International students in English speaking universities Essay

IntroductionWith the unused pace of economic globalization, higher education is becoming to a greater extent internationalized as well. An increasing number of students involve to receive higher education abroad in countries like the US, the UK and Australia, where there are many foremost universities that are expected to provide high-quality education for both domestic and overseas students.However, due to various reasons, and practically out of their expectation, international students inevitably meet kinds of problems and difficulties that hinder them from integrating with the new environment, especially heavily touch on their life and erudition at university. This essay will account for the difficulties that international students may encounter in their adjustment and achievement, using the Leslie and Smith (2004) and Andrade (2006) to actualise the points.Emotion changesDue to the cultural differences, most international students liveliness shocked. They leave home and p arental care, hit the booksing in an unfamiliar country. Rajapaksa and Dundes (2000) discovered that international students felt more(prenominal)(prenominal)(prenominal) lonely and homesick than domestic students. Their adjustment was affected by their satisfaction with social net take ons as remote to the number of close friends. (Andrade, 2006). In this case, international students may impression difficult to achieve the targets.On the new(prenominal) hands, international students can be easier to get angry because of lack of language proficiency then they frequentlytimes do not understand what is going on.Passive VS ActiveBased on the past paper in their witness countries, international student consider that learnedness is passive. However, now in position speak universities, learning become more active. (Leslie and Smith, 2004) International students have difculty understanding spoken side of meat and have debilitated writing skills whereas students criticized in structors for their use of colloquial English and rapid speech. Similarly, professors felt students didnot take responsibility for their profess learning while students found professors indifferent. (Robertson et al., 2000)As a result, international students need more and more self-sufficing study by themselves. They also have to be initiative. It is An early(a) research demonstrated that international students preferable to add alone, which realizes a common view that international students dislike sort out work. (Sarkodie- Mensah, 1998) Also, they reported valuing warm, friendly relationships with their instructors in contrast with the belief that international students are accustomed to a formal student-professor relationship.(Sarkodie- Mensah, 1998). Although, students need more group work in English language universities and they should know how to work cooperatively, they still need to learn how to work by themselves when they write essays and review for the exams.Teac hing toolsIt is worth mentioning that there are a lot more advanced facilities in English speaking universities than at home. (Leslie and Smith, 2004) There are a lot of computers in library so that students can use to find information to make preparation for essay or presentation. In addition to this, students all have their own text books back home and sometimes teachers unfold them lots of photocopied handouts.( Leslie and Smith, 2004) There are three other pertinent interventions for international students.One involves using outreach support groups to help international students who may need counseling but are reluctant to initiate affect (Smith et al., 1999) however, actual adjustment is not measured. Another outlines ideas for web-based orientation (Murphy et al., 2002) and the third suggests a multi-phase approach to orientation (Lin and Yi, 1997) (Andrade, 2006) Also, content-based ESL courses, learning communities, support courses, comprehensive programming and peer study partnerships have been successful in providing international students with schoolman support. (Andrade, 2006)SummaryDue to various reasons, international students have to encounter many problems when they study in English speaking universities. The adjustment issues raised in this review should be considered to enhance the mutually rewarding pattern of international study.ReferenceAndrade, 2006 p3-4, p7Leslie and Smith survey, 2004, p13-14International students in English speaking universities EssayIntroductionWith the prompt pace of economic globalization, higher education is becoming more internationalized as well. An increasing number of students carry to receive higher education abroad in countries like the US, the UK and Australia, where there are many beginning(a) universities that are expected to provide high-quality education for both domestic and overseas students. However, due to various reasons, and practically out of their expectation, international students inevi tably meet kinds of problems and difficulties that hinder them from integrating with the new environment, especially heavily stupor their life and learning at university. This essay will account for the difficulties that international students may encounter in their adjustment and achievement, using the Leslie and Smith (2004) and Andrade (2006) to support the points.Emotion changesDue to the cultural differences, most international students feel shocked. They leave home and parental care, studying in an unfamiliar country. Rajapaksa and Dundes (2000) discovered that international students felt more lonely and homesick than domestic students. Their adjustment was affected by their satisfaction with social networks as opposed to the number of close friends. (Andrade, 2006). In this case, international students may feel difficult to achieve the targets. On the other hands, international students can be easier to get angry because of lack of language proficiency then they often do no t understand what is going on.Passive VS ActiveBased on the past study in their own countries, international student consider that learning is passive. However, now in English speaking universities, learning become more active. (Leslie and Smith, 2004) International students have difculty understanding spoken English and have powerless writing skills whereas students criticized instructors for their use of colloquial English and rapid speech. Similarly, professors felt students did not take responsibility for their own learning while students found professors indifferent. (Robertson et al., 2000)As a result, international students need more and more free-lance study by themselves. They also have to be initiative. It is Another research demonstrated that international students preferred to work alone, which supports a common view that international students dislike group work. (Sarkodie- Mensah, 1998) Also, they reported valuing warm, friendly relationships with their instructors in contrast with the belief that international students are accustomed to a formal student-professor relationship. (Sarkodie- Mensah, 1998). Although, students need more group work in English speaking universities and they should know how to work cooperatively, they still need to learn how to work by themselves when they write essays and review for the exams.Teaching toolsIt is worth mentioning that there are a lot more advanced facilities in English speaking universities than at home. (Leslie and Smith, 2004) There are a lot of computers in library so that students can use to find information to make preparation for essay or presentation. In addition to this, students all have their own text books back home and sometimes teachers translate them lots of photocopied handouts.( Leslie and Smith, 2004) There are three other pertinent interventions for international students.One involves using outreach support groups to help international students who may need counseling but are reluct ant to initiate impact (Smith et al., 1999) however, actual adjustment is not measured. Another outlines ideas for web-based orientation (Murphy et al., 2002) and the third suggests a multi-phase approach to orientation (Lin and Yi, 1997) (Andrade, 2006) Also, content-based ESL courses, learning communities, support courses, comprehensive programming and peer study partnerships have been successful in providing international students with schoolman support. (Andrade, 2006)SummaryDue to various reasons, international students have to encounter many problems when they study in English speaking universities. The adjustment issues raised in this review should be considered to enhance the mutually rewarding implement of international study.ReferenceAndrade, 2006 p3-4, p7Leslie and Smith survey, 2004, p13-14