Journal articles on the topic 'Students, Foreign – Australia – Psychology'

The article discusses the features of adaptation of foreign students and postgraduates in universities in various countries-Europe, Asia, America and Australia. In foreign psychology, there are a number of external and internal factors that determine the success of adaptation and cause difficulties in the course of adaptation processes. The main external factors include the cultural distance between the home and host countries, the age and gender of students, the specifics of living in campuses, household problems and climate. Socio-cultural adaptation depends mainly on the degree of proximity of cultures, although in any case, foreign students experience a "culture shock". The main internal factors include communicative competence, the nature of motivation, self-efficacy, and value orientations. While studying at a post-graduate at University in another country, the same problems arise as while obtaining higher education, but they are more acute due to the inclusion in research activities, especially those related to the use of equipment and requiring coordination of the work regime with colleagues. In foreign psychology, much attention is paid to the social support of foreign students – informational, emotional and instrumental.

Purpose This paper aims to show that international students may become victims and/or perpetrators of crime. This paper uses interview data to examine the social influences contributing to these incidences. Design/methodology/approach A qualitative approach using data from in-depth interviews with key informers and international students across Australia, the USA and the UK underpins this study. Findings The results show that the interviewees generally believed that international students were not commonly perpetrators of crime. Cultural, socioeconomic and mental health factors contributed to circumstances that involved international students as perpetrators of crime. Practical implications The practical implications of this paper are a need for the host country to provide a greater level of information about laws and local customs; need for international students need to have adequate finances; a need for international students to be made aware of the illegal practices of others, including those who belong to their national group; and a for greater awareness and support of the stresses associated with undertaking higher education in a foreign country. Originality/value Based on primary qualitative data, this paper presents an original study about crime that looks beyond the common perception that international students are always victims. This paper focusses on the often-overlooked topic of international students as perpetrators of crime and the social influences that often underpin the circumstances.

The article deals with the results of a review of theoretical, empirical and experimental studies on emotional intelligence of Russian and foreign authors published in the scientific literature over the past decades. The relevance of the study on emotional intelligence is due to the scarcity of scientific ideas about the manifestation, interpretation and control of emotions by a person in the new conditions of digital communication, which has spread everywhere, including the sphere of education. The result of the analysis was a tag cloud constructed on the basis of semantic units contained in the definitions of the term given by different authors, as well as a description of the deficit found in the approaches of researchers regarding the definition of the "emotional intelligence" concept. We described approaches to this phenomenon structure with the subsequent operationalization of emotional intelligence as an object of psychological diagnostic measurement. The article contains lists of the most common methodological foundations for the diagnosis of emotional intelligence, including its understanding as a cognitive construct, a personal construct, a construct with the inclusion of cognitive, personal and motivational elements, as well as the identification of the neurobiological foundations, and the fact that there is no consensus of experts on this issue. Special attention in the survey research is paid to the role of emotional intelligence in a personal success in performing certain activities, with a more detailed analysis of the works devoted to the study of this construct in the educational environment. The article describes the results of studies conducted in Australia, Israel, Spain and Russia, confirming the significant contribution of emotional intelligence to the professional activities of teachers, as well as the significance of this construct in the academic performance of students and their achievement of significant results in extracurricular activities (Australia, Belgium, Spain, Pakistan, Russia, USA, and Turkey). At the end of the survey research we defined the raise of scientific interest in the study of emotional intelligence in the subjects of the educational environment due to the widespread introduction of digital technologies in the pedagogical process, which significantly transform the mechanisms of demonstration, recognition and management of emotions. These mechanisms include objective difficulties encountered by teachers and students in recognizing and demonstrating emotions in a situation of remote interaction; the unilateral choice by each subject of educational communication of the degree of completeness of the presentation of information about themselves and their own emotional state, as well as the ability to unilaterally change the conditions of communication; the presence of a cognitive dominant in the interpretation of the emotional state of the interlocutor due to the actualization of the reflection and identification mechanisms in the presence of symbolic accompaniment (words, symbols, emoticons, etc.) while demonstrating emotions.

