How to Supervise International PhD Students: A Narrative Inquiry Study

Hussain, Mudassir; Ali, Hashim

doi:10.5430/ijhe.v8n5p143

Cited by 6 publications

(5 citation statements)

References 24 publications

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“…Los datos se han categorizado a partir de su análisis manual previo y con posterioridad en una segunda ocasión han sido tratados mediante QDA Miner 4.1. Este programa de análisis de datos cualitativos asistido por computadora (CAQDAS) es aconsejable y habitual en la investigación cualitativa en general (Silver, 2015), incluida la de ámbito académico (Hussain y Ali, 2019).…”

Section: Métodounclassified

“…La pregunta cerrada con opción múltiple de carácter cuantitativo ha producido unos datos estadísticos representables. A partir de las dos preguntas abiertas, cualitativas, se han obtenido categorías y descriptores utilizando QDA Miner 4.1, un programa reputado dirigido al análisis de datos resultantes de encuestas, entrevistas, etc., que se ha aplicado anteriormente en el ámbito académico (Hussain y Ali, 2019).…”

Section: Análisis De Los Datosunclassified

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Cuentos de Realidad Aumentada para el aprendizaje de la lengua

Acuña¹,

Martínez‐Sala

2022

PortaLin

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Los formatos digitales combinados con estrategias docentes adecuadas estimulan la adquisición de las competencias asociadas al aprendizaje de lengua extranjera en el caso de niños inmigrantes en Educación Primaria. La indagación parte de un ensayo en el que los estudiantes de Grado de Educación Primaria experimentan los cuentos de realidad aumentada mediante el diseño de una estrategia docente que los integre con el fin de conocer sus posibilidades educativas y poder evaluarlos. Para ello se lleva a cabo un estudio cualitativo y cuantitativo con el objetivo de conocer la valoración individual de los estudiantes acerca de estas herramientas en sí y para el aprendizaje de la lengua materna o segunda a través de las correspondientes reflexiones en un portafolio y mediante una entrevista semiestructurada online (cuantitativa y cualitativa). El tratamiento de los datos se ha realizado mediante el programa cualitativo QDA Miner 4.1. Los resultados confirman las ventajas de estas herramientas digitales respecto de la adquisición de competencias de lectoescritura, así como de la motivación del alumnado. El conjunto de estudiantes demuestra una inclinación favorable significativa considerando estos formatos como herramientas para el aprendizaje de la lengua después de haberlas experimentado en el aula, así como un mayor interés en

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Section: Métodounclassified

Section: Análisis De Los Datosunclassified

Cuentos de Realidad Aumentada para el aprendizaje de la lengua

Acuña¹,

Martínez‐Sala

2022

PortaLin

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“…In addition, supervisor support is of benefit for graduate students who can obtain some constructive suggestions from supervisors such as how to publish in peer reviewed journals and how to successfully complete their graduate degree (O"Keeffe, 2020). Moreover, Hussain and Ali (2019) reported that international doctoral students expected close interaction between supervisors and supervisees, constructive feedback, careful guidance and team work to be supported by their supervisors.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, Elliot and Kobayashi (2019) conducted a qualitative study and highlighted that supervisor support plays an essential role in facilitating international doctoral students" adaptation into the new academic context. Correspondingly, some scholars (Hussain & Ali, 2019;Hussain & Shen, 2019) illustrated that supervisor"s guidance as part of university support helped students cope with academic barriers, resulting in successful academic adaptation of international students in China.…”

Section: Supervisor Supportmentioning

confidence: 99%

The Role of Supervisor Support, Self-efficacy, and Language Competence in Academic Adaptation of International Graduate Students in Central China

San¹,

Hui²

2022

HES

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This study examined the influence of supervisor support, self-efficacy, and language competence on the academic adaptation of international graduate students. Quantitative data were collected from a sample of 410 international graduate students at five universities in central China. Correlation and multiple regression analyses were conducted and results showed that supervisor support, self-efficacy, English competence were the significant predictors for the academic adaptation of the international students. Contrary to prediction, the host language (Chinese) did not predict their academic adaptation and possible reasons were discussed. These findings contribute to the growing knowledge in the field of international education, supporting main previous studies. The observed predicting roles of the identified factors imply intriguing considerations for higher education institutions in China to provide interventions for international students with the aim of facilitating smooth adaptation to the new academic context.

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“…(6/8) This shows lack of linguistic competence on one's part that may cause language anxiety. Additionally, it also suggests the intercultural communication anxiety due to unequal linguistic competencies of mother tongue and second language and also the one who is higher in rank might cause anxiety among speakers (Hussain & Ali, 2019).…”

Section: Social Status and Self-identitymentioning

confidence: 99%

Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners

Malik

Qin

Oteir

et al. 2021

ALLS

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Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-to-day life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. This study was guided by socio-cultural theory of Vygotsky, comprehensible input hypothesis of Krashen and foreign language anxiety theory of Horwitz. By adopting semi-structured interviews and focus group discussion technique, this study unveiled the psychological, cognitive and socio-cultural perceived hindrances that cause foreign or second language speaking anxiety in Pakistani EFL university learners. The participants of this study were recruited from public sector university in Lahore, Pakistan and were non-English majors (N=8) and aged between (20-26). The collected data was analyzed by employing content analysis technique. The findings indicated that speaking anxiety can originate from students’ own self-perceptions related to thinking process, cognition and linguistic issues such as vocabulary, grammar, pronunciation, unfamiliarity with topics, genre, psychological and affective factors like anxiety, anxious and introvert personality, low self-esteem, lack of confidence, pre-university language experience, time pressure, fear of negative evaluation, instructors’ remarks; socio-cultural factors like lack of comprehensible input and exposure to TL, gender, and role of parents, geographical background, social status and were detected as speaking anxiety inducing factors. This study ventures to contribute to the existing literature on foreign language speaking anxiety among Pakistani EFL university learners. Thus, it can be practically implied from the above-mentioned factors that maximum exposure to English is of great importance and when learning process is mediated by more knowledgeable others and a person or a learner is scaffolded in the company of more knowledgeable others (parents or teachers) he gets the targeted results. Furthermore, friendly classroom environment can be very effective in overcoming speaking disorders and anxiety. The findings of this qualitative research have practical implications for second and foreign language EFL learning.

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How to Supervise International PhD Students: A Narrative Inquiry Study

Cited by 6 publications

References 24 publications

Cuentos de Realidad Aumentada para el aprendizaje de la lengua

Cuentos de Realidad Aumentada para el aprendizaje de la lengua

The Role of Supervisor Support, Self-efficacy, and Language Competence in Academic Adaptation of International Graduate Students in Central China

Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners

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