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Dissertationen zum Thema „Students, Foreign“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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1

Juveland, Sara Racheal. „Foreign Language Students' Beliefs about Homestays“. PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.

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Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.

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2

Lee, Eunah Kim Bratton Sue. „Effects of three interventions with international college students referred for adjustment and language difficulties a preliminary study /“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3649.

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3

Farkas, John. „Comparison of international college students in various life settings and their perceived social and cultural adjustment /“. Click here to download free PDF copy through Current Research database, 2005. http://0-wwwlib.umi.com.library.dowling.edu/cr/dowling/fullcit?p3200174.

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4

Hedges, Pamela Mary. „Antecedents and outcomes of international student adjustment“. University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.

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This study considered the adjustment of international students to their life in a new country and their work in the business faculty of a large Australian university. Prior research into expatriate adjustment was used as the study’s basis and a model for analysis was developed from that research literature. Although some aspects of the relationships found with expatriate employees were not demonstrated, generally the similarities were strong and the features of an expatriate employee’s experience and that of an international student were seen to be very alike. Over 500 international students completed a survey based on well-validated measures from the research literature. The results were analysed using structural equation modelling. The hypothesised model did not fit very well in its original form and alternative models were suggested and tested in order to identify a better-fitting model. Cultural novelty, personal abilities in interpersonal interactions and communication skills, self-esteem, self-efficacy and general adjustment were found to be the most significant variables in explaining the outcomes of academic achievement, workrelated and general wellbeing and work-related and general satisfaction, with selfesteem, self-efficacy and general adjustment having the greatest influence on successful outcomes. Adjustment was found not to be a mediating construct, as suggested in the expatriate literature, but an antecedent influence upon the outcomes. Relationships between the constructs were complex, as had been suggested by previous research, making generalisations about causes and consequences of adjustment very difficult. This complexity emphasised that, for international students, the experience of living and working in an international location needs to be regarded in a holistic fashion and that there are many and varied contributors to its success. Several potentially fruitful avenues for future research, concerning both international students and expatriate employees, were identified and discussed. The implications of the present study were considered, both from an academic perspective and in terms of usefulness within a university. A number of possible practical strategies were suggested, relevant to students, lecturers and university administrators that might assist in improving the experience of ‘expatriation’ for international students.

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5

Larbi, Richard Kwame. „Student advisors' perceptions of social adjustment among international students /“. Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990.

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6

Denisenko, V. „Education in Germany for foreign students“. Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13001.

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7

Borolis, I. „Adaptation of foreign students in Ukraine“. Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18523.

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8

Bang, Eun-Jun Anderson Kim. „The effects of gender, academic concerns, and social support on stress for international students“. Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6133.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 11, 2010). Vita. The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Kim Anderson. Includes bibliographical references.

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9

Foot, Jeffery Richard Messner Phillip Eugene Piveral Joyce. „Exploring international student academic engagement using the NSSE framework“. Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6186.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Joyce Piveral and Dr. Phillip Messner Vita. Includes bibliographical references.

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10

Sümer, Seda. „International students' psychological and sociocultural adaptation in the United States“. unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-06192009-153839/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. Kenneth B. Matheny, committee chair; Frances McCarty, Y. Barry Chung, Jeff Ashby, committee members. Description based on contents viewed Feb. 16, 2010. Includes bibliographical references.

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11

Zeng, Min. „The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.

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12

Borolis, I. „Teaching foreign languages to hearing impaired students“. Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16672.

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13

Миленкова, Римма Володимирівна, Римма Владимировна Миленкова und Rymma Volodymyrivna Mylenkova. „Competence Approach in Teaching Students Foreign Languages“. Thesis, СумДПУ ім. А. С. Макаренка, 2012. http://essuir.sumdu.edu.ua/handle/123456789/50819.

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The article proves that it is up to an educational institution to form the complex of competences which help students to compete in the constantly changing world and high demands of employers.
Тези доводять, що саме вищий освітній заклад покликаний сформувати у особистості комплекс компетенцій, які дозволять студентам конкурувати у постійно змінному світі.
Статья доказывает ведущую роль вузов в формировании комплекса комптенций, которые позволят студенту быть конкурентоспособным в постоянно меняющемся мире.

