Is this a stupid question? International undergraduate students seeking help from teachers during office hours

Skyrme, Gillian

doi:10.1016/j.jeap.2010.02.012

Cited by 64 publications

(20 citation statements)

References 23 publications

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“…Consistent with the previous research, the international students" language proficiency in English plays a role on their academic success (Abasi & Graves, 2008;Davis, 2013;Poyrazli et al, 2001;Sawir et al, 2009;Skyrme, 2010). Addition to this, we found that the international students prefer copying other people studies because of their writing skills (Abasi & Graves, 2008).…”

Section: Conclusion and Study Limitationssupporting

confidence: 90%

“…As they language skill is not enough to express their feeling in social interaction, on the academic studies international students incline to accept other opinions rather than expressing their opinion (Davis, 2013). Moreover, participants avoid speaking and interacting with other peers because of being embarrassed of pronunciation and miscommunication (Skyrme, 2010). While they interact with other peers, they do not feel that they belong to the conservation and consequently they avoid social interaction with the native speakers.…”

Section: Conclusion and Study Limitationsmentioning

confidence: 99%

“…While they interact with other peers, they do not feel that they belong to the conservation and consequently they avoid social interaction with the native speakers. They feel that they are not welcomed in the social environment, and they prefer speaking with the individuals who speak the same language (Skyrme, 2010). …”

Section: Conclusion and Study Limitationsmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Anxiety State of the Science Majoring International Graduate Students with Conditional Acceptance in the United States

Alpaslan¹,

Yalvaç²

2017

International Journal of Research in Education and Science

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As the conditionally accepted students enroll in the graduate courses, not having met the English proficiency requirement in their program yet creates a vulnerable state of mind for them. This phenomenological study explores the anxiety state of the conditionally admitted international students at a US higher institution. Six science and engineering graduate students who have not yet met the English proficiency requirement participated in one-on-one and semistructural interviews. Findings indicate that the students were at high risk of anxiety and depression, and less motivated than their peers because of the ongoing fear of being unsuccessful if they do not receive the required TOEFL score, or its equivalent, in the given time. The study findings help explore the severity of the anxiety and the depression the international students experience as they continue working to succeed in their career. Future implications and directions were discussed.

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Section: Conclusion and Study Limitationssupporting

confidence: 90%

Section: Conclusion and Study Limitationsmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Anxiety State of the Science Majoring International Graduate Students with Conditional Acceptance in the United States

Alpaslan¹,

Yalvaç²

2017

International Journal of Research in Education and Science

View full text Add to dashboard Cite

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“…In a study such as this, unsurprisingly, students spoke often of the academic demands of study in New Zealand, and this has been reported on elsewhere (e.g., Skyrme, 2010aSkyrme, , 2010bSkyrme, , 2013, but underlying their discussion of reading, writing, and speaking in academic settings, the participants demonstrated an ongoing concern with identity. They had taken on the high-stakes task of gaining a degree in a new academic culture and in their second language.…”

Section: Being Chinesementioning

confidence: 57%

Being Chinese or Being Different: Chinese Undergraduates’ Use of Discourses of Chineseness

Skyrme

2014

Front Educ China

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Myths about "the Chinese learner" developed from an outsider perspective abound in the Western world. The focus of this article, however, is how discourses of Chineseness were used by the Chinese international students themselves who, as undergraduate students in a New Zealand university, were the subjects of my doctoral research. It examines the students' notions of Chineseness and how these served in explaining their own narratives, either through identifying with, or distancing themselves from, "Chinese" traits, indicating alternatively a shared experience of the challenges of the new academic culture, or marking themselves out as having a special ability to thrive within it. Whichever way they used them, the discourses seemed to serve a purpose of fortifying their sense of identity and membership. By the end of their study, they were able to reflect carefully on their experiences and discuss new third space identities in which both Chinese and New Zealand values were forging new realities for them.

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“…McGee, Haworth and MacIntyre 2015;Skyrme 2007Skyrme , 2010, far less attention has been paid to teachers' roles within the process (Harman 2005;Sanderson 2011;Sawir 2011;Trice 2005). This is particularly true in the New Zealand context, and explains the choice to focus the current article on this one aspect.…”

Section: Introductionmentioning

confidence: 99%

Pulled in many directions: tensions and complexity for academic staff responding to international students

Skyrme

McGee

2016

Teaching in Higher Education

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This article reports on an interview-based study of the academic practices of staff members in a New Zealand university in response to international students in their classes and under their supervision. International students enter academic cultures which are inevitably different from those which have provided their academic preparation. Participant academics often revealed a tension between trying to support students adjusting to new demands and meeting their own expectations of tertiary teaching. Most had implemented some changes to their practices which they identified as enhancing international students' ability to study successfully, but recognised the need for balance between support and an expectation of student autonomy. For some, however, adjustment of practice to reflect these students' different expectations and skills violated their understanding of what higher education should be. Using the lens of different orientations that Fanghanel 2012. Being an Academic. London: Routledge] identified among academic staff the article considers possible responses to the current situation. ARTICLE HISTORY

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Is this a stupid question? International undergraduate students seeking help from teachers during office hours

Cited by 64 publications

References 23 publications

Exploring the Anxiety State of the Science Majoring International Graduate Students with Conditional Acceptance in the United States

Exploring the Anxiety State of the Science Majoring International Graduate Students with Conditional Acceptance in the United States

Being Chinese or Being Different: Chinese Undergraduates’ Use of Discourses of Chineseness

Pulled in many directions: tensions and complexity for academic staff responding to international students

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