Language Barrier Is the Cause of Stress Among International Students of Universitas Airlangga

Abstract

Advanced education system and globalization are attractive towards the students to move a foreign country for achieving higher education. Indonesia is a multicultural and multi-linguistic country where every year hundreds of students coming to get higher education in Masters and PhD in various disciplines of education which are taught in Indonesian language. There are number of students joining Universitas Airlangga for the purpose of higher education on different programs. The current investigation defines the problem of language barrier is causing of stress in regard of academics among international students. There were 70 international students contributed in current study. The study finds 68% of participants suffering with the stress of language barrier in academics for international students. The findings of current study indicated the mainstream of international students experiencing in adopting the language barrier which is becoming the cause of stress for them. This study also suggested to the administrative stack-holders of Universitas Airlangga to pay attention this issue and need to overcome this major problem by organizing some events within the campus with local students. Such recommendations will help to cope this issue among international students by learning in a lenient and practical way.

Anxiety and Uncertainty Management: Lights and Shadows of International Students in Intercultural Communication at Diponegoro University in Semarang

“…It is claimed that one of the obstacles that overseas students encountered was language barriers, which play an essential role in communication and earning good academic marks (Galloway & Jenkins, 2005). A study on language barriers in Airlangga showcased that language barriers cause stress among international students (Ali et al, 2020).…”

Balancing Language and Content: A Study of Negotiation Learning in Applied English Courses

“…Negotiation like many other subjects that require skills and hands-on experiences is challenging to average undergraduates, let alone those who need or have to learn it via another language. The use of a foreign language by classroom participants could be psychological (Pysarchyk & Yamshynska, 2015;Ali et al, 2020), pedagogical (Ali, 2020;Cripps, et al, 2021), professional (Zumor, 2019;Ibrahim & Ali, 2021), and polyfunctional (Hakim, 2021;Eusafzai, 2022) impactful. This paper, intended to explore under such a circumstance how high the ratio of subject content expressed and discussed in L2 to those in L1 was more acceptable to college students, aims to help pedagogical practitioners rethink the L2-only mode when it is taken into account that EMI courses should not be conducted at the expense of knowledge acquisition.…”