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Булгакова, Наталія Борисівна, Тетяна Іванівна Довгодько und Н. Василишина. „Contemporary Approaches of Foreign Students Propaedeutic Preparation“. Thesis, The VII World Congress “Activation in the XXI-st century” “Safety in Aviation and Space Technologies” (September 19-21, 2016). – K.: NAU, 2016. – P. 12.21-12.24, 2016. http://er.nau.edu.ua/handle/NAU/26477.

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The paper under consideration deals with the urgent issue of mastering professional competence of foreign students in the high establishments. The necessity, the specific role and some propaedeutical (pre-university) problems of foreign students training to study at the Technical University of Ukraine have been analyzed on the theoretical as well as on the practical levels

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15

Hong, Gong Soog. „Resource Management Problems of USU Foreign Students“. DigitalCommons@USU, 1985. https://digitalcommons.usu.edu/etd/2507.

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The purpose of this study was to examine the resource management problems of a group of foreign students. The sample surveyed was 300 foreign students who attended Utah State University during fall quarter of 1984. A questionnaire was used to examine the students' degree of difficulty with resource management. The differences in the degree of difficulty with resource management and respondents' gender , academic level, marital status, length of stay in the U.S. and geographic origin were tested by Analysis of Variance. Significant differences were found in the degree of difficulty with resource management and the length of stay in the U.S. and geographical origin of respondents. The degree of difficulty with resource management was not significantly different by marital status, gender or academic level. Additionally, finances, language, and homesickness were found to be the most serious problem areas during the academic sojourn at USU. The respondents expressed interest in learning more about medical, banking, and auto repair services.

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16

Kumar, Margaret Kamla Wati Singh. „The discursive representation of international undergraduate students a case study of a higher education institutional site“. [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.

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This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.
thesis (PhDEducation)--University of South Australia, 2004.

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17

Tanyildiz, Zeynep Esra. „Effects of networks on U.S. institution selection by foreign doctoral students in science and engineering“. Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22644.

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Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2008.
Committee Chair: Paula E. Stephan; Committee Member: Albert J. Sumell; Committee Member: Erdal Tekin; Committee Member: Gregory B. Lewis; Committee Member: Mary Frank Fox.

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18

Buchholz, Arthur J. „Prayer attitudes, beliefs, and practices of international students“. Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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19

Omar, Ali A. (Ali Abdullah). „Problems of International Students as Perceived by International Students and Faculty in a Public University“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332104/.

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This study focuses on the problems of international students as perceived by both international students and faculty in a public university. The major purposes of the study are to determine if there are significant differences in perceptions of the problems of international students between international students and faculty members, between groups of international students, and between groups of faculty members. A modification of an international student problem inventory instrument was used to collect data from 371 international students and 316 faculty members. Thirteen hypotheses were tested using frequency and percentages, analysis of variance, multivariate analysis of variance, and univariate analysis of variance, as required according to the data collected and the hypothesis being tested.

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20

Davis, Lori E. „Global community creating a living learning community for international and American students /“. [Muncie, Ind. : Ball State University], 2009. http://cardinalscholar.bsu.edu/685.

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21

Sagoe, Marian Nana Esi Bentsiwaa. „Motivation of foreign citizens for study“. Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8458.

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22

Ruddy, Anne-Maree. „Internationalisation : case studies of two Australian and United States universities /“. Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.

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23

Takimoto, Yukari. „Sheltered ethnic identity : the effects of education on Japanese adolescent sojourners in the United States /“. Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7845.

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24

Qin, Can. „The social practices of Chinese international students at Auckland University of Technology this dissertation (thesis) submitted to the Auckland University of Technology in partial fulfilment of the degree of Master of Arts (Social Sciences), 2004 /“. Full thesis. Abstract, 2004. http://puka2.aut.ac.nz/ait/theses/QinC.pdf.

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25

Mikhnenko, Galyna. „Difficulties in foreign languages teaching to PhD students“. Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13096.

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26

Sachok, M., V. Zhuvak, Тетяна Володимирівна Початко, Татьяна Владимировна Початко und Tetiana Volodymyrivna Pochatko. „A value of foreign languages for law students“. Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/15797.

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27

Havryliuk, Y. R., und I. V. Victor. „Intercultural communication - integration potential in teaching foreign students“. Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41369.

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28

Giuliano, Beatrice <1990&gt. „Foreign language anxiety in students with Learning Disabilities“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/6954.

