Dissertations / Theses: 'Students, Foreign Education (Higher) Australia'

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Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.

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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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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.

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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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Delahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.

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This research explores the experiences and insights of ten Middle Eastern Gulf women as they cross international borders to study in Australian universities. The literature indicates that international students in Australia establish their identity within the context of their overseas existence. This is particularly important as Muslims may feel they are being placed in a precarious situation due to, more often than not, terrorism being linked to Islam. Also, when Muslim women wear Islamic or traditional attire, the general public tends to look upon them with curiosity. With this in mind, the complex and changed contexts faced by ten Middle Eastern Gulf female post-graduate students are investigated using qualitative research methods. Utilising a grounded theory approach to interpret data and identify themes from two online questionnaires and personal interviews, individual portraits are created to illuminate their experiences. The research findings reveal new knowledge indicating that education is a structured mechanism for the participants, resulting in the creation of a new hybrid self as a key instrument for survival. This enables them to better understand cultural contexts and barriers arising from class, tradition, religion and learning. The participants indicate that a two-way agreement between educators and learners is paramount to a smooth transition into the Australian education system and a positive return to their home communities.

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Fiocco, Maria. "'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs." Thesis, Fiocco, Maria (2005) 'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/50/.

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Through a critique of Ball's (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment ('the policy') and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball's framework is extended to include Marginson and Rhoades' (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of 'the policy'. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of 'the policy' cycle. The study examines the key 'players' or individuals who contributed to 'the policy's' creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of 'the policy', and in influencing key 'players'. It was also recognized that it was not always possible to definitively describe the role of these 'players' or 'actors' according to a hierarchical structure and separate contexts, confirming Ball's (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities' close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that 'the policy' created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

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Fiocco, Maria. "'Glonacal' contexts : internationalisation policy in the Australian higher education sector and the development of pathway programs /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.154739.

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Snider, Paul D. "Exploring the relationships between individualism and collectivism and attitudes towards counselling among ethnic Chinese, Australian, and American university students /." Access via Murdoch University Digital Theses Project, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040430.140708.

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Rivers, Gary James. "University selection in Singapore : a case study of students' past and intended decision-making." University of Western Australia. Graduate School of Management, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0072.

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This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.

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Chen, Chia-Hung. "Word-of-mouth information gathering : an exploratory study of Asian international students searching for Australian higher education services." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16275/.

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Word-of-mouth communication (WOMC) has been recognized as a powerful marketing communication medium that many consider beyond marketers' control and yet is a reliable, creditable, trustworthy information-gathering tool, especially in credence-based services (CBS). To date, the various types of WOMC messages have not yet been adequately studied in the context of CBS. Using the individual face-toface convergence interview (CI) technique as the primary data collection method of exploratory research, this study attempts to fill this gap by describing the types, the characteristics, and the significance of WOMC messages involved in a CBS information gathering process (e.g. selection of an Australian higher education service). Marketers in the higher education sector feel WOMC advertising is unfamiliar and less manageable, but powerful in practice, especially in recruiting overseas Asian students. This study took the strengths of computer-assisted qualitative data analysis software (CAQDAS), N*Vivo 2, to manage qualitative transcriptions and enhance the data analysis process in organizing, linking, coding categorizing, organizing, summarizing behaviour patterns in order to explore the insightful findings and answer research questions. The study summarizes participants' motivation items and the specific information gathering steps as the foundation to discover the three types of WOMC messages (service information gathering, subjective personal experience, and personal advice) the characteristics of WOMC messages and the significance of WOMC messages in the CBS information gathering process. In theoretical terms, the findings on the role of types of WOMC messages have extended Beltramini model in the information gathering stage. In terms of the management implications, this research advances the current understanding of the types of WOMC messages, insightful WOMC characteristics and significances in behaviour patterns in the CBS information gathering process. As a result, university marketers are able to effectively cultivate various types of WOMC messages in promotion campaigns.

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Chen, Chia-Hung. "Word-of-mouth information gathering : an exploratory study of Asian international students searching for Australian higher education services." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16275/1/Chia-Hung_Chen_Thesis.pdf.