У статті обґрунтовано актуальність вивчення чинників акультурації та мовної адаптації у контексті дослідження специфіки прояву прокрастинації іноземними студентами. Висвітлено особливості операціоналізації вказаних понять у сучасній науковій літературі. Вибірку дослідження склали іноземні студенти (n=41), які навчаються за освітнім рівнем «бакалавр» у двох вищих навчальних закладах України. Результати кореляційного аналізу свідчать про позитивний взаємозв’язок прокрастинації із загальним рівнем прояву стресу акультурації (r = 0.43, p<0,01), а також такими його аспектами як акультураційний страх (r = 0.46, p<0,01), сприйнята дискримінація (r = 0.37, p<0,05), почуття провини (r = 0.31, p<0,05). Вагоме значення аспектів мовної інтеграції у контексті вивчення тематики прокрастинації підтверджено зафіксованими прямими значущими кореляційними зв’язками із загальною шкалою мовної тривожності (r = 0.59, p<0,001), страхом негативної оцінки (r = 0.62, p<0,001), страхом спілкування (r = 0.62, p<0,001) та складання іспитів (r = 0.47, p<0,01). Література References Грабчак О. Особливості академічної прокрастинації студентів-першокурсників// Педагогіка і психологія професійної освіти. 2016. № 4. С. 210-218 Колтунович Т.А., Поліщук О. М. Прокрастинація – конфлікт між «важливим» і «приємним»// Young Scientist. 2017. Вип. 5, № 45. С. 211-218. Ряднова В. В., Безега Н. М., Безкоровайна І. М., Воскресенська Л. К., Пера-Васильченко А. В. Психологічні особливості процесу адаптації й організації навчання студентів-іноземців// Актуальні питання медичної (фармацевтичної) освіти іноземних громадян: проблеми та перспективи. Збірник наукових статей. 2018. С. 74-76. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara. References (translated and transliterated) Hrabchak, O. (2016). Osoblyvosti akademichnoji prokrastynaciji studentiv-pershokursnykiv [Academic procrastination features in first-year students]. Pedaghohika i Psykholohiya Profesiynoyi Osvity, 4, 210-218 Koltunovych, T.A., Polishhuk, O.M (2017). Prokrastynacija – konflikt mizh “vazhlyvym” i “pryjemnym” [Procrustination - the conflict between “important” and “pleasant”]. Young Scientist, 5 (45), 211-218. Riadnova, V.V., Bezeha, N.M., Bezkorovaina, I.M., Voskresens’ka, L.K., Pera-Vasylchenko, A.V. (2018). Psykhologhichni osoblyvosti procesu adaptaciyi i orghanizaciyi navchannia studentiv-inozemtsiv [Psychological features of the process of adaptation and organization of international students’ training]. Issues of Medical (Pharmaceutical) Education of International Citizens: Problems and Prospects. Book of abstracts (74-76). Poltava, Ukraine. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara.

Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.

Abstract This study investigated Korean-as-a-foreign-language (KFL) students’ foreign language anxiety (FLA) in relation to five affective variables (i.e., unwillingness to communicate, classroom risk-taking, classroom sociability, motivation, and self-efficacy) as well as to self-rated Korean proficiency. One hundred and fifty-two KFL students who were enrolled in Korean classes in a large public university in Australia completed survey items for the study. Overall, KFL students in Australia showed moderate levels of anxiety (M = 2.79) and unwillingness to communicate (M = 2.58). Additionally, their levels of motivation (M = 3.92) and self-efficacy (M = 3.41) were high. Five affective variables were proven to be significantly related with FLA: a positive correlation between FLA and unwillingness to communicate; and negative correlations between FLA and classroom risk-taking, classroom sociability, motivation and self-efficacy. Among the variables, self-efficacy and self-rated overall Korean proficiency were found to be the best predictors of FLA.

