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Edwards, R. (2006). What’s in a Name? Chinese Learners and the Practice of Adopting
“English” Names. Language, Culture & Curriculum, 19(1), 90–103.
This paper examines the widespread practice of Chinese learners choosing (and
sometimes refusing) to adopt English and Anglicised names. Data collected from
questionnaires and interviews with both students and teachers are analysed in order to
arrive at an understanding of why such a practice has arisen and continues to be
perpetuated throughout institutions of higher education. Evidence will suggest that this
practice cannot be divorced from Chinese learners’ perceptions of themselves, their
own culture, and their experience of learning English. It will highlight strategies of both
compliance and resistance employed by students when they adopt and exchange
names: strategies which say much about their attitudes to British culture and learning
English in particular. At the same time, teachers’ attitudes to students’ names will be
seen to highlight, at a basic level, some of the difficulties encountered when East meets
West in the classroom. The paper concludes by suggesting that China’s unique
relationship to ELT is fundamental to Chinese learners adopting ‘English’ names.
Li, C. (2007). Why Are You Giggling? An Investigation of Effective Teaching Strategies
Toward International Students at the College Level. Conference Papers — International
Communication Association, 1. Retrieved from
The proportion of international students in the American Institutions is increasing. These students
are perceived to be somewhat different from American students, and they are expected to face
many difficulties in the process of language learning and culture adaptation. This study
investigates how to help international students to overcome their difficulties from professors’
perspective. Journalism and Mass Communication is the focus of the study since this major has a
high demand for language proficiency. Nine Journalism and Mass Communication professors are
interviewed. They comment on their prior teaching experience with international students. The
interview data show that most international students are highly motivated and hard-working.
However, they are relatively slow and inefficient in communication with their professors. The two
major challenges for them are language difference and culture difference. To assist international
students with their adaptation to a different education system, mutual understanding and trustbuilding seem to be very important for professors. In terms of grading, some professors tend to
take the language issue into consideration, while others stick to one criterion. Finally, certain
pitfalls in mutual communication between professors and international students should be
avoided. Some general conclusions and suggestions based on the interview data are also
provided. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]
Mansson, D. H. (2008). Improving Student and Instructor Success in Study Abroad Programs: A
Brief Report of Student Suggestions. Human Communication, 11(1), 17–25. Retrieved
This study examines student suggestions for short-term study abroad programs design.
Undergraduate and graduate students (N=5) who participated in a short-term study abroad
program completed an open-ended questionnaire focusing on suggestions for future students and
faculty members participating in study abroad programs. Results indicate that study abroad
programs should be limited to a small number of students and organized to enable student travel;
instructors should be available, yet not parental-like, serve as sources of information, and devote
considerable time to language skills. Implications and limitations are considered. [ABSTRACT
Frymier, A. B., & Wanzer, M. B. (2003). Examining Differences in Perceptions of Students’
Communication with Professors: A Comparison of Students with and without
Disabilities. Communication Quarterly, 51(2), 174–191.
Persons with disabilities are often treated differently from persons without disabilities.
This differential treatment is often based in the stigma associated with disabilities. The
present study investigated communication between students with and without
disabilities and their instructors. Participants reported how understood they felt, how
similar to their instructor they felt, and evaluated their instructors’ communication
competence. Additionally, participants reported their willingness to communicate with
professors and evaluated the appropriateness of 28 accommodations students with
disabilities may request from instructors. Results indicated that students with disabilities
perceived their interactions with their instructors somewhat differently than students
without disabilities.
Paul Grayson, J. (2011). Cultural capital and academic achievement of first generation domestic
and international students in Canadian universities. British Educational Research Journal,
37(4), 605–630.
In Canada little research has been conducted on those who are the first in their families to attend
university. Cultural reproduction theory suggests that such students would be less likely to engage in
the type of activities that, according to the college impact model, contribute to academic
achievement. In order to test these and other possibilities a longitudinal survey‐based study of
domestic and international students was conducted at four Canadian universities. Overall it was
found that university experiences did vary by the educational background of parents; however, such
experiences were not always of consequence for academic achievement.
Rabia, H. A. (2017). A qualitative investigation of the factors affecting Arab international
students’ persistence in the United States. College Student Journal, 51(3), 347–354.
