Abstract:

With an increasing number of students choosing to pursue undergraduate and graduate degrees in foreign universities, it has become increasingly important to diagnose the difficulties that these students face while studying in a foreign educational context. The purpose of this diagnosis is to aid in the design of support structures to ensure that students attempting to complete challenging courses with the additional burden of unfamiliarity with a foreign educational context achieve their own goals and meet the requirements of their host universities. There has been considerable research on profiling learners with language learning difficulties (Fox et al., 2014; Leki, 1995). Most of this research points to strong motivation and wise study strategies as key predictors of academic success. Further, some research has looked at homogenous student bodies struggling to complete courses with English as the medium of instruction (EMI, Arden-Close, 1993; Flowerdew, 1993; Sert, 2008); however, ameliorative actions taken in such contexts have limited effectiveness for universities receiving students from various countries and educational backgrounds. The research detailed in this presentation provides valuable new insights for universities with international student bodies in that it analyses the occluded difficulties faced by highly motivated and experienced students from every corner of the globe studying in one university in Japan. The data for this study were gathered through semi-structured interviews conducted at the end of one year of study with students who were identified as likely to have difficulty with their studies at the beginning of their first term. The topics discussed in the presentation will include unfamiliarity with foreign writing genres (especially those concerning research-based writing), lecture comprehension issues, student coping strategies, and plagiarism. Attendees will benefit from an explanation of how to develop and implement structures to support a multi-cultural, international student body.

References:
[1] Arden-Close, C. (1993). Language problems in science lectures to non-native speakers. English for Specific Purposes, 12, 251-261.
[2] Flowerdew, J. (1993). Content-based language instruction in tertiary setting. English for Specific Purposes, 12, 121-138.
[3] Fox, J., Cheng, L., & Zumbo, B. D. (2014). Do they make a difference? The impact of English language programs on second language students in Canadian universities. TESOL Quarterly, 48(1), 57-85.
[4] Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Quarterly, 29, 235–260.
[5] Sert, N. (2008). The language of instruction dilemma in the Turkish context. System, 36(2), 156–171.

Keywords:

Student profile, EMI, Internationalisation.