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international second language students</title> <meta name="description" content="Search results for: international second language students"> <meta name="keywords" content="international second language students"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open 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class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="international second language students"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 11959</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: international second language students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11959</span> Factors Influencing International Second Language Student's Perceptions of Academic Writing Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Shannaq">A. Shannaq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English is the accepted lingua franca of the academic world, and English medium higher education institutions host many second-language speakers of English (L2) who wish to pursue their studies through the medium of English. Assessment in higher education institutions is largely done in writing, which makes the mastery of academic writing essential. While such mastery can be, and often is, difficult for students who speak English as a first language, it is undoubtedly more so for L2 students attempting to adopt Anglophone academic written norms. There does not appear to be a great deal of research with regard to L2 students’ perceptions of their academic writing practices. This research investigates the writing practices of international L2 students in their first year of undergraduate study at NZ universities. Qualitative longitudinal data in the form of semi-structured interviews and documentation (assignments’ written instructions, students’ written assignments, tutors’ feedback on the students’ assignments) were collected from 4 undergraduate international L2 students at the beginning, middle, and end of the academic year 2017. Findings reveal that motivation, agency, and self-efficacy impact students’ perceptions of their academic writing practices and define the course of actions learners take under the time constraints which are set for their assignments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title=" English as a second language"> English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20second%20language%20students" title=" international second language students"> international second language students</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20writing%20practices" title=" undergraduate writing practices"> undergraduate writing practices</a> </p> <a href="https://publications.waset.org/abstracts/116195/factors-influencing-international-second-language-students-perceptions-of-academic-writing-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116195.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11958</span> The Impact of Using Authentic Materials on Students' Motivation in Learning Indonesian Language as a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratna%20Elizabeth">Ratna Elizabeth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is a very important factor since it contributes a lot to the students’ success in learning a language. Using authentic materials is believed as a mean of increasing the motivation. The materials define as authentic if they are not specifically written for the purpose of language teaching. They are genuine spoken or written language data which are drawn from many different sources. The intention of this study is to investigate the impact of using of authentic materials on students’ motivation. A single case study is conducted to the grade 9 students who learn Indonesian Language as a Foreign Language (ILFL) at an international school in Jakarta, Indonesia. Questionnaires are also distributed to the students to know their perceptions on the using of authentic materials. The results show that the using of authentic materials has increased the students’ motivation in learning the language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20materials" title="authentic materials">authentic materials</a>, <a href="https://publications.waset.org/abstracts/search?q=ILFL" title=" ILFL"> ILFL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/56953/the-impact-of-using-authentic-materials-on-students-motivation-in-learning-indonesian-language-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11957</span> Foreign Language Classroom Anxiety: An International Student's Perspective on Indonesian Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ukhtie%20Nantika%20Mena">Ukhtie Nantika Mena</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Juntika%20Nurihsan"> Ahmad Juntika Nurihsan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilfiandra"> Ilfiandra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore perspective on Foreign Language Classroom Anxiety (FLCA) of an international student. Descriptive narrative is used to discover written and spoken responses from the student. An online survey was employed as a secondary data to identify the level of FLCA among six UPI international students. A student with the highest score volunteered to be interviewed. Several symptoms were found; lack of concentration, excessive worry, fear, unwanted thoughts, and sweating. The results showed that difficulties to understand lecturers' correction, presentation, and fear of getting left behind are three major causes of his anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety" title="foreign language classroom anxiety">foreign language classroom anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=FLCA" title=" FLCA"> FLCA</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20anxiety" title=" language anxiety"> language anxiety</a> </p> <a href="https://publications.waset.org/abstracts/127874/foreign-language-classroom-anxiety-an-international-students-perspective-on-indonesian-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11956</span> A Study of Taiwanese Students' Language Use in the Primary International Education via Video Conferencing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chialing%20Chang">Chialing Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language and culture are critical foundations of international mobility. However, the students who are limited to the local environment may affect their learning outcome and global perspective. Video Conferencing has been proven an economical way for students as a medium to communicate with international students around the world. In Taiwan, the National Development Commission advocated the development of bilingual national policies in 2030 to enhance national competitiveness and foster English proficiency and fully launched bilingual activation of the education system. Globalization is closely related to the development of Taiwan's education. Therefore, the teacher conducted an integrated lesson through interdisciplinary learning. This study aims to investigate how the teacher helps develop students' global and language core competencies in the international education class. The methodology comprises four stages, which are lesson planning, class observation, learning data collection, and speech analysis. The Grice's Conversational