Academic adaptation amid internationalisation: the challenges for local, mainland Chinese, and international students at Hong Kong’s universities

Yu, Baohua; Wright, Ewan

doi:10.1080/13583883.2017.1356365

Cited by 31 publications

(52 citation statements)

References 17 publications

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“…Future research could adopt a cross-cultural approach to study anxiety. Yu and Wright (2017) and Zhiping and Paramasivam (2013) note about challenges faced by international students in the intercultural context as a result of differences in cultural background. This present study did not investigate anxiety and cultural differences of students.…”

Section: Discussionmentioning

confidence: 99%

Speaking Anxiety Among Postgraduate International Students in the Academic Context of a University in Malaysia

Taly

Paramasivam

2020

IJL

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Anxiety is common for international students when speaking in the academic context. The aim of this study is to explore the reasons that cause speaking anxiety in the academic context of a university. The study also aims to find out strategies used by students to cope with speaking anxiety. This research employs the qualitative method in the form of interview questions to investigate the issues. Fifteen international postgraduate students and two experienced university lecturers of a public university in Malaysia were interviewed through semi-structured interviews. The investigation revealed that speaking anxiety originates from students' self-related perceptions, learning challenges, differences between students' and target language cultures, poor language knowledge, and fear of being evaluated by peers and lecturers. The strategies used to cope with speaking anxiety included a variety of affective (relaxation), cognitive (positive thinking) and behavioral strategies (preparation/practice, avoidance of eye contact, providing immediate response to instructors’ questions, taking part in as many speaking activities as possible, peer seeking and physical masking behavior). From the investigation, it is found that anxiety has an influence on students’ communication when speaking in English. More emphasis should be given to anxiety reducing methods in the teaching and learning context of higher education.

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Section: Discussionmentioning

confidence: 99%

Speaking Anxiety Among Postgraduate International Students in the Academic Context of a University in Malaysia

Taly

Paramasivam

2020

IJL

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“…International students often report discriminatory practices while studying abroad, including discrimination based on race, gender, sexual orientation, and cultural stereotypes (Trilokekar & Kukar, 2011). Experiences of discrimination, be they actual or perceived, can lead to an increase in negative feelings around belonging issues and homesickness (Duru & Poyrazli, 2011) and place major stress on the student’s cross-cultural adaptation (Benson, Barkhuizen, Bodycott, & Brown, 2012; Scott, Safdar, Trilokekar, & El Masri, 2015; Smith & Khawaja, 2011; Vyas & Yu, 2018; Yu & Wright, 2017; Yu & Zhang, 2016). However, in the higher education context in Hong Kong, where the biggest source of international students are from the Asian region, the notion of perceived discrimination based mainly on ethnic and cultural heritage differences could be questionable.…”

Section: Interpersonal Resources and Cross-cultural Adaptationmentioning

confidence: 99%

Language and Interpersonal Resource Predictors of Psychological and Sociocultural Adaptation: International Students in Hong Kong

Bodycott

Mak

2019

Journal of Studies in International Education

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Hong Kong, along with other Asian societies with universities with top world rankings, has in recent years attracted an increasing number of international students, mainly from Asia. Previous research in English-speaking Western countries has indicated the importance of resources, including language proficiency, positive intergroup relations, and social support, in understanding international students’ stress and coping in cross-cultural adaptation. Guided by a similar acculturative stress and coping framework, we investigated predictors of psychological and sociocultural adaptation in a survey sample of 726 international students (62% female and 73% Asian-born) from Hong Kong public universities. We found that English language proficiency, social support, and a low level of perceived discrimination fostered both types of cross-cultural adaptation, while contact with local students and proficiency in the local dialect further enhanced sociocultural adaptation. Implications for future acculturation research and higher education internationalization policies and practices are discussed.

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“…Research on the experiences of international students in East Asia remains thin on the ground. Findings by Yu and Wright (2017) that international students encounter major challenges in academic adaptation suggests a pressing need for further research in other East Asian contexts.…”

Section: Future Directionsmentioning

confidence: 99%

Internationalization of Higher Education Research in East Asia

Postiglione¹,

Wright²

2017

Encyclopedia of International Higher Education Systems and Institutions

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Academic adaptation amid internationalisation: the challenges for local, mainland Chinese, and international students at Hong Kong’s universities

Cited by 31 publications

References 17 publications

Speaking Anxiety Among Postgraduate International Students in the Academic Context of a University in Malaysia

Speaking Anxiety Among Postgraduate International Students in the Academic Context of a University in Malaysia

Language and Interpersonal Resource Predictors of Psychological and Sociocultural Adaptation: International Students in Hong Kong

Internationalization of Higher Education Research in East Asia

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