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This thesis is about language anxiety, a specific psychological state that arises while dealing with a foreign language. Language anxiety can affect any student, but appears particularly prevalent in students with Learning Disabilities. The first chapter is a general introduction about how dyslexic students approach learning a second language, the difficulties they may encounter, and the methodologies and tools that may help them during the learning process. In order to contextualize, the second chapter presents some models of language teaching, testing and evaluation. In the third chapter, language anxiety is analyzed in various language education contexts through the lens of studies conducted by Horwitz (1986), Saito (1999) and Hollandsworth (1979) about Classroom, Reading and Test Anxiety. The specific case of language anxiety in students with Learning Disabilities is presented in sections 3.5 and 3.6, with a particular attention for teaching and evaluation strategies that could reduce it. The fourth chapter is dedicated to a study conducted by Paola Celentin (2013) of the Ca’ Foscari Research Center for Language Education, in the primary school of Auronzo di Cadore. The aim of this research was to analyze the approach to language testing and evaluation in both students and teachers in order to improve education methods and techniques. Celentin collected the data through a ten-item questionnaire administered to the students to understand how they feel before, during and after a test. This questionnaire, together with those administered to the students of the University of Texas (Horwitz 1986, Saito 1999, Hollandsworth 1979) were taken as a model and comparison tool for a further study (Chapter 6) at the Ca’ Foscari University. This study aimed to understand how dyslexic students deal with a foreign language lesson or exam, compared with their colleagues.

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29

Maheshwari, Shilpa. „Psychosocial adjustment of international students at a midwestern Illinois university /“. View online, 2008. http://repository.eiu.edu/theses/docs/32211131400067.pdf.

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30

Hsu, Pu-Yun. „An assessment of counseling needs of international students at the University of Wisconsin-Stout Spring 2003“. Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hsup.pdf.

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31

Bowker, David. „Okay? Yeah? Right? : negotiating understanding and agreement in master's supervision meetings with international students“. Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12684.

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The aim of this study was to explore communication between supervisors and international students in the context of master’s supervision meetings. Nine meetings between three lecturers and seven students were audio recorded and analysed using Conversation Analysis. The focus of the study is the supervisors’ use of Yeah?, Okay? and Right? after students’ minimal responses and silence, usually following supervisors’ informing and advising turns. The use of these tags in this position is distinctive, and throws some light on the practice of supervision and on the ways students and supervisors orient to their roles. The tags can be seen to function to underline the supervisors’ actions of informing or advising, to mark transitions in the supervisors’ talk, to express doubt about the students’ understanding or agreement, and to invite students to speak. The sequences of which these tags are a part highlight both the asymmetrical relationship between supervisors and students and the negotiation of understanding and agreement that is a central issue in this setting, particularly when supervisors and students do not share the same linguistic or cultural background. I conclude by outlining some implications for supervisors’ practice, and also some specific suggestions which might be considered by teachers of English for academic purposes.

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32

Schmoll, Heidi C. „American study-abroad programs in Germany and Austria a comparison of objectives and perceived learning outcomes /“. Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1177523417.

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33

Ujitani, Eiko. „Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations“. Thesis, Ujitani, Eiko (2006) Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations. Professional Doctorate thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/375/.

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Since the 'Project of Accepting 100,000 Students from Abroad' was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou and Fukuda, 1995; Tanaka, et al., 1997). The aim of this research was to develop a better understanding of the process of intercultural relational development between international and Japanese students in a Japanese context. More specifically, the research aimed to identify elements which facilitate or inhibit the two groups' intercultural relational development over a period of time, the nature of socio-emotional challenges that are experienced along the way, and how these are interpreted by students themselves. Several interpersonal relationship theories, cross-cultural communication theory, and research on cross-cultural and intercultural relational development were reviewed to form the conceptual background of the research. In combination, they contributed to provide a holistic approach to studying the complex dynamic, interactive and reciprocal nature of intercultural relational development. Using naturalistic inquiry at a single site over a period of nine months, an empirical study investigated the intercultural relational development taking place among a small number of Australian and Japanese students who lived at the International House of a private Japanese university. Research methods included four semi-structured interviews with each participant, the use of various stimulus materials, including critical incidents to elicit multiple interpretations, as well as the researcher's continuous field observations. The study revealed some of the factors that facilitated and alternatively inhibited social interactions between the two groups, at different stages of their relational development. Students' spontaneous accounts of critical incidents, combined with their subjective interpretations of the same incidents provided insight into the socio-emotional challenges experienced by students in the process of intercultural relational development. Whereas most students' accounts and interpretations could be related to cultural background and experience, there was also evidence that some strategies for developing intercultural relationships as well as some interpretations of socio-emotional challenges were related to gender rather than cultural background. Unexpectedly, the research also found that social drinking was perceived by many students, across the two groups, as a facilitating factor at the early stage of intercultural development. Overall, the empirical study revealed that Japanese students experienced more socio-emotional challenges than Australian students. Differences in sense of humor and in perceived appropriateness of introducing conversational topics of a private nature were given special attention as these appeared to present major socio-emotional challenges for Japanese students. Both cultural background and gender seemed to have an impact on students' interpretations of these challenges. The thesis concludes with some suggestions for future research and for how intercultural learning between international students and host nationals could be enhanced in the Japanese context. Finally, the study makes a unique methodological contribution to research related to international students, through the use of a longitudinal design, a focus on situated experiences and socio-emotional challenges, and more generally, through a reciprocal approach to the study of intercultural relational development in the context of the internationalisation of higher education.

