An investigation into the English language experiences of Indian international students studying in New Zealand universities

Kukatlapalli, Johnson; Doyle, Stephanie; Bandyopadhyay, Sekhar

doi:10.1080/07294360.2019.1685940

“…As this study works on the adjustment experiences of international students in a university in Indonesia, a survey questionnaire was adapted from Kukatlapalli (2016) [16] on the adjustment experiences of Indian International students in New Zealand Universities. This questionnaire was adapted in this study for of two reasons: (1) the topic of the study conducted by Kukatlapalli (2016) [16] is similar to the topic of this present study, and (2) the questionnaire that is used in Kukatlapalli's (2016) [16] study had been reviewed.…”

Section: Methodsmentioning

confidence: 99%

International Students in Indonesia: A Study on Academic and Socio-Cultural Adjustment

Hapsari¹,

Hamamah²

2019

Proceedings of the First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indone

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Increasing numbers of international students in higher education sector in Indonesia urges the institutions to pay attention to the students' adjustment process into academic and non-academic matters. Quality of services and facilities provided by institutions, quality of education and social groups in which they interact become key success of their assimilation. A cross sectional survey toward international students at a prominent university in Indonesia revealed unique obstacles during their transition in both academic and sociocultural lives. Challenges were mainly due to communication as there was a gap between the students' and lecturers' language competence and use. Other difficulties are related to different academic workload, teaching processes, and assessment procedures. As for sociocultural adaptation, the students are still highly dependent on their country's community groups assistance as integration programs, services, and facilities that support their life especially outside the university needs major improvement.

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“…Franken suggests that insights into international students' experiences at master's level, which is the beginning of the academic journey of many doctoral students, at least in New Zealand, is important. In Aotearoa-New Zealand, studies on international students' experiences usually include students from both undergraduate and postgraduate levels (Deloitte, 2008;Kukatlapalli, Doyle, & Bandyopadhyay, 2020;Sawir et al, 2009a;Thorup-Binger & Charania, 2019). At postgraduate levels, researchers tend to focus on doctoral students (Ding, 2016;Ding & Devine, 2018;Doyle, Manathunga, Prinsen, Tallon, & Cornforth, 2017;Kidman, Manathunga, & Cornforth, 2017).…”

Section: Research Rationalementioning

confidence: 99%

“…International students may find English academic writing conventions unfamiliar. Exploring the adjustment experience of Indian students in New Zealand, Kukatlapalli et al (2020) found that some students had problems related to paraphrasing, referencing, avoiding plagiarism, writing critically, structuring and expressing ideas, and forming argumentation.…”

Section: Academic Experiences Of International Studentsmentioning

confidence: 99%

“…Some failed and had to repeat the course. Kukatlapalli et al (2020) found that some of the Indian student participants had limited experience or knowledge of the academic language and writing requirements before they began their studies in New Zealand. Similarly, H. Li and Pitkänen (2018) referred to differences in 'intellectual background' such as teaching methods, which affect students' understanding of teaching content.…”

Section: Academic Experiences Of International Studentsmentioning

confidence: 99%

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A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

Ho¹

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International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students. Universities in Aotearoa-New Zealand host an increasing number of Vietnamese students, but researchers often subsume this group into generic cultural and ethnic categories such as ‘Asian student’. As a result, little is known about their experience.<div> This study explores the everyday experiences of 10 Vietnamese master’s students from an Aotearoa-New Zealand university through a series of semi-structured in-depth interviews. An interpretative phenomenological analysis approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in Aotearoa-New Zealand. <div> </div>As the participants built new lives in Aotearoa-New Zealand, they dealt with the practicalities of uncomfortable or difficult housing conditions as well as established relationships within the diverse cultural contexts of the host country. Accommodation issues had a significant impact on their studies and sense of security and belonging. The students had a hard time finding a place to live. Not feeling comfortable, safe or at peace in their new houses, they did not feel like they were at home. They did not view their houses as a place where they could take refuge and leave the hustle of life outside. In academic settings, the students initially struggled to deal with a range of new and unfamiliar learning and teaching styles (e.g., classroom discussion) and conventions about referencing and citing. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties, a sense of cultural dislocation, and a deep yearning for their families. These difficulties forced them to learn to deal with challenges and become independent. The students drew strength from their Vietnamese cultural values and practices to overcome difficulties. Based on the findings, I propose a framework for exploring the experience of short-term Vietnamese international students. The study provides implications for host universities to assist Vietnamese students as they orient themselves to daily life in Aotearoa-New Zealand.</div>

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“…A range of factors may prevent them from securing a job to cover expenses, which makes their experience unique. These include language barriers, employers' concerns about students' visa status and retention, lack of work experience in host countries, lack of jobs in certain fields, discrimination by employers (Coffey, Farivar, & Cameron, 2018;Kukatlapalli et al, 2020) and limited access to work off-campus (C. Smith, 2020).…”

Section: Financial Issuesmentioning

confidence: 99%

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

Ho¹

0

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International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students. Universities in Aotearoa-New Zealand host an increasing number of Vietnamese students, but researchers often subsume this group into generic cultural and ethnic categories such as ‘Asian student’. As a result, little is known about their experience.<div> This study explores the everyday experiences of 10 Vietnamese master’s students from an Aotearoa-New Zealand university through a series of semi-structured in-depth interviews. An interpretative phenomenological analysis approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in Aotearoa-New Zealand. <div> </div>As the participants built new lives in Aotearoa-New Zealand, they dealt with the practicalities of uncomfortable or difficult housing conditions as well as established relationships within the diverse cultural contexts of the host country. Accommodation issues had a significant impact on their studies and sense of security and belonging. The students had a hard time finding a place to live. Not feeling comfortable, safe or at peace in their new houses, they did not feel like they were at home. They did not view their houses as a place where they could take refuge and leave the hustle of life outside. In academic settings, the students initially struggled to deal with a range of new and unfamiliar learning and teaching styles (e.g., classroom discussion) and conventions about referencing and citing. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties, a sense of cultural dislocation, and a deep yearning for their families. These difficulties forced them to learn to deal with challenges and become independent. The students drew strength from their Vietnamese cultural values and practices to overcome difficulties. Based on the findings, I propose a framework for exploring the experience of short-term Vietnamese international students. The study provides implications for host universities to assist Vietnamese students as they orient themselves to daily life in Aotearoa-New Zealand.</div>

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An investigation into the English language experiences of Indian international students studying in New Zealand universities

Cited by 17 publications

References 29 publications

International Students in Indonesia: A Study on Academic and Socio-Cultural Adjustment

International Students in Indonesia: A Study on Academic and Socio-Cultural Adjustment

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

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