Technologies and Practices of Linguistic and Sociocultural Adaptation of Foreign Students during Their Studies at the University

Kamalova, Lera A.; Umbetova, Makhabbat Zh.; Putulyan, Narine S.

doi:10.30935/cedtech/9312

Cited by 15 publications

(10 citation statements)

References 12 publications

(14 reference statements)

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“…In the latter case, the key goal of students arriving in the host country is obtaining professional knowledge and skills. They tend to see familiarity with the culture and ways of life in a foreign country as a secondary task; they find it important only to the extent required for successful completion of their studies (Kamalova et al, 2021). In contrast, for students who focus on language studies while staying in the host country, cultural enrichment and understanding the context, in which a specific language functions, is an integral part of honing their expert skills, equally important for their career and professional growth (Prieto-Arranz et al, 2021).…”

Section: Internship Programmesmentioning

confidence: 99%

The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

Veselova

Khimich

Terentieva

2021

Heliyon

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Currently, many universities use the communicative approach to foreign language teaching. In contrast, Peoples' Friendship University of Russia (RUDN University) uses a mixed approach for these purposes, which combines both the abovementioned communicative method and the grammar-translation method, which is more traditional for Russian universities. Additionally, RUDN University provides an opportunity for students to continue learning the target language at foreign partner universities, where students can practice the language in its natural environment. In this regard, the serious research interest for us is which of our students' language competencies will transform after graduation from these universities and how their motivation changes towards learning Spanish.The vast majority of previous research on the role of foreign language internships in increasing students' motivation to learn the target language focuses on issues related to motivation to learn the language within the framework of the communicative or grammar-translation method (Helmchen, Melo-Pfeifer, 2018;Germer, 2018;Marijuan and Sanz, 2018). This study approaches the question from a different angle and concentrates on the problem of motivating students who previously studied Spanish at a university that employs the mixed method for learning the foreign language and who later completed an internship at a partner university that in turn utilizes the communicative method.To answer this research question, we aimed to conduct a study of the formed cultural and linguistic competencies of 3rd-and 4th-year students who were and who were not on foreign internships at Spanish partner universities of RUDN University. Based on the obtained data, this research demonstrates the need to change the established approaches not only to the practice of teaching Spanish but also to the conscious use of internships as a tool to increase the motivation of students to learn the target language.

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Section: Internship Programmesmentioning

confidence: 99%

The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

Veselova

Khimich

Terentieva

2021

Heliyon

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“…It is usual to single out the real (the person's idea of oneself as a professional) and ideal professional (professional aspirations and hopes) self-concepts 13 . The phenomenon of the professional self-concept is studied at three levels: (a) individual -implies that self-perception is "derived" solely from perceived differences and similarities with other people; (b) relative -based on self-perception, but in this case on the basis of dyadic connections and role relationships with significant Others; (c) collective -based on self-perception associated with membership in social groups and with the opposition of oneʼs own and "outside" groups 14 .…”

Section: Interview Questions and Critical Incidents' Description Mutually Verify And Complement Each Othermentioning

confidence: 99%

“…(In Eng.) 13 Ibid. 14 a professional role in a situation of low assessment of themselves and their capabilities [69].…”

Section: Interview Questions and Critical Incidents' Description Mutually Verify And Complement Each Othermentioning

confidence: 99%

Primary Professionalization of Foreign Students: Barriers, Stigmatization, Adaptation

2021

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Introduction. In the context of the export of educational services, it is of particular importance to design an efficient system of foreign students’ psychological adaptation. Owing to the ethnocultural background, foreign students feel that they are stigmatized minorities in the host society. Negative images and stereotypes are often internalized, resulting in stable low self-esteem in the stigmatized. Since self-esteem acts as a key parameter of the professional self-concept, social stigma and the experience of social identity threat activate the stigmatization of primary professionalization, thereby drastically reducing the efficiency of the received vocational education at the university. The purpose of the study is: to outline the phenomenon of primary professionalization, to reveal the nature of the relationship between the social stigma of foreign students and their self-esteem, and to describe the levels of primary professionalization. Materials and Methods. The study involved 124 foreign students. Participants were asked to answer questions of the Short Form of the Stigmatization Scale and Rosenbergʼs Self-Esteem Scale in order to track the relationship between social stigma and self-esteem. Further, in order to identify the basic barriers to primary professionalization and the participants’ perception of their stigmatized status, the respondents answered the questions of a semi-structured interview supported with the critical incident technique in a focus group format. Results. There is a correlation between the degree of obviousness of social stigma and self-esteem of foreign students. The categorization of the data obtained allowed the authors to substantiate the phenomenon of stigma of primary professionalization, to systematize the determining factors, and to describe its levels. Discussion and Conclusion. Despite the fact that social stigma has attracted active attention of world science for decades, we have not been able to find focused studies into primary professionalization in the format of education export. Studying the factors that lead to the development of stigma of primary professionalization, understanding its levels will help to design a system for its prevention, optimize the system of adaptation of foreign students to the realities of the educational system of the host university.

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“…These are the areas of higher growth markets contributing significantly to the world's economy (British Council, 2013). A study reported the socio-cultural adaptation of the Russian language in foreign language students individually where Kamalova et al (2020) elaborated on the effectiveness of the linguistic and sociocultural adaptation through role-playing, brainstorming activities, case methods, and interactions, which led to improved psychological state of the migrates and their engagement and learning capability of the foreign language. A huge inflow of students in Russia and the complexities of language learning for cultural adaptation showed the need for learning acquisition (Kamalova et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Increasing the effectiveness of educational technologies in the foreign languages learning process by linguistic students (comparative analysis of Russian, Indonesian and Egyptian experience)

et al. 2022

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The aim of the study is to investigate the effectiveness of educational technologies in the foreign language learning process by linguistic students. The focus is to compare the experiences of Russia, Indonesia, and the Egyptian language experience regarding effective of educational technologies. The role of educational technologies has gained significant importance recently; therefore, considering this aspect, the study focused on a comprehensive discussion on this aspect using previous literature and argues what has been examined previously. The rationale and significance of the study are provided, along with the brief structure of the research. Besides, the study opts for a quantitative methodology to present empirical insights into the use of educational technologies in the foreign language learning process by linguistic students in Russia, Indonesia and Egypt. To analyze and interpret the research data, a descriptive technique is used where data was collected from 90 students (30 from each country). The collected data was analyzed using statistical tools, namely SPSS, where descriptive analysis was used to determine the effectiveness of educational technologies in the foreign language learning by Russian, Indonesian, and Egyptian students. The data findings revealed that the use of educational technologies in foreign language learning facilitated the learning process for the students with the integration of various technologies ranging from computer-assisted activities and audio-visual devices to online resources and social media. The findings also revealed that the utilization of technology-assisted tools proliferated the foreign language learning, making the language learning process highly engaging and interactive, while enabling the students to have better control and autonomy over their learning, wider resource accessibility, helping improve the pronunciation, and enabling to interact with native speakers. Hence, the study concluded that technology positively contributed to the language learning experience of the students, irrespective of the location.

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Technologies and Practices of Linguistic and Sociocultural Adaptation of Foreign Students during Their Studies at the University

Cited by 15 publications

References 12 publications

The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

Primary Professionalization of Foreign Students: Barriers, Stigmatization, Adaptation

Increasing the effectiveness of educational technologies in the foreign languages learning process by linguistic students (comparative analysis of Russian, Indonesian and Egyptian experience)

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