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Word-of-mouth communication (WOMC) has been recognized as a powerful marketing communication medium that many consider beyond marketers' control and yet is a reliable, creditable, trustworthy information-gathering tool, especially in credence-based services (CBS). To date, the various types of WOMC messages have not yet been adequately studied in the context of CBS. Using the individual face-toface convergence interview (CI) technique as the primary data collection method of exploratory research, this study attempts to fill this gap by describing the types, the characteristics, and the significance of WOMC messages involved in a CBS information gathering process (e.g. selection of an Australian higher education service). Marketers in the higher education sector feel WOMC advertising is unfamiliar and less manageable, but powerful in practice, especially in recruiting overseas Asian students. This study took the strengths of computer-assisted qualitative data analysis software (CAQDAS), N*Vivo 2, to manage qualitative transcriptions and enhance the data analysis process in organizing, linking, coding categorizing, organizing, summarizing behaviour patterns in order to explore the insightful findings and answer research questions. The study summarizes participants' motivation items and the specific information gathering steps as the foundation to discover the three types of WOMC messages (service information gathering, subjective personal experience, and personal advice) the characteristics of WOMC messages and the significance of WOMC messages in the CBS information gathering process. In theoretical terms, the findings on the role of types of WOMC messages have extended Beltramini model in the information gathering stage. In terms of the management implications, this research advances the current understanding of the types of WOMC messages, insightful WOMC characteristics and significances in behaviour patterns in the CBS information gathering process. As a result, university marketers are able to effectively cultivate various types of WOMC messages in promotion campaigns.

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Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.

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Rueckert, Caroline M. "Conceptions of care in international higher education in Australia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107901/1/Caroline_Rueckert_Thesis.pdf.

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This thesis analyses conceptions of care within the public discourse about international higher education in Australia from 2002-2013. It examines a series of public texts from the period that specifically addressed questions about the 'care' and 'duty of care' that government and institutions afforded to international students studying in Australia. I trace through the conceptions of care that are articulated within these documents, analyse how they both constitute and are constitutive of wider social practices within the period, and posit a new critical model of care to provide a way forward for how we might practice care more effectively within international higher education, both in Australia and elsewhere.

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Townsend, Peter 1952. "The development of intercultural capability : a comparative analysis of the student international education experience." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5442.

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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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Trestrail, Colin. "Full-fee paying international students at Murdoch University 1985-1991: a policy case study." Thesis, Trestrail, Colin (2005) Full-fee paying international students at Murdoch University 1985-1991: a policy case study. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/370/.

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In 1985 the Australian Government announced a momentous policy initiative allowing Australian universities to enrol full-fee paying international students for the first time. This case study is an analysis of the policy development that ensued at Murdoch University between 1985 and 1991 as it responded to this opportunity to alleviate problems, with finance and low student numbers, that were threatening its very existence as an independent university. In particular, it examines the factors that had placed Murdoch in such a parlous situation, and the reasons why it was able to respond quickly and effectively so as to implement a highly successful and comprehensive program for the recruitment, enrolment and support of full-fee paying international students. The case study format allowed for the use of a wide range of data sources. Sources of documentary evidence included: formal written works about the events and concepts under investigation, newspapers and other media items, letters, memoranda, agendas and minutes of meetings, and other internal Murdoch University documents. In addition, archival materials such as annual reports, budgets and financial records were consulted. Verification and extension of the documentary and archival evidence was gained from interviews with past and present staff and students of Murdoch University who had been involved with the program. The study found that organisational changes initiated by successive Vice-Chancellors in the 1980s had replaced a slow and unresponsive, collegial style of decision-making, based on very wide consultation, with a more centralised, bureaucratic and market-oriented system. New, streamlined procedures, and the devolution of policy-development to small, semi-autonomous committees, enabled the University to rapidly develop policies and procedures for the inauguration of a program for full-fee paying international students in 1987. The continued success of the program, both in terms of enrolment numbers and financial returns, was found to be based on the creation and development of an almost independent, and entrepreneurial, International Office for the organisation of most aspects of the program, including the marketing and recruitment process.

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Trestrail, Colin. "Full-fee paying international students at Murdoch University 1985-1991 : a policy case study /." Trestrail, Colin (2005) Full-fee paying international students at Murdoch University 1985-1991: a policy case study. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/370/.

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In 1985 the Australian Government announced a momentous policy initiative allowing Australian universities to enrol full-fee paying international students for the first time. This case study is an analysis of the policy development that ensued at Murdoch University between 1985 and 1991 as it responded to this opportunity to alleviate problems, with finance and low student numbers, that were threatening its very existence as an independent university. In particular, it examines the factors that had placed Murdoch in such a parlous situation, and the reasons why it was able to respond quickly and effectively so as to implement a highly successful and comprehensive program for the recruitment, enrolment and support of full-fee paying international students. The case study format allowed for the use of a wide range of data sources. Sources of documentary evidence included: formal written works about the events and concepts under investigation, newspapers and other media items, letters, memoranda, agendas and minutes of meetings, and other internal Murdoch University documents. In addition, archival materials such as annual reports, budgets and financial records were consulted. Verification and extension of the documentary and archival evidence was gained from interviews with past and present staff and students of Murdoch University who had been involved with the program. The study found that organisational changes initiated by successive Vice-Chancellors in the 1980s had replaced a slow and unresponsive, collegial style of decision-making, based on very wide consultation, with a more centralised, bureaucratic and market-oriented system. New, streamlined procedures, and the devolution of policy-development to small, semi-autonomous committees, enabled the University to rapidly develop policies and procedures for the inauguration of a program for full-fee paying international students in 1987. The continued success of the program, both in terms of enrolment numbers and financial returns, was found to be based on the creation and development of an almost independent, and entrepreneurial, International Office for the organisation of most aspects of the program, including the marketing and recruitment process.