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34

Ujitani, Eiko. „Intercultural relational development between Australian students and host Japanese students : a longitudinal study of students' socio-emotional experiences and interpretations /“. Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070423.145945.

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35

Szántó, Oscar. „Teaching English as a Foreign Language to Newly Arrived Students: Challenges and Opportunities“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30535.

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The purpose of this study was to find out what a sample selection of teachers in Malmö and Lund, Sweden, perceived to be the most common strengths and challenges of newly arrived students when learning English as a Foreign Language (EFL). The study was conducted as there have been very few studies so far in Sweden on this particular subject, as well as an influx of newly arrived students in the recent years. The two research questions ask what the most common strengths and challenges for newly arrived students are, as well as, how the participating teachers meet the perceived challenges. Four qualitative interviews were constructed based on interviews and questionnaires used in similar studies, and then analyzed using tape analysis. The results showed that all four participants agreed that background factors (such as possible trauma) played a big part, and affected how quickly students go from introductory programs into regular Swedish high school, as well as a lacking vocabulary. Since the findings in this study is coherent with findings in similar studies, it becomes obvious that further action needs to be taken to ensure that our newly arrived students learn what they need to, and get the help they deserve.

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Burke, Rachel Jean. „Casualties, contributors, competitors or commodities? : images of the Asian international student population in Australia : reflecting notions of 'national identity' /“. [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18916.pdf.

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37

Pimpa, Nattavud 1974. „Marketing of international education : the influence of normative referents on Thai students' choices of international education“. Monash University, Centre for Research in International Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8199.

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38

Bondarchuk, Julia. „Foreign students' secondary language personality in non-language university“. Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10554.

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39

Hanna, Atheer H. „Students' Preferences for Mobile Technology to Learn Foreign Languages“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707358/.

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The current study was conducted with foreign language students enrolled in the summer course at Middlebury Institute of International Studies (MIIS), an intense foreign language program. The study measured and analyzed students' preferences toward mobile applications for learning a foreign language. Survey questionnaires were used to collect data on students' preferences of mobile delivery modes for learning a foreign language. The research design deployed was single-case design at two points-in-time, called repeated measures design in the t-test statistics, where effects-over-time of treatment (i.e., using a technological device) were tracked. The effects-over-time of using a mobile device for learning foreign language skills were significant and the magnitude of differences in students' attitudes between Weeks 2 and 8 was also significant. Students must have felt that their performance had changed at Week 8 and that using a smartphone could have been the difference. The structure and the research methodology of having null hypotheses that are tested statistically are both clear enough to provide a template for a replication of the study with a different sample. The statistical tests used by this study can be replicated with different research problems or a different audience.

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40

Lin, Yin. „Efficacy of REACH Forgiveness for Foreign and Virginia Students“. VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2952.

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People agree that forgiveness is a virtue in essentially all countries. However, different cultures have different ideas about how willing one should forgive and under what circumstances. Although the study occurred in the USA, I recruited both foreign-extraction and Virginia born-and-raised female college students (N=102) to participate a six-hour REACH forgiveness intervention, promoting their forgiveness through psychoeducational groups. In my thesis, I investigated whether students of foreign extraction and Virginia-born students would respond similarly to the intervention. I operationalized culture in two ways—by country and by individual self-reported self-construal. I measured forgiveness using two measures—decisional forgiveness and emotional forgiveness. I found that the six-hour REACH forgiveness intervention enhanced participants’ forgiveness regardless of their culture background. But foreign students who were functioning in a US university did not respond differently than Virginia-born students. The similar findings also applied to participants who perceived themselves differently in Collectivism and Individualism.

