Academic Writing for International Students of Business

Bailey, Stephen K.

doi:10.4324/9780203841570

Cited by 23 publications

(40 citation statements)

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“…Language barriers not only are a major hindrance to international students' academic performance and development but also add psychological stress to social interactions and connections (Bailey, 2010;Cowley & Hyams-Ssekasi, 2018;Medved et al, 2013;Yeh & Inose, 2003). A significant proportion (82%) of all survey respondents in this study confirmed that they practiced and improved English communication skills during CBL.…”

Section: Improved English Language Proficiencysupporting

confidence: 53%

Community-Based Learning for International Graduate Students: Impact and Implications

Guo-Brennan¹,

VanLeeuwen²,

MacPhee³

et al. 2020

Michigan Journal of Community Service Learning

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Integrating community-based learning (CBL) into graduate education has gained attention in higher education during the past decade because CBL allows students to inculcate professional values and ethics, situate academic knowledge and understanding in contexts, and practice academic citizenship through serving communities with disciplinary knowledge and skills. In a North American higher education context, about half of the graduate student population are international students, who have needs in several areas. However, their experiences in CBL are under-investigated and scarcely documented in existing literature and scholarship in either community-based learning or international education. Drawing on international students' experiences in a graduate program infused with CBL components in Canadian higher education, this mixed methods case study examined the impact of CBL on international students' developments in five areas: academic, sociocultural, personal, professional, and global citizenship. Through discussions on the benefit, barriers, and implications of providing CBL to international graduate students, this article offers recommendations for improved higher education policy, programs, and praxis to make CBL more inclusive and responsive to international graduate students. As an educational philosophy, approach, and pedagogy, community-based learning (CBL) provides students with experiential learning opportunities in community settings and outside of classrooms (Bringle & Clayton, 2012). CBL allows students to gain a deeper understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility through community engagement and services

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Section: Improved English Language Proficiencysupporting

confidence: 53%

Community-Based Learning for International Graduate Students: Impact and Implications

Guo-Brennan¹,

VanLeeuwen²,

MacPhee³

et al. 2020

Michigan Journal of Community Service Learning

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“…Language barrier is perceived as one of the primary hindrances to learning for international students (Holmes, 2006;Medved, Franco, Gao, & Yang, 2013;Turner & George, 2011). Not just because of its practical importance in terms of understanding basic and technical language, classroom interaction, research and assessment production (Ryan & Hellmundt, 2003;Bailey, 2010), but also because of its potential psychological impact on struggling international students (Yeh & Inose, 2003). The nature of U.K. teaching methods and assessment is problematic and potentially disadvantageous to those students whose first language is not English (Chaudron, 1988).…”

Section: Challenges and Adjustments (Academic)mentioning

confidence: 99%

“…-Mark While academic writing and referencing is a normal but important aspect of academic study in the United Kingdom. International students can potentially find the writing style and rules involved quite strange (Bailey, 2010). An additional layer of language related difficulty and anxiety is that of technical language (Ryan & Hellmundt, 2003):…”

Section: What Challenges Have the Students Experienced During Their Imentioning

confidence: 99%

“…The feedback highlights the depth of the problem that language presents to international students. Not only are students challenged by talking, writing and listening in a second language but also have to contend with terminology and subject-specific technical language (Bailey, 2010;Ryan & Hellmundt, 2003). Such issues perhaps becoming especially acute when undertaking assessments.…”

Section: What Challenges Have the Students Experienced During Their Imentioning

confidence: 99%

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Motivation, Induction and Challenge: Examining the Initial Phase of International Students' Educational Sojourn

Cowley

Hyams–Ssekasi

2018

jis

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This study explores the initial higher education experiences of first-year international students in the UK. Questionnaires and semi-structured interviews were carried out with 20 new international students undertaking a business degree at a UK university. The students described the key motivating factors for studying abroad and the fundamental issues and challenges they encountered. The language barrier, academic skills and orientation were highlighted as being integral to their development. A comprehension of international students’ initial academic and social needs is important in enabling universities to develop systems that will meet the prevailing needs of these learners.

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“…Writing is an expressive and productive activity. According to Byne [1] writing is a skill of using the most complex language compared to the other skill. Consequently, many students felt hard to express their ideas in writing form.…”

Section: Introductionmentioning

confidence: 99%

The Development of Sparkol Videoscribe Based Internet Learning Media in Improving Writing Skills of Indonesian Language for Elementary School Students

Sofiya¹,

Yulianto²,

Hendratno³

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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The key to the success of learning is the credibility of a teacher in the classroom when utilizing and mediating in addition to curriculum's greatness or the full range of school facilities and circumstances. Teachers have responsibilities and duties in planning and practicing the plan in the learning process. Sparkol video scribe-based learning media aims to facilitate students to understand the material that requires sound clarity, easiness in noting, and easiness of use. This can assist the implementation of learning activities. The development of a good learning media should be in accordance with the requirements proposed by Nieven (1999: 127) including (1) validity; (2) practicality; (3) and effectiveness. Validity of teaching materials are determined by some indicators including (a) the strength of the theory that exists in the component of teaching materials/content validity; (b) all components of instructional materials/construct validity shall be internally consistent. Positive criteria of practicality include (1) teachers; and (2) students. Effectiveness indicators include (a) the existence of student interest in the learning program; (b) a positive impact on the achievement of learning outcomes. Criteria of effectiveness are (a) the level of students' activeness based on observation; (b) the level of students' activity based on responses; (c) completeness level of student learning outcomes. After testing and validating the learning media are conducted, feasible use are developed. Classically there is a significant increase in pretest and post-test results. 92% students completed the study, the average grade value reached 87.56.

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Academic Writing for International Students of Business

Cited by 23 publications

References 0 publications

Community-Based Learning for International Graduate Students: Impact and Implications

Community-Based Learning for International Graduate Students: Impact and Implications

Motivation, Induction and Challenge: Examining the Initial Phase of International Students' Educational Sojourn

The Development of Sparkol Videoscribe Based Internet Learning Media in Improving Writing Skills of Indonesian Language for Elementary School Students

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