Teaching modern Middle East history at the University of Melbourne raises problems of culture. Students are not generally acquainted with the Middle East and North Africa—even those whose families originate there—news coverage is patchy, and Australia is far away. Not all students are even arts students let alone history majors: our degree structure requires interdisciplinary study. The University is liberal about how to assess students, only requiring that during a twelve-week semester subject a student must write 4000 words. Within broad bounds, how teachers do this is up to them, although the Arts Faculty has a culture of avoiding unseen examinations. History major students are very accustomed to the “traditional” researched essay format, but it does not provide much variety of intellectual training; it is unfamiliar to non-Arts students; in classes that regularly number over 100 students, it is tiring and boring to assess; and large numbers of essays are freely available online. So I have introduced an assessment task to replace the standard researched essay. The purpose here is to describe an alternative approach to assessment and learning by using a simulation: in that sense the actual topic of the simulation is secondary. It concerns refugees, which is of course, a matter of vital current concern, but it is the reasoning behind the task that I hope is instructive.

Rimon's Brief Depression Scale was administered to examine the associations of university status and gender on depression among 1728 subjects ages 17 to 40 years and residing in Sydney, Australia. Analysis showed the 912 women were significantly more depressed than the 816 men; however, no significant difference was found between 744 university students and 984 nonstudents. These findings were interpreted in terms of various theories proposed in the literature.

One of the growing challenges facing foreign language educators in many societies is that created by the presence of “native speakers” in second language classrooms. Especially in countries with significant immigration patterns, such as Canada, the United States, and Australia, there are growing numbers of students enrolled in courses in languages other than English (LOTEs) with which they have some background familiarity or knowledge. All too often, these students have been seen as something of a problem in the foreign language classroom, especially in K–12 settings. Background speakers constitutes an important and valuable first step in changing such perceptions.

The ongoing growth of China’s economy and the premium attached to quality education within its culture has seen students from China become one of the largest groups of international students enrolling in schools and institutes of higher education around the developed world. Given the rising numbers of these students in overseas higher education institutions, their experiences in their host countries deserve more nuanced research. Little is known about what sources of information they rely on; whether, as students coming from a country with non-transparent access to information, their views and media habits are challenged, transformed or consolidated during their overseas experience; and whether they consider overseas media as a trustworthy source to expand their knowledge on China or an instrument of Western propaganda. Drawing from research conducted in Melbourne in 2016/2017, this article explores why Chinese international students in an Australian university, despite the impact of their international experience, prefer Chinese media sources, especially when looking for information about China. This contrasts with Chinese students enrolled in a university in France. Where does the broad scepticism about the reliability of non-Chinese media in reporting Chinese news come from? What do students mean when they refer to an ‘alleged incapacity of foreign media to understand what is good for China?’ In our conclusion, we propose some possible ways to address the perceived biases and offer some ideas to foreign media on how to better engage Chinese international students’ communities.

The aim of the study is to determine the role of intercultural competence in the adaptation process of foreign students studying at Russian universities. The research is based on the author's model of intercultural competence, the main components of which are intercultural stability, intercultural interest, the lack of ethnocentrism and the management of intercultural interaction. The sample of the study consisted of 291 foreign students from Turkmenistan studying at universities in Kazan, Saratov, Penza, Rostov-on-Don, Khabarovsk, 291 students (48.5% — Women, average age is 22 years). We showed that intercultural com petence is a significant predictor in the adaptation of foreign students. We revealed different contribution of intercultural competence components to the effectiveness in the adaptation of foreign students. Among the components of intercultural competence only intercultural stability directly affects sociocultural adaptation. The absence of ethnocentrism reduces the effect of culture shock when a student enters a new cultural environment, but increases the success of his/her adaptation in this environment only together with intercultural stability. Two other components of intercultural competence: intercultural interest and the management of intercultural interaction have an impact on the successful adaptation of foreign students not directly, but through the activation of the desire to interact with Russian students and to increase the self-esteem in the effectiveness of intercultural communication with them. In turn these mediators are directly related to both psychological adaptation and intercultural stability. Thus we revealed the mechanism of intercultural competence influence on the adaptation of foreign students. The obtained results can be used to predict the adaptation of foreign students and to reduce the possible risks of their maladjustment in a new culture.

