Reducing Language Barriers for International Students: Key Insights

1 Background The goal of reducing language barriers for foreign students studying in a new nation is crucial for enhancing their educational experience and overall academic success. Language proficiency significantly impacts students' ability to engage with course materials, communicate effectively with peers and instructors, and navigate daily life in their host country. By addressing language barriers, educational institutions can promote inclusivity, foster cultural exchange, and ensure that all students have equal access to educational opportunities. Moreover, improving language support services can contribute to the overall retention and satisfaction of international students, ultimately enriching the diversity and vibrancy of the academic community. Research Objectives and Questions “How to reduce language barriers for foreign students studying in a new nation to enhance the educational experience.” 1. What are the most common language challenges that international students encounter, and how do they affect their learning? 2. How might the language support provided to international students in educational environments be improved? 3. In what ways do language support services offered by academic institutions help international students overcome language barriers? 4. What are the main obstacles that foreign students encounter because of language problems when attempting to integrate socially and academically in their new environment? 5. If you could make any changes to the immigration pathways, what would you recommend? 6. How can language hurdles be more effectively addressed and successfully integrated into

2 academic and social environments promoted through improved foreign student support services? Secondary Research Results Article 1: Supporting Practices to Break Chinese International Students' Language Barriers: The First Step to Facilitate Their Social Adjustment. The article investigates challenges faced by Chinese international students in social adjustment, particularly regarding language barriers. It emphasizes the scarcity of studies focusing on practical solutions to these challenges. Drawing on cultural-historical theory and community psychology, the study proposes four activities to address language barriers and enhance social adjustment. These activities aim to provide structural guidance, promote shared intersubjectivity, and offer support within the student's zone of proximal development. The theoretical framework integrates concepts such as the general genetic law of cultural development and the zone of proximal development to inform the design of supportive practices. Article 2: Adaptation Challenges of Domestic and International Students in a Russian English- Medium Instruction University. With an emphasis on the consequences for student mobility and internationalization in higher education, this study examines the difficulties and experiences faced by both domestic and foreign students adjusting to a Russian institution that uses English as its language of teaching. Using a mixed-method approach that combines surveys and interviews, the study looks into several topics,

3 such as academic adjustment, social integration, and language obstacles. The results indicate that although language obstacles and social adjustment are common challenges faced by both groups, there are variations in their experiences with adaptation. Remarkably, because of the Russian approach to education, domestic students tend to place more value on academic achievement than on social interaction. The study provides insights for improving the internationalization efforts of Russian universities and similar institutions, highlighting the significance of institutionally supported adaptation mechanisms informed by the notion of inclusion in education. Article 3: Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China The purpose of this study was to assess how international medical students (IMSs) viewed the medical curriculum and how their ability to speak Chinese affected their clinical studies. Utilizing a self-administered survey given to IMSs in their final year at four Chinese universities, the research discovered that although IMSs were generally satisfied with the standard of medical education, certain areas raised concerns, like the apparent deficiency in integrating basic sciences and clinical practice and the requirement for enhancements in community-oriented coursework. Furthermore, it was discovered that IMSs' communication initiatives and level of Chinese language proficiency had a major impact on their clinical experiences and competence, underscoring the need to enhance oral Chinese instruction for IMSs. These results offer insightful information to legislators and educators to improve the caliber of medical education for Asian and African medical students in China. Article 4: Challenges in teaching international students: group separation, language barriers

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4 and culture differences The article covers a pressing subject for many colleges around the world: the difficulties that overseas students confront when adjusting to a new academic and cultural setting. Understanding and tackling these difficulties is critical for encouraging diversity and improving the overall student experience, especially as higher education becomes more global. The article discusses specific issues that overseas students experience, such as isolation from local students and the potential development of language and cultural barriers. This identification is critical for creating focused treatments and supports mechanisms to effectively address these difficulties. The examination of potential approaches to tackling the mentioned difficulties has practical implications for university policies and procedures. Implementing the offered strategies could contribute to a more inclusive and supportive learning environment, benefiting both foreign and local students. Focus Group Discussion – How to reduce language barriers for foreign students studying in a new nation to enhance the educational experience. 1) Welcome, consent process, and introduction. a. Welcome

5 Good morning and welcome to our session. Thanks for taking the time to join us and to talk about this topic. My name is Roger Pereira and assisting me is Farhana Anisha . The goal of this study is to… 1. Better understand what can be done to reduce language barriers for foreign students studying in a new nation to enhance the educational experience. We would like to talk today to explore your preferences. b. Consent Process As a group, we will go over the informed consent before we start our focus group to be sure that you understand why we are having this focus group and to be sure that you voluntarily want to participate. This study investigates students' thoughts and opinions on reducing language barriers for foreign students studying in a new nation to enhance the educational experience. As part of this study, you will be asked to participate in a focus group and answer structured and open-ended questions. This study will take approximately 30 minutes. You understand that my responses will be kept in the strictest of confidence and will be available only to the researcher. No one will be able to identify you when the results are reported, and your name will not appear anywhere in the written report. Please do not share other people’s identities or responses from the focus group with others to maintain the anonymity of the participants outside of the focus group. You also understand that You may skip any questions or tasks that I do not wish to answer or complete. You may