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Bonilla, Nancy L. "Fostering students' oral proficiency during study abroad| A mixed-methods investigation of one program's response." Thesis, Regent University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3733445.

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Although it is assumed that students who study abroad will return with improved oral proficiency, a review of research findings revealed that oral gains are not guaranteed for all. The literature review addressed the need to investigate the quality of study abroad (SA) programs as it relates to fostering students’ oral proficiency. This study investigated the ways in which an SA program in Ecuador fostered undergraduate students’ oral proficiency through interviews and documentary research. Data analysis of interviews with the program’s staff and documents revealed that the program facilitated oral proficiency through Spanish classes, the Oral Proficiency Interview (OPI)-preparation class, native speaker interaction, intentionality, and outings. A survey capturing students’ perceptions of the program indicated that students found the OPI-preparation class to be the most helpful and outings to be the least helpful in their oral proficiency development. Overall, students reported that they found the program to be quite effective in helping them improve orally and that they were satisfied with their progress. Finally, a comparison of pre- and post-OPIc results revealed that all students had gained one proficiency level at the conclusion of the program. The present study provides implications for SA programs and higher education institutions for assisting students with their oral proficiency development while abroad. It also gives recommendations for future research of proficiency-based SA programs.

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Badur, Gulistan Palmer James C. Padavil George. "International students' perspectives on their cross-cultural adjustment to American higher education." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087861.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.

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Erarslan, Mustafa Cenk. "Attitudes of international students in higher education: Implications for educators." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2764.

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The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.

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Kuili, Anna Malihlano. "Foreign students: the Lesotho students' reasons, learning and social experiences in the Western Cape, South Africa." Thesis, University of the Western Cape, 2000. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Jennings-Arey, Rhonda Lynn. "Self-directedness among american sign language learners| A study of first semester college students." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099593.

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This explanatory mixed method research study investigates instructor and student perceptions regarding the factors that enhance or inhibit the self-directedness of American Sign Language (ASL) I students enrolled in institutions of higher education. This methodology was employed to learn from interviews with 10 participants, both students and instructors, as well as 20 students who participated in the Self Directed Learning Readiness Scale (SDLRS) aka the Learning Preference Assessment (LPA) developed by Lucy Guglielmino (1978). The SDLRS survey answered the first research question. As it is shown in research, the interviews clarified the numbers with the personal narratives to support the development of the conclusion of the study. The data collected were videotaped and transcribed by the researcher. A total of three themes emerged from this study to answer the six research questions. The goal of this explanatory mixed method study was to gain more knowledge of what the students in the introductory ASL class perceive their self-direction to be and to identify what works for them in regards to learning strategies. Findings from this study could provide deeper understanding and a rich source of information for the future ASL instructors to help reduce frustration among ASL students.

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Hansen-Devaux, Elizabeth. "Internationalization in higher education: issues facing stakeholders with possible solutions." Kansas State University, 2011. http://hdl.handle.net/2097/13171.

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Master of Arts
Department of Modern Languages
Abby Franchitti
With more international students coming to study in the institutions of higher education in the United States, it is essential to examine the infrastructure, support system, and cross-cultural awareness which currently exist within the campus community. Issues regarding internationalization face many institutions on both the micro and macro-level due to numerous variables including the lack of communication between departments, organizations, and offices on campus and an unguided direction of the goals and ambitions behind it. By looking at how the various stakeholders involved in internationalization are affected, possible solutions for academic institutions can be suggested. This report analyzes some of the ways in which the stress and workload often associated with internationalization can be alleviated in order facilitate a community which embraces diversity, and encourages mutual respect in an ever changing global society.

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Arakaki, Miki. "Social Networking of International Students in Japanese Communities of Practice:Multiple-Case Study of Students from U.S. Institutions of Higher Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531048255013014.

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Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.

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Choi, Jin Ho. "Attitudes of international music students from East Asia toward U.S. higher education institutions." Thesis, connect to online resource, 2009. http://digital.library.unt.edu/permalink/meta-dc-9856.

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Van, Den Elzen Brad L. "Ports of entry an exploration of international undergraduate sojourners' first year experiences /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164678550.