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Bittencourt, Cristine Arins. „Teaching brazilian students how to read a foreign language“. reponame:Repositório Institucional da UFSC, 1989. https://repositorio.ufsc.br/xmlui/handle/123456789/157567.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T16:14:14Z (GMT). No. of bitstreams: 1 79331.pdf: 4129330 bytes, checksum: 58669a8c82583421f1f12928fa61e470 (MD5) Previous issue date: 1989
O estudo investiga com base no modelo interativo da leitura, a possibilidade de ensinar alunos brasileiros, adolescentes, principiantes no estudo de uma língua estrangeira a ler com compreensão textos simples, mas autênticos, em inglês, mesmo sem ter um bom conhecimento desta língua. Os sujeitos envolvidos foram 151 alunos da sétima série de cinco escolas municipais de Florianópolis. Os materiais de leitura preparados para o projeto foram aplicados por 5 professores (incluindo a pesquisadora). Os alunos foram pré-testados, e durante o ano letivo, submetidos a três testes de unidade, avaliados subjetivamente pelos professores por sua participação em classe e por fim pós-testados. Os resultados obtidos permitem concluir que é possível ensinar a adolescentes sem conhecimento da língua inglesa, a ler com compreensão textos complemetares em inglês, uma vez que os alunos melhoram significamente do pré para o pós-teste e obtiveram aproveitamento superior a 70 % nos testes de unidade. Houve também uma correlação significativa entre os resultados entre si, bem como dos testes e da avaliação subjetiva feita pelos professores. Finalmente, os materiais preparados para o estudo mostraram-se adequados, pois os objetivos estabelecidos para a pesquisa foram satisfatoriamente atingidos.

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Erichsen, Elizabeth Anne. „Reinventing selves international students' conceptions of self and learning for transformation /“. Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939512041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Meerdink, Brenda D. „Developing recommendations for formational response to the needs of international students in residence at Ashland Theological Seminary, Ashland, Ohio“. Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Roienko, L. V. „Participation of students in scientific conferences as way of improving students' foreign language skills“. Thesis, Одеський національний університет імені І. І. Мечникова, 2019. https://er.knutd.edu.ua/handle/123456789/14564.

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The article examines the role of holding student scientific conferences in preparing future specialists by higher educational establishments. The article reveals positive influence of the conference report and presentations preparation process on the students‘ ability to improve foreign language skills. The issue of necessary skills which students improve while preparing a successful conference presentation has been covered in the article.
У статтті досліджується роль організації студентських наукових конференції у підготовці майбутніх спеціалістів закладами вищої освіти.

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Sahni, Sukhjeet. „Coverage of foreign news by the U.S. media a study of perception of bias amongst the international students at West Virginia University /“. Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2884.

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Thesis (M.S.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains v, 83 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 53-56).

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Lin, Chia-Hui. „Sojourn in the United States life satisfaction and stress among East Asian graduate students and spouses /“. Diss., Connect to online resource - MSU authorized users, 2006.

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Thesis (M.A.)--Michigan State University. Dept. of Family and Child Ecology, 2006.
Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references (p. 118-130). Also issued in print.

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Alex, Scarlett. „Acculturative stress and the international student : a comparison of three treatment modalities“. Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59955.

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This study investigated the effects of an orientation program on the acculturative stress of international students. The sample consisted of 36 international graduate students who were studying at McGill University. An orientation program was designed and implemented using three delivery methods--information giving, support, and a combination of the two. Pre- and posttreatment levels of acculturative stress were statistically analysed to ascertain the effects of this program. The quantitative results lacked statistical significance, but the qualitative analysis of the data indicated the orientation program was beneficial for international students. Participant responses denoted that the combination method was the most effective in meeting their needs. Additionally, a desire for more orientation programs specifically designed to meet the needs of future international students was indicated. Based on these findings, recommendations for future orientation programs and research on international students are outlined.

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Maruyama, Masazumi. „Cross-cultural adaption and host environment : a study of international students in Japan /“. Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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49

Sidhu, Ravinder K. „Selling futures : globalisation and international education /“. St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16685.pdf.

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Liang, Huai-Liang. „The relationship between social support and adjustment issues of international students and international student-athletes in the United States“. Virtual Press, 2004. http://www.oregonpdf.org.

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