Academic and Social Struggles at an American University
Author: Sato, Takahiro
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,Student Exchange Programs,International Educational Exchange,Social Problems,Academic Achievement,Social Experience,Student Experience,Qualitative Research,Demography,Student Surveys,Semi Structured Interviews,Study Abroad,Social Distance,Collectivism,Individualism,Group Discussion,Cultural Isolation,Teacher Attitudes,Change Strategies,Questionnaires,Foreign Countries

The purpose of this study was to identify and analyze the views of exchange students from Asia about their academic and social experiences at an American university. The participants were eight exchange students from Japan (four men and four women). This study was descriptive-qualitative (Patton, 2002). The data sources were a demographic survey and two semi-structured interviews conducted during the participants' study abroad sojourn. The interview data were analyzed using the constant comparative method (Merriam, 1998). The emergent themes were (a) social distance contributes to academic struggles, (b) collectivism positioned against individualism, (c) isolation in group discussions, and (d) professors' negativity. We include recommendations aimed at improving international students' academic and social experiences at American universities.
Factors Influencing Student Participation in College Study Abroad Programs
Author: Bandyopadhyay, Soumava
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Participation,Study Abroad,Student Experience,Cultural Awareness,Student Attitudes,Expectation,Student Development,Professional Development,Intention,Influences,Demography,Program Costs,Time Factors (Learning),Gender Differences,Racial Differences,Disproportionate Representation,Marketing

This paper proposes a theoretical framework to investigate the factors that influence student participation in college study abroad programs. The authors posit that students' general perceptions regarding the study abroad experience and their expectations of intercultural awareness from study abroad programs will impact their perceptions of personal growth, professional development, and intellectual growth to be derived from such programs. The expectations regarding personal growth, professional development, and intellectual growth will, in turn, directly impact students' intention to participate in such programs. Program duration, cost, and student demographics, such as race and gender are other influencing factors. Following the presentation of the framework, strategies to effectively market study abroad programs are discussed.
U.S. Higher Education Classroom Experiences of Undergraduate Chinese International Students
Author: Valdez, Gabriela
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Classroom Environment,Undergraduate Students,Student Experience,Asians,Foreign Students,Student Attitudes,Interviews,Comparative Education,Educational Practices,Social Attitudes,Teacher Attitudes,Acculturation,Cross Cultural Studies,Foreign Countries

The purpose of this study was to explore undergraduate Chinese international students' perceptions about their classroom experiences in the United States institutions of higher education. Double consciousness, introduced by W.E.B. Du Bois, was used as the theoretical framework for this study. After analyzing the 15 interviews to Chinese international students, the following areas were discussed: comparison of classroom experiences in the United States and China; positive and negative classroom practices in the U.S.; perceptions of the way American faculty and students perceived Chinese international students; and double consciousness of Chinese international students. While most of the participants preferred the American classroom practices over practices in China, their perceptions about the way American students and faculty perceived them were conflicting. The concept of double consciousness also helped to illustrate the internal identity conflict of being Chinese and being &quot;Americanized.&quot;
Summer Study-Abroad Program as Experiential Learning: Examining Similarities and Differences in International Communication
Author: Levine, Kenneth J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Summer Programs,Study Abroad,Experiential Learning,Intercultural Communication,Intercultural Programs,Cultural Awareness,Cultural Differences,Pretests Posttests,Questionnaires,Student Attitudes,Sensitivity Training,Educational Objectives,Outcomes of Education,Data Analysis,Attitude Change,Stereotypes,Qualitative Research

This paper examines how the study-abroad experience enhances intercultural communication competence. This study used Bennett's (1986, 1993) model of ethnorelative typology of acceptance, adaptation, and integration to explore intercultural communication competency. Central to intercultural communication competency is intercultural sensitivity and modified perceptions of cultural differences. A pre-test/post-test open-ended questionnaire design was utilized to uncover what was learned by students while participating in a four-week summer study-abroad program in Paris and Brussels. Based on 110 participants over 16 years, results indicated that both sensitivity to and understanding of cultural differences are heightened as a result of the study-abroad experience. Further, these findings provided support for outcomes showing attainment of intercultural communication competency learning objectives.