Chinese international students’ difficulties in adjusting to the U.S. classrooms has long been overlooked. They have been stereotyped as not experiencing any problems as a result of their excellence at all levels of education, which also implies that they have been succeeding at handling cross-cultural issues. Research which focuses on Chinese international students are usually generated in the area of second language learning or pedagogical methods, Chinese international students’ cross-cultural experience has not been fully explored. The present study was hence conducted to fill the literature gap. Its results could lead to an improvement of Chinese international EFL students’ studying abroad experience, as well as provide directions for possible future studies. The study investigated the research question: how does a group of eight Chinese international EFL students studying STEM disciplines in doctoral programs at a large public research university make meaning of their cross-cultural classrooms/lab setting experiences? The study is a qualitative case study. Participants were recruited via purposeful snowball sampling. An interpersonal, semi-structured interview was used for data collection, and guidelines provided by Smith et al. (2009) were adopted for data analysis. The results show that all eight participants have been experiencing culture-shock since they arrived in the U.S., and they held many erroneous assumptions about studying in the U.S.. Their major difficulties were generated by adjusting to the U.S. classroom culture and using/understanding cultural English. Causes of their cross-cultural experience could be traced to differences between the Chinese and the U.S. curricula and pedagogical methods; and the teacher centered, textbook oriented teaching methods adopted in their Chinese schools for English teaching. Besides, since most of the participants were top students when they were in China, considering the demand for academic excellence in the Chinese culture, participants’ eagerness to maintain/obtain academic accomplishments severed the negative part of their cross-cultural experience. On the basis of my findings, I recommend re-examining (and corresponding change) of the curricula, avoiding the expert blind spot while teaching, and a change in schools in China regarding its English teaching method. However, because this is a qualitative case study, when facing a different group of students (other than my participants), these suggestions should be applied selectively.

The characteristic of hope, and the construct of well-being, both as topics of investigation, have incited scientific interest and inquiry in the university student population. However, not much enthusiasm is evident in the international student population. Furthermore, there is a dearth of literature on the subject matter in the South African context. This qualitative study aims to investigate the role of hope in well-being by focusing on the experiences of international students living at the University of Pretoria residences. An interpretative phenomenological analysis, utilised as the study's methodology, focused on the lived worlds of the participants and endeavoured to capture rich understandings of their experiences. The study is rooted in a positive psychological framework and its propositions. Purposive sampling was used to identify and select participants, and three international students participated in the study. Semi-structured interviews were conducted to obtain their narrative accounts. Their transcripts were analysed following the guidelines specified within the interpretative phenomenological analysis. As a product of this analysis method, the study results were presented as descriptive, connected themes. The themes, as emerged, were adjustment to university; experiences of marginalisation, violence, and discrimination in residences and lectures; optimising well-being and thriving at the University of Pretoria; and subjective experiences of hope as contributing to well-being. The research found that international students resort to their various innate strengths and environmental resources of support to help them thrive at their host university during adversity in adjusting to a foreign university. Hope further contributed to this aspect and optimised their well-being while living at the university residence. This empowered them to attain their academic goals. / Mini Dissertation (MA (Counselling Psychology))--University of Pretoria, 2021. / Psychology / MA (Counselling Psychology) / Unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / Each year thousands of international students enroll in universities across the United States of America. However, we know very little about the challenges they encounter to become competent intercultural communicators in the American academic system. Therefore, the purpose of this is to use the basic components of Deardoff’s Intercultural Communicative Competence (ICC) model to explore the challenges international students face to acquire requisite attitudes, knowledge, and skills to achieve ICC. The study was conducted through in-depth interviews with eight foreign students who were enrolled in a large Midwestern university during the time of this study. Participants described about their experiences with the intercultural communication that took place between them and their American peers and professors. Results the thematic analysis revealed the presence of four main themes and several sub-themes.

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The present thesis explores the experience of international students in Sweden with blended learning and the uses of technology during the post-pandemic era. Based on a qualitative design, and semi-structured interviews with six international students, participation and experience in the transition from off-campus learning to on-campus learning has been identified. Challenges and opportunities associated with blended learning and the uses of technology were also discussed during the same period. In addition, students' attitudes towards the use of technology were studied during the same period. Based on the Technology Acceptance Model (TAM) and Active learning theory, the findings were analysed. The results of the study show differences in international students' perspectives on blended learning and the use of technology. Furthermore, the study also shows that students' skills about using technology were developed during the COVID-19 pandemic. According to international students, a new academic strategy regarding curricula and teaching methods, must be developed in order to improve future learning in higher education. Which means that traditional curricula should changes to suites more online and blended learning. In addition, that teachers should use always different teaching methods than they do today.

This study is an indepth exploration of the experience of the children of Asian international students in Halmstad University, Sweden. The study has a qualitative research design and it provides insights to the perceptions and experiences of the kids through semi structured interviews. The results highlight positive aspects of relocation as well as areas where additional support is needed for a better integrationa and adaptation. The findings are informatives to parents, university and to policy makers.The study concludes that there must be clearly better understandingabout the reality of kids and more effective practices are to be developed to ensure better adaptation of the kids.

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