International students’ accented English—Communication difficulties and developed strategies

Park, Eunjae; Klieve, Helen; Tsurutani, Chiharu; Harte, Wendy

doi:10.1080/2331186x.2017.1314651

Cited by 17 publications

(12 citation statements)

References 39 publications

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“…This case together with the difficulties associated with the perception of Cyrillic and Latin spelling, creates a rich material for analysis. In this research the authors identified problems, emphasized by many scientists [44,45,66,67], associated with the material culture of multilingualism. The ability to focus on many factors linked into a single unit allows us to build the adaptation system for Chinese students.…”

Section: Discussionmentioning

confidence: 99%

Digital Solutions to the Problems of Chinese Students in St. Petersburg Multilingual Space

Bylieva

Krasnoshchekov

Lobatyuk

et al. 2021

Int. J. Emerg. Technol. Learn.

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Multilingual space is considered as one of the most important parts of the cultural environment that becomes a challenge for international students. The research ex-amined the multilingual space of St. Petersburg from the perspective of young people from China. Included observation, short interviews and analysis of Chi-nese freshmen essays serve as a source for the formation of a database of multi-lingual objects of everyday life of Chinese students and reveal language problems as the main challenges in the city multilingual space for a foreigner. The authors proposed an approach dividing the multilingual space of the city into space of communication and the "physical space of the language", existing vertically in three levels (city, university and personal areas). Expansion of the multilingual space at all levels due to the digital environment can significantly improve the language adaptation of students Although a coherent digital environment that provides the Chinese dimension to a multilingual environment does not yet exist. However, such elements as specially developed electronic guides and dictionaries, maps, augmented reality applications, communication platforms in social networks, etc. contribute to its future creation

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Section: Discussionmentioning

confidence: 99%

Digital Solutions to the Problems of Chinese Students in St. Petersburg Multilingual Space

Bylieva

Krasnoshchekov

Lobatyuk

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…An overwhelming majority of international students struggle with understanding the English language, which is further made difficult due to the high pace at which it is spoken and the unfamiliar accents. Park et al (2017) argued that a lack of adequate language proficiency for communication negatively affects the academic success of international students. Similarly, Yeh and Inose (2003) argued that a limited language proficiency could impact the social connectedness of international students and negatively impact their psychological well-being.…”

Section: Discussionmentioning

confidence: 99%

“…Communication, or miscommunication, remains a big problem for international students due to language and accent difficulties. Meanwhile Park et al (2017) argued that a lack of adequate language proficiency for communication negatively affects the academic success of international students.…”

Section: Impaired Communicationmentioning

confidence: 99%

Understanding the trajectory of the academic progress of international students in the UK

Adisa

Baderin

Gbadamosi

et al. 2019

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Purpose The UK is a popular educational hub for international students from different parts of the world. These students often face different transitional challenges, which have a significant impact on the success or failure of their studies. The purpose of this paper is to systematically investigate the issues and challenges confronting international students in the UK in their efforts to acquire academic knowledge and achieve personal development. Design/methodology/approach A total of 104 UK-based international students in five higher education institutes in London from 25 countries participated in this study. The study was undertaken qualitatively through 21 semi-structured and 13 focus group interviews. Findings The findings reveal that the process of transitional adjustment is affected by various issues, all of which determine the duration of the students’ involvement in each stage of the transitional process. International students in the UK experience language/accent-related difficulties; impaired communication; and a difficult adjustment to the British education system and culture. Research limitations/implications The extent to which the findings of this research can be generalised is constrained by the limited scope of the research. Practical implications In choosing to study in the UK, international students primarily seek to obtain a qualification, other life experiences, and cultural assimilation. The students’ parents, institutions and the UK authorities (such as the Department of Education) have an important role in ensuring that the students achieve success. While the roles of parents and the UK authorities are not the focus of this paper, their supportive roles certainly allow students to complete the different stages of the process of transitional adjustment quickly and smoothly. Originality/value The study offers valuable insight into understanding the challenges facing international students in acquiring knowledge in a foreign land. The paper contributes to the pedagogic literature on this topic by proposing a three-stage scaffolding model.

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“…Accent is an aspect of pronunciation indicating the speaker's individual and social identities Cheung and Sung [9], and Park et al [10]argue that non-native accent is considered the main cause of miscommunication, reducing the intelligibility of what L2 students say. Accent appear to trigger a sense of inferiority, marginalisation, non-acceptance, and exclusion among Chinese students, hindering their participation and engagement in academic contexts [10][11][12]. Many students report that they would like to purify their accents, as they link it with an image of competent learners and perceive it as a precondition for enhancing engagement [12].…”

Section: Accentmentioning

confidence: 99%

Explaining the Silence in Seminars among Chinese Undergraduate Students in UK Universities

Peng

2023

LNEP

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Recently, Britain is becoming the second most popular choice for international students, particularly, the Chinese students make up the largest proportion. The most common issue of Chinese students is silence in classrooms, that lead to negative engagement and academic performance. Four main factors to silence includes language proficiency, language anxiety, accent, and previous learning experience. However, only a few studies explore the impact of the current learning experience on silence. Therefore, this study will address this gap via a small-scale questionnaire study. The results show that language proficiency is the most crucial obstacle for Chinese students to actively engage. Anxiety also contributes to the silence in seminars, while the accent is less relevant. Moreover, the prior learning experience has an impact on students' engagement as expected. These findings disclose some theoretical evidence for UK universities policymakers.

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International students’ accented English—Communication difficulties and developed strategies

Cited by 17 publications

References 39 publications

Digital Solutions to the Problems of Chinese Students in St. Petersburg Multilingual Space

Digital Solutions to the Problems of Chinese Students in St. Petersburg Multilingual Space

Understanding the trajectory of the academic progress of international students in the UK

Explaining the Silence in Seminars among Chinese Undergraduate Students in UK Universities

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