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Lin, Yi. "A qualitatively grounded curriculum for Western international student orientation to Chinese higher education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131425342.pdf.

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Johnson, Christopher P. "Increasing Students' Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1094.

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Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills.

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Kagwesage, Anne Marie. "Coping with Learning through a Foreign Language in Higher Education in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90165.

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The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recorded interactions of students’ formal and informal group discussions were used to capture some of the seen but unnoticed linguistic and communicative details that might be of interest in shedding light on aspects related to learning in a foreign language. Four empirical studies show that students face different challenges in using the newly adopted language of learning and teaching. They are, however, aware of the fact that the globalisation process and dissolution of national boundaries may create new opportunities and are therefore willing to upgrade their English in order to cope with the new academic situation. Findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. Also, teacher and student initiated group discussions have the potential to promote knowledge construction in content subjects as students afford a context for confident participation. Although the mother tongue is not officially recognised as language of instruction in higher education, it plays a mediating role for the negotiation of meaning of domain specific content through responsible code switching and translanguaging.
Det övergripande syftet för denna avhandling är att undersöka hur studenter inom högre utbildning i Rwanda erfar att lära på ett främmande språk, i huvudsak engelska, och vilka strategier de använder sig av för att lyckas genomföra sina universitetsstudier i en tid av förändring av både undervisningsspråk och undervisningen i sig. Avhandlingen tar sin utgångspunkt i ett sociokulturellt perspektiv och en kvalitativ forskningsdesign. Intervjuer genomfördes för att få fördjupad förståelse för hur studenterna reflekterar över och hanterar problemet med att lära på ett främmande språk. Video- och audioinspelade interaktioner av studenternas formella och informella gruppdiskussioner användes för att fånga och analysera språkliga och kommunikativa detaljer som förekommer men ofta förbises eller tas för givna. Fyra empiriska studier visar att studenterna möter olika utmaningar när de måste använda ett nyligen introducerat främmande språk i undervisningen och i olika lärandesituationer. De är emellertid medvetna om att globalisering och upplösning av nationella gränser kan skapa nya möjligheter och är därför villiga att förbättra sin engelska för att kunna klara av den nya undervisningssituationen. Analyserna visar också att aktiv användning av en mångfald av språk, även om det är tidsödande, har stor potential att underlätta lärande och på så sätt betonas den komplementerande snarare än den exkluderande synen på språkanvändning i Rwanda. Dessutom visar det sig att diskussioner i grupp initierade av både lärare och studenter har en potential att stödja konstruktionen av kunskap inom akademiska ämnen eftersom studenterna skapar en tillitsfull miljö där de är trygga att delta. Studierna visar också att trots att modersmålet inte är officiellt erkänt som undervisningsspråk spelar det en medierande roll i framförhandlandet av innehållet inom olika ämnesområden genom olika former av gränsöverskridande språkande där alla språk som studenterna har tillgång till används.

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Al-Mashaqbeh, Ibtesam. "Computer applications in higher education : a case study of students' experiences and perceptions." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263918.

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The purpose of this qualitative study was to describe the educational experiences with computers of nine female international graduate students at Ball State University. Their experiences with computers before they came to the United States, their current use of computers during their study at Ball State University, challenges faced related to the use of computers during their graduate study in the United States, and the support received from the university to help them overcome these barriers were described. Descriptions of ways computers supplemented and enriched the experiences of female international graduate students in the completion of their graduate work at Ball State University were reported.Participants of the present study were nine female international graduate students from Ball State University. They were identified through cooperation with the Center For International Programs, which provided a list of names and e-mail addresses of female international graduate students who were enrolled in graduate studies at Ball State University. Nine female international graduate students were selected from the list.The researcher interviewed each participant for two hours on one occasion. Following each interview participants were asked to complete a brief questionnaire to identify age, country of origin, academic program, and length of time spent in the United States.The following conclusions were established based upon this research study: (1) most participants did not use computer applications on a daily basis during their undergraduate study in their native countries; (2) all participants used computer applications on a daily basis during their study at BSU; (3) some participants faced two important academic adjustments at the same time, the adjustment to the English language and the adjustment to the use of computer; (4) most participants received support from friends regarding the use of computers; (5) most participants faced problems regarding their typing skills; (6) using the library web site was a challenge for most participants; (7) all participants believed that the use of computers enriched their experiences during their study at BSU; and (7) all participants used the Self-Learning Theory to improve their computer skills.
Department of Educational Studies

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Tapper, Joanna. "The oral academic discourse of international college students." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186056.

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The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.

