Challenges international students face Essay Example for Free

Ch every last(predicate)enges world wide-cut learners face EssayIntroductionThis tale has been written to lay out the stickyies, those global students face in their desire to pursue further education in the linked Kingdom. The ch on the wholeenges that are outlined in this report are by no means hold in to the areas chosen. The justification for writing this report lays in the point that firstly there is a need to sustain and increase the number of students that actually come into the United Kingdom for their studies, as this scores an income for the government (Michele Schweisfurth, 2009). Thesecond is that the quality of education beingness offered is the United Kingdom is being improved by the diversity of planetary students.The world-wide students, who are studying at University College Birmingham (UCB) average in the 1100 students range and from 65 varied countries, meaning there is a wide range of challenges involved in studying in the UK. Thus, this report wa s written to investigate the challenges faced and discuss those complications, to suggest possible solutions to make the transition period smoformer(a). The quatern main areas that lead be covered are breeding styles, financial concentratedies, wrangle problems and the put up in the United Kingdom. The report has 3 sections Firstly, methodology to explain the methods which are used, secondly, decision and analysing data and finally, conclusions and recommendation for external students.MethodologyThis report uses both primary quill and secondary sources. The primary query was carried out by the use of a questionnaire. The questionnaire was designed in a way which made it tripping to analyse and less time consuming than other methods (Bell, 2005). The questions were of a specific nature, ensuring the sample gained was relative, as primary research, and allowed the author to research the specific areas selected. Denscombe (2007) states that a questionnaire, includes the fact and opinions of participants. 12 questions were asked, this is to garnish the time taken for respondents and does non allow them to be bored, as Denscombe, (2007, p.163) says The questions will not be irritating or annoying for the respondents to cause, this ensure that the respondents answer accurately and do not answer hastily, in order to finish the questionnaire swiftly. The come out set by the university in terms of questionnaires to collate was 30, this allows the author to collate a relative sample, in terms of the amount of responses.Therefore I printed and handed out a total of 45 copies, exploitation a random sampling distribution method and collated 30. For the most part, the questions asked were of a closed nature as they are easier to answer as they are not of a personal nature and have limited response choices (Tomas, 2009). There were a small number of closed questions which then followed with an open question, such(prenominal) as how does the wear affect your d aily life, this allows further probing into the main issues, and to allow respondents to give their personalcontemplative views. The questionnaire was tested by my peers to check its comprehension and grammar, it was constitute to be mostly comprehensive although some questions were amend to make them more specific and the correction of small grammatical errors.The secondary research was in the form of 6 academic journal articles, as directed by the University. The importance of secondary research is it is un-biased and tummy be very useful in patronizeing the authors findings. They have all been use inside my four main topics except the stick out, as there is no information within them approximately this topic. The sources themselves are in depth and have covered some a wide array of issues with international students. The sources are current, valid and support authors opinions and they are readily avail fitting on the UCB online library, allowing access whenever it is need ed. Findings and seek English LanguageLearning the native rurals terminology is higher on the list of priorities of international students, who wish to gain academic success. Andrade (2006) says til now if it is over a short period of time, this positive motivation enables them to progress not only academically but in like manner with the native culture. As a total communication skills will be improved considerably (Zhang Mi, 2010), who mention, that acquiring English de existry focuses on four skills Firstly, address, which is the ability to discuss, present and interact in lectures. Secondly, listening, that there is an finding of the lecturer and the subject matter is intelligible Third, reading, both with a good level of comprehension and a good level of recreate. Fourth, writing, being able to take notes from lectures and then compose essays. The International students will expect that some complex situations may dress up after their arrival to the UK that will r esolve with time.For example, the bar chart (see prototype 1, p.7) illustrates the result derived from question 5, that speed is the main problem relating to language skills, in addition Schweisfurth Gu (2009) did a survey to discover how umteen international students are apprehensive of speaking the natives language, before they leave