Thesis (Ed. D.)--Oregon State University, 2005. / Printout. Includes bibliographical references (leaves 204-209). Also available online.

Thesis (Ph.D.) - University of Queensland, 2004. / Includes bibliography.

The purpose of this study was to examine the effects of television violence and cultural identity on international students' perceived vulnerability. A total of 73 international students who registered at Ball State University spring semester 1999 participated in the survey research project. MANOVA revealed a significant relationship between perceived vulnerability and television exposure. Although no significant relationship was found between perceived vulnerability and cultural identity levels, there was a significant interaction effect between television exposure and cultural identity. International students who were heavy viewers and had assimilated identity exhibited the greatest perceived vulnerability. Theoretical and methodological implications of the findings were discussed for future research. / Department of Speech Communication

Kansas State University master's non-thesis project. / Digitized by Kansas State University Libraries

The purpose of this study was to identify the changes in the perceptions of a selected group of Mexican and Japanese foreign students regarding own culture, target culture, and belief system over a time of sojourn in the United States. The total population of this study included 120 Japanese and Mexican students at the University of Arizona and at Pima College, Tucson, Arizona. The students were divided into six equal cells of twenty according to nationality and length of sojourn. The instrumentation employed in this study included: The Cultural Literacy Inventory, Rokeach Dogmatism Scale E, and a personal questionnaire. The following independent variables were also introduced into the study: age, sex, marital status, mobility of residence, past cross-cultural contact, and level of English proficiency. The following independent variables were identified as significant in affecting the target culture perceptions of the students: length of sojourn, sex, marital status in combination with nationality, age, residential mobility from house to house and level of English proficiency. The following independent variables were identified as significant in affecting the own cultural perceptions of the students: length of sojourn in its effect on the intragroup homogeneity of the Mexican students only, and level of English proficiency in its effect on the intragroup homogeneity for both nationalities. The following independent variables were identified as significant in affecting the degree of openness of belief system: nationality, age, residential mobility from house to house in combination with nationality, residential mobility from town to town in combination with nationality, and level of English proficiency. It was predicted that the Mexican students would face more cultural conflict in the areas of Interaction, Association, Subsistence, Temporality, and Learning. It was predicted that the Japanese students would face more cultural conflict in the areas of Interaction, Subsistence, Territoriality, Learning and Play. The researcher offered recommendations for further research and suggestions for the use of the findings of this study as a data base for orientation programs serving foreign students, Americans sojourning abroad, and in teacher education programs.

published_or_final_version / abstract / Sociology / Master / Master of Philosophy

The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.

The purpose of this study was to determine the relevance of the graduate study program to international students who studied agriculture at the University of Arizona. The study was a descriptive survey of the 185 international students enrolled during the Spring semester of the 1987-88 academic year. The results from the 106 respondents (57.3 percent) representing 51 countries indicated the following: they had a concern for careers not being met in their home countries; they had a high opinion of the University of Arizona academic community; they were satisfied with their graduate study programs; and they thought course work could be used to solve practical problems. However, they wanted academic advisors to encourage graduate research related to the needs of their home countries and they wanted more off-campus educational activities. It was recommended that the academic advisors thoroughly assess the home country needs of international students when selecting a research topic and that the College of Agriculture develop a better program of off-campus educational activities in order to give international students a broader perspective of American agriculture.

This project is for Rinker Center for International Programs at Ball State University to provide useful information to international and American students. The project consists of ten video interviews with the director of Rinker Center for International Programs and nine international students presenting Ghana, France, Germany, Mexico, Brazil, Japan, China, Taiwan, and Turkey. Each interviewee provides cultural differences between American culture and their cultures. In addition, the interviewees tell their personal solutions for coping with cultural difficulties based on their experiences in the United States or different cultures. The director was given three questions and the nine international students were asked ten questions.Each video interview is categorized under country menus and question menus designed with Adobe Macromedia Flash 8 to be navigated by clicking each menu button on a computer. / Department of Telecommunications

This case study explores Chinese international students' perceptions of meaningfill learning. Ten Chinese international students, who have post-secondary educational experience in both China and Canada, and five student services staff participated in this study. Data triangulation and method triangulation were used in this study. The study identifies four major themes found in student perceptions of meaningful learning: Practical Learning, Learning Under Pressure, Comfortable Learning, and Active Learning. This study indicates a positive relationship between out-of-school experiences and meaningful learning for international students. It reveals that students are aware of the important influence of the learning environment in their motivation and learning. This study challenges the stereotype of Chinese learners and highlights their preference for active learning over passive learning. The implication of this study emphasizes combined efforts of students and educators in co-constructing meaningful learning. The paper ends with the researcher's self-reflections on how this study affects her meaningful learning.