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Raymond, Romeo Ernest. "Student persistence among foreign students at a faith-based higher education institution in the Western Cape." University of Western Cape, 2021. http://hdl.handle.net/11394/8422.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
The notion of student persistence is one that remains a topic for lifelong learning. Many scholars pursue an understanding of this phenomenon yet it remains an unsaturated subject for further studies. Furthermore, many countries embrace international students in their universities and colleges for various reasons. South Africa is no different. The intake of international students at this particular institution of interest is mainly faith-based; many of these students are associated with the same faith or have some religious background. Combining the two phenomena (persistence and international studentship) seems an area that could open doors to new knowledge. So I ask the question: “Do foreign students persist more consistently than local students/nationals? And if so, why?” This then formed the basis for my key question in this study: “What are the relationships between social integration and student persistence?”

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Зайцева, Станіслава Станіславівна, Станислава Станиславовна Зайцева, Stanislava Stanislavivna Zaitseva, and Olajide Joshua Ojo. "The importance of professional training of foreign students in higher education institutions abroad: advantages and disadvantages." Thesis, Харківський національний автомобільно-дорожній університет, 2021. https://essuir.sumdu.edu.ua/handle/123456789/85973.

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У збірнику наукових статей за матеріалами конференції висвітлюються актуальні проблеми лінгводидактики та методики викладання іноземних мов, застосування у сучасному освітньому процесі традиційних та інноваційних технологій, прийомів та алгоритмів розвитку комунікативних та дискурсивних компетенцій іноземних студентів, а також психолого-педагогічні засади організації навчального процесу, міжкультурної адаптації та інтеграції іноземних студентів у освітній простір ЗВО, питання професійно-орієнтованого навчання іноземних студентів. Збірник адресовано викладачам вищих навчальних закладів, аспірантам, студентам.

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Bonemery, Anne M. "Influences on the retention of students from the first to the second semester of foreign language study at the community college level." Thesis, American International College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583475.

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Studies on the retention of students from one semester to another semester or one year to another year in foreign language study are scant in higher education. Furthermore, these studies are limited to research at four-year colleges and universities. This mixed methods study of first and second semester foreign language students at three community colleges in New England seeks to discover the factors that influence students to continue or not to continue to a second semester of foreign language study upon completion of the first at the two-year schools. Variables such as student gender, age, and race/ethnicity are explored to determine if they influence student decisions to continue to a second semester of foreign language study. Other variables, including curriculum design, teaching materials, and instructional strategies used in first semester foreign language classes, are investigated to determine if they are factors in student decisions to continue to a second semester of foreign language study at the community college level.

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Bunker, Alison M. "Conceptions of learning identified by indigenous students entering a University preparation course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1370.

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The increase in Indigenous participation in university courses in recent years has not been matched by an increase in graduation. In the mainstream university population, student success has been linked to approaches to learning, which are linked to conceptions of learning. This study investigates what conceptions of learning Indigenous students identify at the beginning of their university career. Thirty six students completed a 'Reflections on Learning Inventory' developed by Meyer (1995). Nine of these students were interviewed in depth about what they thought learning was and how they would go about it. The interview analysis for each of the nine students was compared with their individual inventory profile. It was anticipated that the use of such complementary methods would increase the validity of the findings, but this was not the case. The participants identified a range of conceptions comparable with those identified by mainstream students, but with a greater emphasis on understanding. However, the descriptions of how learning happens were undeveloped and not likely to result in the kind of learning described. The findings will be useful in making curricula decisions in an Indigenous university preparation course that encourage students to adopt successful strategies for learning. In addition, it will also be useful information for the participants themselves as they become reflective learners.

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Mbolekwa, Hombakazi Portia. "Staff and students’ experiences of internationalisation at Cape Peninsula University of Technology." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2660.

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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018.
Service delivery is one of the most important aspects of the Higher Education sector not only when dealing with international students. It is imperative that higher education institutions should monitor and evaluate its administrative and academic employees. There is a need for a good performance system, which includes standards that define whether staff performances have merits or shortcomings. This will encourage staff to be proficient in their work environment. It is also important to equip staff with service delivery training. This research project examines staff and students’ experiences of internationalisation at the Cape Peninsula University of Technology. The researcher identified problems that international students encountered at CPUT, subsequently made recommendations, which deal with how to improve CPUT services to international students. The researcher undertook a quantitative research approach by administering a closed-ended questionnaire, which was compiled by a registered statistician. The study found that most of the participants did not understand or were not aware of internationalisation at CPUT. A majority of the participants did not understand their role when it came to assisting international students. They perceived that whatever international students required had to be sought from the international office. They understood their role within CPUT in terms of meeting the university’s objectives, as being that, which is set out in the university’s Vision and Mission.

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Yoshikawa, Sawako. "Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5204.