for that country, the results showed that less than 10% were confident with their language skill level, which only slightly rose after the students settled, especially in the areas of discussion and answering questions fromthe lecturers. Ramachandran (2011) argues, that even with additional English training or achieving a higher score in IELTS/ TOEFL, does not religious service them with problems in a tuition environment, since they were instructed by a non-native speaker or not in a similar environment.Once students gained speed in conversing will they have the confidence of the host language, the confidence with the language would have most lik ely prevented difficult situations occurring, and thus reducing stress levels for the student. In contrast, Zhang Mi (2010) produce that speaking is the most difficult skill for example active in class discussions or playacting oral presentations within the first family, but that improves with the support from lecturers and peers, this is supported by the primary research which showed speaking was time after time one of the main responses given by respondents, as shown in enrol 2.In addition, there is a 75% decrease over time of overseas students, who feel participating in discussions was useful for improving skill level (Schweisfurth Gu, 2009). In addition, Ramachandran (2011) records some additional studies in language skills, that shows that those students who are equipped with an advanced level in the skills, have fewer troubles, as they have already studied in their local provision, but their scope to progress any further in their country is limited. However after collec ting the data from question 4, the results clearly show that writing is the most difficult skill for international students from UCB (see figure 2, p.7). Zhang Mi (2010) also found similar results that writing was the most difficult skill and it did not seem to improve signifi quartertly over time. get wind 1. The Main Language barFigure 2. Most Difficult English Language SkillFinancial DifficultiesIn addition to the wide array of issues international students face, they also have the added pressure of the soaring greets of living (Smith Khawaja, 2011). The bBritish currency is somewhat expensive, in comparison to the international students home currency, so understandably this is a major concern for them, not surprisingly the results for question 8 (figure 3,p.9) show that less than 10% percent of the students find that the living address are not expensive, these students were from affluent countries. Whereas just over 90% percent of students believe living in the United King dom is too expensive. Schweisfurth and Gu (2009) also validate that approximately 69% of students worried most finances before arrival, the results of the questionnaire clearly show this. Schweisfurth Gu (2009) state university fees in the UK are double what they would cost in comparison to their home country, and that 59% of international students make it to the end of the first term, the other 41% discontinued their studies due to financial pressures and returned home.Ramachandran (2011) recommends that the teaching team inform all students of the specific details of their programme and any other matters that would be helpful in managing their finances. For example renting an apartment that is not pricy the University because it is cheaper, but not factoring in the additional transport costs. However, most international students would prefer to live closer to the university and this is shown in the higher accommodation costs (figure 4, p.9) where a small amount of students are salaried more than 600 each month for accommodation, maybe for a number of reasons, either very close to the university or in a city centre location. So, the author found from question 9 that if students pay more in the rent, they will are more likely to be living closer to the university. Ramachandran (2011) mentions that students can reduce transport costs by living close to the university as well as other resources, such as the internet being available.Figure 3. Percentage of students who find the cost of living highFigure 4. Accommodation CostsWeather in the UKThe colder weather can be a culture deck for the international student, in comparison to their home countries weather, which will most definitely by warmer than the weather in the UK. Essentially, within the secondary research, there was no mention of this topic. As some(prenominal) international student come from hot climates, they would be an expectation that they would not like the weather in the UK, save, they wer e asked about want weather inquestion 10 and the results show that more than half do like the weather in the UK (see figure 5, p.11).Linking this onto question 11, where participants were asked if the weather affected their daily life, the results showed that three quarters of respondents answered yes to this question (see figure 6 p.11). International students may come from a climate where the seasons do not change as frequently as the UKs. This then in turn affects things such as wardrobe issues, meaning having to obtain different clothes for different seasons. These are some of the responses for the question in handIt is cold, I cannot go for a run and the wind is also very strong I always have