International Student Adaptation to a U.S. College: A Mixed Methods Exploration of the Impact of a Specialized First-Year Course at a Large Midwestern Institution

High Hopes: International Student Expectations for Studying in the United States

“…In many countries, students focus more time and effort on reading English than on writing, speaking, or listening to the language (Atebe, ; Fletcher, ). Although new international students can certainly face a number of cultural barriers when coming to the United States, the greatest barrier for nonnative English speakers at least in the beginning appears to be the lack of command and confidence in their English skills (Atebe, ; Farkas, ; Kovtun, ).…”

“…In the social realm, student affairs research has emphasized that for U.S. students, becoming more involved and engaged in campus life leads to more success at college (Soria & Lueck, ). This campus engagement can work for international students as well (Glass et al., ; Kovtun, ). Also, becoming more involved on campus will most likely put the international student in more contact with students from the United States and other countries.…”

“…One of the most important areas related to cultural adjustment for new international students is food. Adjusting to U.S. food is one of the issues that many international students indicated they had not anticipated would be so difficult (Atebe, ; Kovtun, ). To help international students, many universities are adding more international options in their dining facilities.…”

“We Cannot Reach Them”: Chinese Undergraduate Student Perceptions of the U.S. Campus Climate

“…These partners can help them to understand the use of slang expressions and other colloquialisms used in social interactions with U.S. nationals, potentially increasing peer interaction. Conversation partners could be assigned very early in the academic year, at orientation programs, creating a pattern of enhanced peer interaction that extends beyond orientation (Kovtun, 2011).…”

Experience of International Education of East Asian Students in English-speaking Countries: A four-dimensional approach

“…First-year classes designed for international students can potentially provide similar transitional assistance. As seen in Kovtun's (2011) study, those who participate in first-year classes (1) gain understanding of social diversity in the United States, (2) improve their skills in writing, oral presentations, and research, and (3) enhance their psychosocial development (i.e., balance, persistence, optimism, strong will, resilience, diligence, self-confidence, and positive attitude). These are examples of how institutional structures can benefit international students.…”