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This study attempted to locate some possible sources of oral Foreign Language Anxiety (FLA) among Japanese students in the United States. This study proposed that the following three factors were possible sources of FLA: 1) the subjects' traitlike anxiety, which is carried by individuals across all communication-bound contexts; 2) the subjects' self-perceived oral proficiency levels in English and 3) the subjects' gapsize (i.e., the distance between their self-perceived and their self-expected oral proficiency levels in English) . This research examined whether the above three independent variables and the dependent FLA variable were significantly correlated, and if so, which one had the strongest correlation with the FLA variable. Also, whether the subjects' biographical variables had a significant effect on their FLA levels was investigated. All the variables were quantified through a questionnaire. The subjects' FLA levels and traitlike anxiety levels were measured by a 10-item, Personal Report of Communication Apprehension inventory (PRCA, Mccroskey, 1978). The subjects' self-perceived oral proficiency levels were measured by asking the subjects to rate their self-perceived oral proficiency level from 1 (poor) to 5 (fluent). The gapsize was quantified by asking the subjects to rate it on a scale from 1 (minimal) to 5 (maximal). The statistical methodology used in obtaining the PRCA scores in this study differed from McCroskey's in its interpretation of Likert type scales. The scales were treated as interval data in McCroskey's study, while, in this study, they were interpreted as ordinal data. After hierarchically ordering the subjects' answers, non-parametric tests were performed on them. Overall, each of the three variables and the FLA variable were found to be significantly correlated at p < .01. The traitlike anxiety variable, the proficiency variable and the gapsize variable correlated at .46, -.45 and -.33, respectively. The participants' demographic variables (age, gender, status at school or year(s) of residence in English speaking places) did not have a significant effect on their FLA levels. A discussion of the results was provided, with references to previous studies.

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Johnson, Christopher P. "Increasing Students' Academic Involvement| Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601549.

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Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills.

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Cohen, Steven. "International postgraduate students and their reasons for choosing to study at public universities in Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2043.

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The global higher education sector has become increasingly competitive. A large segment of that market now consists of attracting international students. Understanding why these students are motivated to study overseas is crucial for universities seeking to attract the transnational students as well as for the host country. Trading education is now Australia’s third largest export. As the international market for students becomes more crowded, it is imperative that thorough and concise research occurs to assist local universities within Australia to maintain their competitive advantage. Perth, Western Australia (WA) comprises a small segment of the international Australian tertiary education market. An insufficient evidence base exists to aid local universities with strategic planning to maintain their competitive advantage in attracting international students. The current literature is sparse in analysing Australian state based international student decision-making. Most research focuses upon a generalised understanding of international student motivations concentrating on specific motivational factors. To enrich and contribute to the current research literature, a comprehensive qualitative study was undertaken to explore the decision-making processes of postgraduate international students who chose to study in Perth. The research explored how and why these students chose Perth as their study destination. The study employed a variety of decision-making theories, most importantly the Push-Pull Theory of international student decision-making to test the applicability of a generalised model of international student flows on the local market. Data sources included international postgraduate students who are currently or have completed their studies at a public university in Perth. Data were collected using a variety of qualitative instruments including semi structured open-ended interviews and a focus group. The findings suggested that postgraduate students in Perth are sensitive to course price, with those on scholarships submitting such an undertaking would otherwise be impossible. Students, particularly from countries suffering economic or political disruptions considered international study as a pathway to immigration. These participants viewed Australia as a stable and prosperous nation, which offered them a ‘good life’ without the problems of their home countries. Most participants also considered WA as a culturally pluralistic destination, with a relaxed and outdoor lifestyle, without the pressures and costs of larger Australian cities like Sydney and Melbourne. Participants also sought to choose their preferred university on the recommendation of family or friends. The study has implications for how Australian universities market their courses to international students. The study contributes to the growing literature on international student decision-making. This knowledge is critical to both recruitment strategies and government policies to continue to attract international students.

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Ruhl, Janice Elisabeth. "American Deaf Students in ENNL Classes: A Case Study." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4920.

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Many deaf students who seek post secondary education need some sort of developmental education in reading and writing to ensure success in college. These students often end up in college preparatory or remedial classes that are designed for native speakers of English. For many of the deaf students entering college, English is a second language or a first language that they have failed to achieve fluency in. This study describes the experience of two deaf students enrolled in English as a Non-Native Language classes for the first time at an Oregon community college. The Office of Students with Disabilities and the ENNL department cooperated in this trial to determine whether the ENNL program is an appropriate place for American deaf students needing developmental education in English. Observations, interviews and writing sample analysis were used to provide a multi-layered description of the experience from several perspectives. The deaf students were found to display similar errors in their writing samples as traditional ENNL students at the same level and benefited from instruction geared to non-native speakers of English. The rehabilitation counselor and ENNL instructors agreed that placement of the deaf students in ENNL classes is appropriate and the program continues in fall term. The deaf students of this study stated that they were better served by ENNL classes than by Developmental Education Classes. Curriculum and methodology used in ENNL classes were found to meet the educational needs of the deaf students, and only minor modifications were made to accommodate the students. The experience from these classes has convinced the ENNL department to continue accepting deaf students to the program and enrollment of deaf students in ENNL classes is expected to increase.