to fill an umbrella every day in my bag On the whole the participants found that they preferred to preventative at home, when the weather was cold, and it had an effect on their mood.Figure 5. Students who like the weather in the UKFigure 6. Does the weather affect youTeaching StyleThe Teaching style, here in the UK, is very different to the teaching styles many of the international students are used to ( see figure 7 pg.13) this can be in an already stressful time, something which the students struggle to adapt to, alongside other issues already cited. Smith et al (2010) found students found it difficult to adjust to the interactive teaching style and critical thinking approach within the UK, and also Students find lack of respect from home students to teaching staff unnerving, as in their home countries, teaching staff get the upmost respect.Narayanan T.Ramachandran (2011) many academic staff wonders why international students prefer to communion to them in private instead of raising academic issues in the class. When academic staff refuses to see students who crusade to meet them outside their office hours and without prior appointment, students may feel insulted or start believing that the staff are not forthcomingRamsay et al. (1999) found that students d ifficulties understanding lecturesin terms of verbiage and speed, and with tutors who spoke too fast or gave too little input. In home countries teaching styles will differ, something the international student will have to get to grips with sooner rather than later, further findings found international students dislike group work (Sarkodie-Mensah, 1998), referring back to the primary research it would appear the results were (see figure 8 pg.13) that within the sample listening to lectures was the most difficult, followed by discussions and seminar and finally note taking. This would support the secondary research statement.Amongst other issues found, it was cited that Professors did not recognise the emotional and psychological problems experienced and identified by international students such as stress, homesickness, isolation and finances, all of which are potentially detrimental to learning, Robertson et al (2000), it would appear that all the issues ultimately dissemble on th e students learning and should be taken into consideration within at least the first year of study. (Figure 7) Is the teaching style in the UK, different to that of your countryFigure 7. Is the teaching style in the UK, different to that of your country Figure 8. Teaching Method found difficultConclusions and recommendationsIn conclusion it was clearly historied that the main language barriers were speaking, however this was only a main issue at the start of the learning programme and it would then improve with time and support from teaching staff, but the real issue to be storied is that writing skills took a lot longer and only improved slightly, but with a noted effort. In the UK the cost of living is expensive however it should be fully researched in terms of what support they are entitled to and a realistic budget should be put in place, should they need to they can also work part time, which will not only help improve their English skills, gain new friendships and stop them from getting homesick.With regards to the weather, it clearly showed that most the students did not mind the weather in the UK however it did impact on their daily life, and they had to adapt in terms of clothing. The author would like to recommend that students understand the UK has seasons and pack their wardrobe to this effect, as to not waste money on adjusting to theclimate on arrival. In terms of teaching style, there were some real issues notes here, students were struggling with the vast array of teaching methods and did not feel confident in lectures, discussion or note taking all of which have a direct impact on learning, the author suggests having some small group sessions introducing students to those methods, so they can entrap any issues they find, rather than it go unnoticed. In summary the author advises for international student to research all aspects of studying in the UK, to be well prepared on arrival. Learners should also note that if they set goals, that all the hard work they put in will be worthwhile, upon successful completion. (2,437 words)ReferencesAndrade, M. S. (2006) International Students in communicatory universities Adjustment factors. Journal of Research in International Education. Vol. 5, No.2, pp.131-154Bell, J. (2005) Doing your Research Project, Fourth Edition. Open University Press, Maidenhead.Denscombe, M. (7007) The Good Research Guide, Third Edition. Open University Press, Maidenhead.Ramachandran, N. T. (2011) Enhancing international students experiences An imperative agenda for universities in the UK. Journal of Research in International Education. Vol. 10, No. 2, pp. 201-220Schweisfurth, M. and Gu, Q. (2009) Exploring the Experiences of international students in the UK higher education possibilities and limits of interculturality in university life. Intercultural Education. Vol. 20, No. 5, pp. 463-473Smith, R. A. and Khawaja, N. G. (2011) A review of the civilization experiences of international student. Interna tional Journal of Intercultural Relations. Vol. 35, No. 6, pp.699-713