Retrieved from
This qualitative study explored the factors that enhance Arab international students’ persistence
and facilitate their academic and cultural adjustment at postsecondary institutions in the United
States. The sample for this study consisted of Arab international students from Saudi Arabia,
Kuwait, Oman, Syria, UAE, Iraq, and Jordan. In-depth interviews with 16 Arab international
students enrolled at two universities in the Northeast of the United States were conducted. The
findings revealed that the most prevalent factors that helped Arab international students
overcome emerging challenges and persist towards degree completion were student success
centers, supportive faculty, sufficient time, friendship support, family support, and extracurricular
Andrade, M. S. (2006). International students in Englishspeaking universities: Adjustment factors. Journal of
Research in International Education, 5(2), 131–
International students in institutions of higher education in English-speaking countries
make valuable educational and economic contributions. For these benefits to continue,
universities must become more knowledgeable about the adjustment issues these
students face and implement appropriate support services. This review identifies factors
that influence the adjustment and academic achievement of international students.
Adjustment challenges are primarily attributable to English language proficiency and
culture. Achievement is affected by English proficiency, academic skills and educational
background. Understanding international student adjustment issues has global
implications for intercultural education. Successful support interventions are reviewed
and implications for practice discussed.
Ladd, P. D., & Ruby, R. (1999). Learning Style and Adjustment Issues of International
Students. Journal of Education for Business, 74(6), 363-367.
Instructors can help international students to be successful at U.S. universities by
determining, then explaining to them, their preferred learning styles. Such knowledge
can assist college professors in adjusting their teaching styles to the students’ learning
styles. In this study, the authors examined the learning styles of international students
enrolled in an MBA program. Although 80% of the students had learned by the lecture
method in their home countries, the results of the Canfield Learning Styles Inventory
(Canfield, 1992) indicated that they preferred to learn by direct experience.
Gruber, T., Reppel, A., & Voss, R. (2010). Understanding the characteristics of effective
professors: the student’s perspective. Journal of Marketing for Higher Education, 20(2),
175-190. doi:10.1080/08841241.2010.526356
Increasingly, higher education institutions are realising that higher education
could be regarded as a business-like service industry and they are beginning to
focus more on meeting or even exceeding the needs of their students. Recent
research findings suggest that the factors that create student satisfaction with
teaching (‘teaching satisfiers’) may be qualitatively differently from the factors
that create dissatisfaction with teaching. Thus, this research uses the Kano
methodology to reveal the characteristics of professors that students take for
granted (‘Must-be factors’) and that have the potential to delight them
(‘Excitement factors’). Kano questionnaires containing 19 attributes of effective
professors taken from previous studies and focus group discussions were
handed out in two marketing courses to 63 postgraduate students enrolled in a
service marketing course. The Kano results corroborate previous US findings
that revealed the importance of personality in general and support studies that
stress the importance of professors creating rapport with their students in
ANGELOVA, M., & RIAZANTSEVA, A. (1999). “If You Don’t Tell Me, How Can I
Know?”. Written Communication, 16(4), 491-525. doi:10.1177/0741088399016004004
This study examined the problems that four international graduate students of various linguistic
and cultural backgrounds encountered in the process of adapting to the requirements of
discipline-specific written discourses during their first year of studies in the United
States. Qualitative data including participant and faculty interviews, observations,
analysis of written samples, and reflective journals kept by the participants were
collected. The results of the study suggest that international students, who bring different
writing experiences with them to U.S. classrooms, need assistance to adjust more easily
to the requirements of the new academic environment. This assistance, however,
depends on international students and U.S. faculty alike learning to address explicitly
how academic writing conventions differ across cultures.
Lee, J. J. (2010). International students’ experiences and attitudes at a US host institution: Selfreports and future recommendations. Journal of Research in International Education,
9(1), 66–84.
This article examines international students’ experiences at a US university and how
these might influence them to recommend or not recommend that others from their
home country attend it. Data were collected via online survey at a large public university
in the US Southwest. Students from predominantly non-White regions of origin had
more negative experiences. Findings suggest that perceptions of unequal treatment are
a major factor influencing international students’ attitudes.
Zhai, L. (2004). Studying International Students: Adjustment Issues and Social Support. Journal
of International Agricultural and Extension Education, 11().
This study investigated international student adjustment issues and needed social support. Data
were obtained from individual interviews with 10 international students at The Ohio State
University. Results indicate that international students experience significant problems in their
coping with U.S. education, cultural differences, and language challenges. Friends and family
were the most preferred resources to seek help. Providing academic orientation, improving
student counseling, and strengthening language support for international students are vital for
the successful adjustment of international students at U.S. universities. (Contains 1 table and 22
references.) (

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