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Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.

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Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.

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Okada, Nana. "Foreign Language Anxiety Among Japanese International Students in the U.S." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1468.

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This study aims to investigate the foreign language anxieties Japanese international students at American universities have and the relationship between these anxieties and length of stay in the U.S. 151 Japanese international students answered a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) followed by demographic questions. The findings from the questionnaire were analyzed through SPSS 21 software. Results indicated a statistically significant relationship between students’ level of anxieties and the length of stay in the U.S. Implications for teachers and government officials in Japan, as well as for teachers and university administrators in the U.S., are discussed.

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Turner, Julia P. "University preference : A conjoint analysis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1245.

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The business of tertiary education has become more and more competitive in recent years due to reductions in government funding and higher study fees. As the nature of the environment grows more competitive the role of marketing, previously non-existent in most universities, has grown significantly. One of the key pieces of information that would assist the marketing effort of any university is an understanding of what determines university preference. This study examines university preference in Western Australia. A form of conjoint analysis, known as Adaptive Conjoint Analysis (ACA), was used to investigate the relative importance of a number of attributes to university preference. The study involved presenting 259 Western Australian school leavers (Year 12 students) with a combination of paper and disk based questionnaires. Results indicated that the four most important determinants of university preference for Western Australian school leavers were course suitability, academic reputation, job prospects and teaching quality. The results are compared to previous research findings and their implications for the marketing of universities are discussed.

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Li, Huiwen. "Increasing the number of African American students in undergraduate level classes of Chinese| A call to action." Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109503.

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Chinese language is the only ideographic language remaining in the world (Osaka, 1976). It conveys affluent Chinese culture and has great influences on the East Asian countries (Miyake, 2013). In the economic globalization of the world, China’s economy and international influence are expanding. For these reasons and many more the Chinese language is widely accepted as one of the major world languages. It makes sense then Chinese language classes are experiencing popularity and growth with United States undergraduates. Despite this growth, however, the enrollment of African American students is constantly low in college Chinese language classrooms (Li, Wen, & Xie, 2014). This call to action argues that this low representation of African American students lies on a course promotion system that denies African American students a preliminary learning opportunity that systematically limits their representation in Chinese language classrooms from the beginning.

This call for action examines systematic avenues for creating early opportunities. First the study explores the utility of offering African American students an informational workshop introducing the features of the language and the potential benefits of learning it. Next the study examines the leverage that could be gained by providing direct feedback and assessing student interest to explore whether students are more inclined to enroll in Chinese language courses following the information workshop. Such a process could lead to suggested policy changes that might close the enrollment gap between the African American students and their peers. This call for action considers the reality that even a well-designed action plan may not always produce positive consequences. Therefore, an impact evaluation is explored along with suggested instruments and uses. Finally possible outcomes of an impact evaluation are described.

To ground this call for action, a set of foundational theories are employed that mainly include networked improvement communities, leadership and teamwork, and critical theories. The call for action strongly suggests the iterative cycle of Plan, Design, Study, and Act (PDSA) of the NIC improvement science (Bryk, Gomez, & Grunow, 2011) in the change process beginning with the examination of a local four-year university Chinese Studies Program.

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Anderson, Vivienne, and n/a. "The experiences of international and New Zealand women in New Zealand higher education." University of Otago. Faculty of Education, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090812.101334.