6 choose not to participate or withdraw during the study without penalty. You agree to have this session recorded for further analysis. After the analysis has been completed, the recordings will be deleted. You acknowledge that you are at least eighteen years old and that you understand my rights as a research participant as outlined above. acknowledge that my participation is fully voluntary. At any time, you can decide to excuse yourself from the process. We will not include your name or any other characteristics that could identify you in either our data collection or results. Of course, you are welcome to see a copy of the final results of our focus group. If you are interested, please contact Roger Pereira at n01579902@humber.ca. By remaining in the session, you are consenting to participate and that you are okay with this session being recorded. c. About the focus group • Has anyone of you participated in a focus group before? Focus groups are being used more and more to gain information to further inform future trials, study planning, etc. • • You are the customers and: we learn from you (positive and negative). • We are not trying to get everyone to agree or achieve consensus, rather, we’re gathering. information. It is okay if you have different opinions and ideas than the other people in the group.

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7 Focus group logistics and ground rules. a) Logistics • Focus group will last about (30 minutes) • Feel free to move around. • If you want to use the bathroom. b) Ground Rules • Everyone should participate and only one person should talk at a time. • It is important for us to hear everyone’s ideas and opinions. • There are no right or wrong answers to questions – just ideas, experiences and opinions, which are all valuable • The session will be audio recorded or people will be taking notes to help us gather more detailed information about your responses (note if you decide to audio record – you must receive individual consent from each person) • Stay with the group, please don’t have side conversations, and speak clearly to increase recording quality. • Turn off or silence cell phones. • Enjoy the discussions. Are there any questions or concerns?

8 Introductory Questions: 1. What are the most common language challenges that international students encounter, and how do they affect their learning? 2. How might the language support provided to international students in educational environments be improved? Specific Questions: 1. In what ways do language support services offered by academic institutions help international students overcome language barriers? 2. What are the main obstacles that foreign students encounter because of language problems when attempting to integrate socially and academically in their new environment? Future Pathways: 1. If you could make any changes to the immigration pathways, what would you recommend? 2. How can language hurdles be more effectively addressed and successfully integrated into academic and social environments promoted through improved foreign student support services?

9 Questions on Privacy and Security 1. Do you have any questions about the privacy and/or security of the information we collected today? *********************************************************** That concludes our focus group. Thank you so much for coming and sharing your thoughts and opinions with us. We would like you to complete our focus group survey. ***********************************************************

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1 0 Summary of results from Focus Group Summary Research Report: Addressing Language Barriers for Foreign Students in Higher Education Introduction: The ability of overseas students to overcome linguistic hurdles has a substantial impact on their educational experience. This research report provides an overview of the focus group discussion on common language challenges encountered by international students, ways to enhance language support in educational settings, the function of language support services, integration barriers, suggested modifications to immigration routes, and practical methods for overcoming language barriers and encouraging successful integration. Common Language Challenges: Fluency, understanding, pronunciation, and academic writing are significant challenges international students face. These difficulties make it difficult for them to participate completely in class discussions, understand lectures, and effectively express themselves. Improving Language Support: Offering extensive English language programs catered to students' ability levels, one-on-one tutoring, conversation partners, and workshops on academic writing and presenting techniques are all important ways to improve language support. These are some techniques that educational institutions can use to help international students get past language obstacles. Role of Support Services: Providing language support services by academic institutions is crucial in promoting the successful adjustment and integration of overseas students. To help students overcome language hurdles and succeed academically, these services provide specialized support such as

1 1 language courses, conversation practice sessions, writing centers, pronunciation clinics, and cultural orientation programs. Obstacles to Integration: Due to language limitations, international students may experience social and academic isolation, which can cause them to feel alone and frustrated. Their academic experience may be impacted by their inability to completely understand course material, participate in extracurricular activities, and form friendships. Recommended Changes to Immigration Pathways: One suggestion for improving immigration paths is to make language skills a criterion for admission to help international students integrate more easily and succeed academically. The requirements of international students could also be better supported by encouraging cultural competency training for professors and staff and increasing access to language support services. Enhancing Language Support and Integration: Academic institutions can assist overseas students in overcoming language challenges and integrating more successfully into academic and social environments by placing a high priority on language support services and cultural integration programs. To promote intercultural understanding and communication, this can involve providing access to language tutors, arranging cultural events and workshops, and providing extensive language programs. Conclusion: Improving language support services, updating immigration procedures, and supporting cultural integration programs are all important components of a multipronged strategy to lower language obstacles for international students in higher education. Educational institutions can improve the quality of education and support overseas students' academic achievement by tackling these issues.

1 2 References Ma, J. (2020). Supporting Practices to Break Chinese International Students’ Language Barriers. Journal of International Students , 10 (1), 84–105. https://doi.org/10.32674/jis.v10i1.773 Humber Libraries eResources Login. (2024). Humber.ca. https://link-gale-com.ezproxy.humber.ca/apps/doc/A705798249/AONE? u=humber&sid=bookmark Li, W., Liu, C., Liu, S., Zhang, X., Shi, R. G., Jiang, H., Ling, Y., & Sun, H. (2020). Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China. BMC medical education, 20(1), 410. https://doi.org/10.1186/s12909-020-02340- w Medved, D., Franco, A., Gao, X., & Yang, F. (2013). Challenges in teaching international students: Group separation, language barriers and culture differences. Genombrottet, Lunds tekniska hÃ¶ gskola.

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Research Project Part 1

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