Results of surveys with a sample of EFL and translation instructors and students showed that many instructors feel that their role is limited to preparing the teaching material, in-class instruction, writing exams, grading assignments and other paperwork. They declared that students have many academic problems in EFL and translation and interpreting course. They added that they are unaware of positive psychology and how to apply its principles in their courses. Students’ responses and comments on social media showed that they have a negative image of themselves. They feel inadequate and are always afraid of failing their courses. If they fail, they blame it on their bad luck, on the instructor or exams. Some are not willing to try, hate school and studying. They are under stress if they have a writing or translation assignment, a class presentation, or a test. They cram and lose sleep. Based on findings of the surveys, this study proposes a model for applying the principles of positive psychology in EFL and language classrooms to help the students become happy and relaxed learners, overcome stress and anxiety, develop positive attitudes, positive affirmations, emotional resilience, positive thinking and make more achievements and improvements. The model consists of strategies and tips for improving students’ English language and translation skills, providing psychological help (e.g., student-instructor communication, giving moral support, feedback, reading simplified self-help books, watching motivational videos), and developing students’ pragmatic skills (goal setting, time management, study skills, presentation, and note-taking skills). In addition, it provides some strategies for effective teaching.

Studying overseas for international students means a lot--not only being away from home but also experiencing quite a few unexpected difficulties. It looks like a triangle of a pyramid since each part is closely connected with each other, and it falls apart if one part is not functioning! Studying abroad is full of challenges for every student due to the language barrier, culture shock and homesickness. For students who speak English as a second or foreign language, this is because being disconnected with families, friends, familiar environment and even preferred food may lead to directly or indirectly physical discomfort and emotional stress. I chose overseas studying as I was eager to understand the cultural differences, linguistic variables, and to establish my interest in community and medicine!

Teachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched.

The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.

Research on perceptions of risk in Australia began only recently. Typically, data from other countries were used to determine what hazards might be considered most and least risky by the Australian public. Relying on overseas data is problematic, however, because cultural contexts may influence risk perceptions. To address the paucity of data on risk perceptions in Australia, we obtained relative risk ratings for 30 hazardous technologies and activities from 40 Australian undergraduate students. The results suggested that, while there are some similarities with other countries, there are also some unique features in Australian risk perceptions. Researchers should investigate the reasons underlying similarities and differences in risk perceptions across cultures.

Sampson and Smith's Worldmindedness scale is a 32-item disagree-agree inventory designed to assess worldminded values in individuals. This procedure, developed and tested in the United States, has here been applied to a Canadian sample of 91 company hirers of foreign students and 21 company nonhirers of such. In doing so, the stability of previous findings for USA students and the reliability of the instrument have also been assessed. Also, using a series of disagree-agree attitudinal items, the hirers were asked about their satisfaction with and commitment to foreign student exchange programs and services. The instrument was distributed to all respondents by mail. A primary finding was that hirers of foreign students appear to have higher worldmindedness scores than North American students and nonhirers of foreign students. Implications of this research along marketing lines are discussed.

In this study we examined which coping strategies could predict anxiety about learning English as a foreign language. Our participants were 120 Taiwanese university students who completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the modified version (Marwan, 2007) of the Foreign Language Anxiety Coping Scale (Kondo & Yang, 2004). The results showed that positive thinking was the coping strategy that the participants used most often when they were experiencing foreign language learning anxiety. Use of the coping strategy of positive thinking was also the strongest predictor of all coping variables of a lower level of foreign language learning anxiety. The results also revealed that resignation contributed to higher levels of foreign language learning anxiety than did use of other coping strategies. Results in the current study have implications for both teachers and students to become more aware of the relative efficacy of different coping strategies.

There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students. However, numerous classical schools still try to teach by the old methods and from the old books. There will always be problems, and you will never speak the foreign language well. By using new methods, it is easy to learn to speak English and improve at it. You will be able to speak like a native speaker.

AbstractIn this study international and domestic students were compared on variables such as accommodation and financial satisfaction, social support, mismatched expectations, academic stress, dysfunctional coping, and psychological distress. International and domestic students (N = 86 for each group), enrolled at a large Australian university based in a capital city, completed a battery of questionnaires. Results demonstrate that in comparison to domestic students, international students had less social support, used more dysfunctional coping strategies and had greater incongruence between their expectations and experiences of university life. The results endorse the significance of providing high quality supportive and orientation programs to international students, to enhance their social support and coping strategies, which, as demonstrated, are lacking.