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This thesis reports on an ethnographic research project that explored the experiences and perspectives of a group of women in New Zealand higher education, including international and New Zealand students and partners of international students. The study had two aims. The first was to disrupt the inattention to gender and to students' partners and families in New Zealand international education research and policy. The second was to problematise Eurocentric assumptions of (predominantly Asian) international students' 'cultural difference', and of New Zealanders' homogenised sameness. The theoretical framework for the study was informed by a range of conceptual tools, including feminist, critical theory, post-structural, and postcolonial perspectives. In drawing on feminist perspectives, the study was driven by a concern with acknowledging the importance and value of women's lives, looking for women where they are absent from policy and analysis, and attending to the mechanisms through which some women's lives are rendered invisible in internationalised higher education. In considering these mechanisms and women's lives in relation to them the study also drew on post-structural notions of discourse, power, and agency. It explored how dominant discourses in internationalised higher education reveal and reproduce historically-grounded relations of power that are intentionally or unintentionally performed, subverted and/or resisted by women and those they encounter. Using Young's (1990, 2000) approach to critical theory, the study also considered alternative ways of constructing internationalised higher education that were suggested in women's accounts. As a critical feminist ethnography the study was shaped by my theoretical framework (above), critical literature on heterogeneous social groups, and feminist concerns with relationship, reciprocity and power in the research process. Fieldwork took place during 2005 and 2006 and involved two aspects: the establishment and maintenance of an intercultural group for women associated with a higher education institution, and 28 interviews with 20 women over two years. Interviewees were recruited through the group and included eight international students, nine New Zealand students and three women partners of international students. Study findings challenged the assumption that international and local students are distinct and oppositional groups. They also highlighted the importance of recognising the legitimate presence of international students' partners and accompanying family members at all levels in higher education. International and New Zealand women alike found the intercultural group a useful source of social and practical support and information, and a point of access to other sources of support and information. Women reflected on moving between many different kinds of living and learning contexts, highlighting the importance of: clear processes and pathways for accessing information and practical support when experiencing transition; teaching that is engaging, effective, and responsive; and opportunities to develop connections with other people both on and off campus. Rather than revealing clear patterns of difference or sameness across women, the study highlighted the importance of policy, research, teaching and support practices that are open and responsive to women's actual viewpoints and needs, and that neither re-entrench difference nor assume sameness.

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Li, Mei. "Cross-border higher education of mainland Chinese students : Hong Kong and Macao in a globalizing market." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35762561.

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Ciszek, Robert J. Strand Kenneth H. "Relationships among selected perceptions, attitudes, needs, and expectations of Pacific Rim foreign students concerning their experiences in U.S. higher educational institutions." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986982.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed July 31, 2006. Dissertation Committee: Kenneth H. Strand (chair), George Padavil, Paul J. Baker, Louis Perez. Includes bibliographical references (leaves 202-205) and abstract. Also available in print.

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Chen, Yu. "A Case Study of Two Taiwanese Students with Hearing Loss Navigating the English as a Foreign Language Requirement at Their University." Thesis, The University of New Mexico, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10684596.

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Many institutions of higher education (IHE) students in Taiwan now need to meet the English proficiency requirement to earn their higher education degrees. In this case study, I intended to a) provide the opportunity for IHE students with hearing loss in Taiwan to share their opinions, thoughts, and experiences of learning English as a foreign language in higher education institutes; and b) understand how English as a foreign language policies and educational practices contribute to create opportunities and barriers for IHE students with hearing loss. The research question I intended to examine was “what are the perceptions of the lived experiences of students with hearing loss in a Taiwanese IHE within the policy environment of English as a gatekeeper?” The focuses of the study were a) how do Taiwanese IHE students with hearing loss perceive their experiences learning English as a foreign language in IHEs; and b) how do the current policies and educational practices related to learning English as a foreign language serve to construct barriers and opportunities for IHE students with hearing loss?

I conducted two interviews with two primary participants who were current Taiwanese students with hearing loss at one IHE and one interview with each of secondary participants who were associated with the primary participants’ English learning. These secondary participants were the English teacher of the alternative English class, the English teacher of the general English class, one Chinese teacher, one tutor, two resource center staff members, and two study peers. I also performed three classroom observations at the alternative English class and collected documents that were related to these students’ English learning. I used thematic analysis to analyze the data and the major findings of this study were: (a) the hegemony of English, (b) audism, (c) inequity of educational policy, and (d) accommodations for students with hearing loss at this university.

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Ota, Akiko. "Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1051.

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The U.S. is the leading nation for international students to pursue higher education; the majority of whom are from countries with significant differences in culture and language from American students. As such, many international students start higher education in ESL support programs. While on the surface international students supposedly add cultural and linguistic diversity to American higher education by contributing to the internationalization of campuses, international students' transition into U.S. life and academe is often fraught with challenges including culture shock, adjusting to the new environment and society, adjustment to norms of academic performance, acquisition of academic and language skills, and negotiating chilly campus climates. Such factors can affect academic success, social/cultural acclimation, and even personal/ethnic identity. However, little is researched about international ESL students' transitions into U.S. higher education. This study employs qualitative research with semi-structured interview and grounded theory as analytical technique and aims to rectify the existing research literature limitation by identifying factors that facilitate and inhibit social, cultural, and academic transitions among international ESL students that best serve and accelerate their academic career in the United States.

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Dissertations / Theses on the topic 'Students, Foreign Education (Higher) Australia'

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