The purpose of this study was to assess the level of acculturation among Asian American university students at a large midwestern university using the SL-ASIA. With this sample, results in general support initial and follow-up findings of the scale's concurrent validity with college students from the West Coast and Rocky Mountain areas. Although no gender differences in level of acculturation were found, analyses comparing foreign-born and U.S.-born participants provided further evidence of concurrent validity for the scale.

In the context of rapidly changing newsrooms and a constriction in entry-level positions for graduates, the Europe and Australia in the World (WORLDREP) programme seeks to prepare students by pairing freelance journalism with overseas training and exchange. However, the entrepreneurial focus of the course must be weighed against the challenges and idiosyncratic hiring criteria that graduates face on their return home. This article discusses interviews with former Tasmanian participants to compare what the students felt they acquired during the course with perceived barriers and challenges post-graduation. We find that the programme’s freelance focus cultivates a range of applied skills, an extensive publication portfolio and professional confidence. However, interviewees also reported that a lack of local newsroom contacts – traditionally provided through newsroom internships – constitutes a hurdle on their return home. This prompts a discussion about how to complement exchange programmes with local networking and professional development initiatives that can ground what students have learnt overseas in local journalism practice.

This study investigated how reading online affects English foreign language (EFL) learners' motivation to read all-English texts. Two classes of intermediate Taiwanese EFL learners in a college reading course participated. Each student read one online story every week during the semester-long experiment. A pre- and postreading motivation questionnaire, adapted from Mori's study, was administered to ascertain students' motivational changes. Results from a t test showed that reading using an e-book had a positive effect on students' motivations for reading in terms of several dimensions: reading efficacy, challenge, curiosity, involvement, reading for grades, and integrative orientation. Analysis of variance results showed that female students in the low-proficiency group were significantly more positive about the motivational effects of online reading than were low-proficiency male students.

We investigated gender and differences in level of anxiety in regard to use of coping strategies for foreign language learning anxiety (FLLA). Participants were 122 Taiwanese university students enrolled in English as a foreign language courses. Results of multivariate analysis of variance showed that the female students scored significantly higher than did the male students in two coping strategies: peer seeking and positive thinking. In contrast, the male students were more inclined to use relaxation as a way of coping. There was no difference between the groups with different levels of anxiety in their choice of coping strategies and no interaction effect between gender and anxiety level in the coping strategies used. Results thus showed that gender played a significant role in university students' choice of strategies to cope with FLLA.

In this very article, teaching and learning a foreign language is not only about mastering all the theoretical rules and skills, but also the role of motivation in enhancing student performance is of importance. Particularly, it is devoted to the role of motivation in increasing students ’competence to learn autonomously. It also suggests some of the ways to motivate learners in order to be wholly involved in the learning process

The issue of e-politeness has been attracting increasing attention in the field of foreign language teaching and learning. This article examines how students of Japanese as a foreign language in Australia negotiated power and solidarity in their email correspondence with ‘facilitators’ in Japan who provided support in essay writing tasks. Their relationships, which were neither completely status-unequal nor status-equal, offer a unique social context for an examination of politeness. The study examines whether and how power and solidarity shifted over the 12 weeks of email exchanges. The results show varying levels of rapport and orientations to politeness developing over time, as well as evidence of students applying implicit input from the facilitators’ email messages. The article also considers the impacts, on the politeness phenomena in the data, of students’ cultural backgrounds and prior exposure to casual Japanese. The findings are discussed in relation to the question of ‘appropriateness’ in fostering foreign language learner ability to negotiate power and solidarity in intercultural communication.

This paper reports the construction and validation of a measure of social self-efficacy in a range of social interaction situations commonly experienced by tertiary students, including situations posing special concern to recent arrivals to the Australian educational setting. Participants in the first study were 228 undergraduate students. Among these, 91 were Australia-born with English-speaking-background parents (Anglo-Australians), 90 were also Australia-born but had parents from a non-English-speaking-background (NESB Australia-born), and 47 were overseas-born with NESB parents (NESB immigrants). Item and factor analyses yielded a 20-item, 4-factors Social Self-Efficacy Scale for Students (SSESS). The four factors were Absence of Social Difficulties, Social Confidence, Sharing Interests, and Friendship Initiatives. Evidence of the scale's satisfactory internal consistency reliability, and its concurrent and construct validity is presented. Indication of satisfactory test-retest reliability was obtained from a second sample of 16 university students. Applications and directions for further research are discussed.

EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.

Self-esteem is increasing in the United States according to temporal meta-analyses of the Rosenberg Self-Esteem Scale. However, it remains unclear whether this trend reflects broad social ecological shifts toward urban, affluent, and technologically advanced or a unique cultural history. A temporal meta-analysis of self-esteem was conducted in Australia. Australia shares social ecological and cultural similarities with the United States. On the other hand, Australian culture is horizontally individualistic and places a stronger emphasis on self-other equality compared to American culture. For this reason, the strengthening norm of positive self-esteem found in the United States may not be evident in Australia. Consistent with this possibility, the findings indicated that self-esteem among Australian high school students, university students, and community participants did not change between 1978 and 2014.

Abstract This research investigates a situation specific anxiety: oral examination anxiety in a foreign language learning situation. It examines how a particular type of language anxiety - anxiety in oral communication - impacts on the learner’s oral performance. The subjects are first year Japanese language students at tertiary level in Australia. Questionnaire surveys were conducted to measure the students’: a) anxiety in foreign language classes, b) their anxiety toward oral examinations, and c) the anxiety they actually felt in an oral examination. The objectives of the study were to investigate relations between anxiety and scores in oral examinations. The results indicated that state anxiety can be a strong predictor of learners’ performance in an examination. However, the subjects’ trait anxiety had also both direct and indirect influence over their oral performance. A cause-effect relation among trait anxiety, oral performance, and state anxiety (MacIntyre and Gardner 1989) was also observed in this study.

In this experimental study, based on qualitative and quantitative data collection from an experimental and a control group, the influence of 2 different ways of prestudy on foreign language learning attitude of the upper-intermediate level of English language learners was investigated. One prestudy program was based on specially designed familiarization handout-materials comprising topic-related reading activities, the other program entailed using a dictionary focusing on the words used in the target unit. Students who worked with the handout were significantly more motivated, active, and interactive than those who worked with a dictionary. In addition, teachers felt that students who did prestudy using handouts found the unit more meaningful and developed a better attitude towards learning a foreign language than did those who relied on a dictionary.

The article presents an overview of foreign studies on the phenomenon of mathematical anxiety. Unlike Russian psychology, where more general concepts are considered: school anxiety, learning anxiety, exam anxiety, foreign psychologists have developed a narrow concept of “mathematical anxiety” (math anxiety) since 1960s. The article discusses the content of this concept, the main directions of the research. This analysis of the academic literature reveals the main reasons for increasing the math anxiety of students: approaches to teaching mathematics, social attitudes and stereotypes, low socioeconomic status of the family. The data show a decrease in operative memory which results in declining effectiveness of performance tasks in teaching mathematics to students with high mathematical anxiety. The article also discusses practical recommendations for reducing math anxiety while teaching mathematical disciplines to schoolchildren and students which include both pedagogical techniques and special psychological techniques and trainings

Abstract Previous studies have shown that music can have a positive impact on phonological awareness and on foreign language acquisition. The present research investigates specifically the role of pitch discrimination ability in native and foreign language spelling performance. Two groups of elementary school children were selected based on their pitch discrimination abilities (high and low). Their spelling performance in their native and a foreign (fictional) language was assessed. The results indicate that pitch discrimination ability can be linked to spelling ability in both the native and a foreign language. They also suggest that studying a musical instrument might predict enhanced spelling performance ability

AbstractThis study examines whether young migrants, differentiated by cultural background, (a) vary in their experience of cultural adjustment, emotional distress, levels of self-esteem, and coping ability, and (b) how they compare with Australian students on measures of self-esteem and coping ability. One hundred and seventy-three students differentiated by cultural origin (former-Yugoslavian, Chinese, Mixed-culture, and Australian) and school level (primary and high school) were recruited at random from public schools in South East Queensland. Students completed measures of cultural adjustment (Bicultural Involvement Questionnaire), anxiety and trauma (Revised Children's Manifest Anxiety Scale, Trauma Symptom Checklist), self-esteem (Coopersmith Self-Esteem Inventory, Rosenberg Self-Esteem Scale), and coping ability (Coping Scale for Children and Adolescents). The main findings from this study indicate that culturally diverse groups residing in Australia vary in their experience of cultural adaptation, level of self-esteem, and symptoms of emotional distress, illustrating culture-specific strengths and weaknesses among young non-English speaking (NESB) students. This study reveals information on how culturally diverse migrants acculturate, the type and severity of symptoms they experience, and their capacity to cope in stressful situations. The need for culture-specific early intervention and prevention programs is discussed.

Students are often faced with physical and psychological challenges when learning foreign languages. Besides having to need a delineated physical willingness, they also require spiritual support that can improve the accomplishments in that languages. This study aims to identify the levels of spiritual practices and the correlation in students’ achievements in Arabic as a foreign language. This quantitative survey used questionnaires on spiritual practices and end-of-year results of Arabic language. 399 students of Religious Secondary Schools in Malaysia were chosen as respondents. Research findings showed that the level of spiritual practices were high, yet the achievements was moderate. There was a significant correlation between spiritual practices and achievements in Arabic language. The findings indicated that spiritual practices were to help one’s performance in learning foreign languages. Therefore, the research implication is that the absorbance of spiritual practices in curriculum and teachings must be done in order to obtain good Arabic language achievements.

The existence of Indonesian as an international language in the international arena cannot be doubted. There are several universities in Asia, Australia and mainland Europe that provide Indonesian language learning as one of the compulsory courses. One of the efforts to bring Indonesian to the international arena is through BIPA learning. The use of Indonesian in educational activities in Indonesia is regulated in Law no. 24 of 2009, especially Article 29 paragraph (1). This also applies to the BIPA teaching program in Indonesia. Therefore, foreign students studying or studying and even working in Indonesia, must be able to master the use of the Indonesian language. one way that foreign students can use Indonesian in their daily life is through the BIPA program. Previously, BIPA was used as an effort to internationalize the Indonesian language. So, in addition to being able to bring Indonesian as an international language, the BIPA program can also be used in efforts to internationalize universities in Indonesia, especially in the current era of globalization. The increase in BIPA students can be used to introduce Indonesian to other foreign students so that they are interested in learning it. Keywords: BIPA, internationalization, globalization, university

There is a potential to supply personality as a psychological factor in terms of the Big-Five Model including Extraversion, Agreeableness, Consciousness, Openness to Experience, and Neuroticism. This study was an attempt to examine the relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. The participants of the study included 202 Iranian students (126 males and 76 females) who studied at English speaking universities in different countries including Armenia, Austria, Australia, Canada, Cyprus, Germany, Hungary, India, Italy, Malaysia, New Zealand, Pakistan, Philippines, Sweden, the United Arab Emirates, the United Kingdom, Ukraine, and the United States of America. The necessary data for this study were collected from participants' first-semester academic reports to measure the degree of academic achievement, academic IELTS certificates to determine the language proficiency of candidates, as well as International Personality Item Pool Big-Five inventory to identify the participants’ personality traits. The data were gathered via different communication tools. The correlational analyses showed that there were significant relationships amongst personality traits and Iranian foreign students’ language proficiency. Neuroticism was the only psychological trait, negatively correlated with both language proficiency and academic success of Iranian foreign students. The study also revealed that there was a high correlation between the scores on IELTS and academic success of Iranian foreign students. Finally, multiple regression analysis indicated the causality among the Big-Five personality traits, English language proficiency score on IELTS, and academic success of Iranian foreign students. These bear testimony to the idea of cognitive approach in that one’s underlying mental processes are in charge of second language learning process.

The aim of this study was to understand the importance of the types of motivation students need to learn a foreign language successfully. Teaching and learning a foreign language are dependent upon positive motivation. A questionnaire and an achievement test were prepared and administered to a group of 44 students. Results were analyzed and evaluations and comparisons between success and motivation levels were then used to make suggestions for planning activities relating to teaching and learning languages.