Maxims are adopted to analyze the students' conversation in the video conferencing course. It is the action research from the teacher's reflection on approaches to developing students' language learning skills. The study lays the foundation for mastering the teacher's international education professional development and improving teachers' teaching quality and teaching effectiveness as a reference for teachers' future instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20education" title="international education">international education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Grice%27s%20conversational%20maxims" title=" Grice's conversational maxims"> Grice's conversational maxims</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20conferencing%20course" title=" video conferencing course"> video conferencing course</a> </p> <a href="https://publications.waset.org/abstracts/124122/a-study-of-taiwanese-students-language-use-in-the-primary-international-education-via-video-conferencing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11955</span> Second Language Acquisition in a Study Abroad Context: International Students’ Perspectives of the Evolution of Their ‘Second Language Self’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dianah%20Kitiabi">Dianah Kitiabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the experiences of graduate international students in Study Abroad (SA) in order to understand the evolution of their second language (L2) skills during the period of their sojourn abroad. The study documents students’ perspectives through analysis of interview data situated within the context of their overall SA experience. Based on a phenomenological approach, the study focuses on a sample of nine graduate students with at least one year of SA experience. Gass & Mackey’s (2007) interaction approach and Vygotsky’s (1962) sociocultural theory help frame the study within the discourse of second language acquisition (SLA) in SA, such as to highlight the effects of SA on L2 skills of advanced-level learners. The findings of the study are first presented as individual case vignettes where students’ interpretations of their personal experiences are described in entirety, followed by an analysis across the cases that highlight emergent themes. The results of this study show that the linguistic outcomes of international students studying abroad are highly individualized. Although students reported to have improved some of their L2 skills, they also reported a lack of improvement in other L2 skills, most of which differed by case. What emerges is that besides contextual factors, students’ pre-program exposure to L2, interactions with NSs, frequency of L2 use in context, and personal beliefs contribute to their linguistic gains in SA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context" title="context">context</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title=" study abroad"> study abroad</a> </p> <a href="https://publications.waset.org/abstracts/173380/second-language-acquisition-in-a-study-abroad-context-international-students-perspectives-of-the-evolution-of-their-second-language-self" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173380.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11954</span> Culture, Trust and Adaptation: A Study of International Students in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaoyu%20Ye">Shaoyu Ye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the relationship between international students’ (ISs) trust of others (Japanese people and other different-language speakers) and intercultural adaptation in Japan, controlling for the effects of language abilities (both Japanese and English) and their liking of Japanese students. A total of 206 ISs completed a questionnaire survey measuring their degree of liking of general Japanese students (JSs) and trust of others, their most frequently contact persons and their communication ways, their received social support from same-language speakers, Japanese native speakers and other different-language speakers, and their degree of feeling been accepted, and so on. The following results were observed. (a) Neither Japanese language nor English language had significant effects on their sense of acceptance, while their degree of liking of JSs and trust of others had significant positive effects on it; (b) ISs’ Japanese language, along with their trust of others, led them to receive more social support from Japanese people, which helped raise their sense of acceptance in Japan; (c) ISs’ English language and their trust of others helped them receive more social support from other different- language speakers, which led them to feel been accepted in Japan. The importance of distinguishing between the effects of trust of Japanese people on intercultural adaptation and the effects of trust of other different-language speakers on intercultural adaptation is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20students%20in%20Japan" title="international students in Japan">international students in Japan</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20abilities" title=" language abilities"> language abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20acceptance" title=" sense of acceptance"> sense of acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20of%20others." title=" trust of others. "> trust of others. </a> </p> <a href="https://publications.waset.org/abstracts/81204/culture-trust-and-adaptation-a-study-of-international-students-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11953</span> Loving is Universal, Dating is not: Dating Experiences of International Students in Vancouver</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nel%20Jayson%20Santos">Nel Jayson Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The growing number of international students in post-secondary institutions in Canada has positively contributed to the country’s economy and educational systems while also enriching cultural diversity in the classrooms. However, international students face social and relational challenges as they try to adapt to their host nation’s culture. One specific area of cultural adaptation among international students that has yet to be studied extensively is dating experiences and romantic relationships. Although numerous studies have been done regarding the relational challenges and dating experiences of American international students, only a few studies have focused on international students based in Canada. Hence, this study examines the dating preferences, dating challenges, and dating adaptations of international students based in Vancouver, Canada. Using a social constructivist approach, a semi-structured interview was conducted among fifteen heterosexual international college students. Inductive thematic analysis was then used to analyze the gathered data and identify common themes. Findings suggest that students’ (1) preferences were influenced by racial background and parental approval of dating partners; (2) students experienced language barriers and cultural differences; (3) students adapted through constant communication and being open-minded. Finally, the analysis intends to help counselors and psychologists in various colleges to help understand the issues of international students in terms of intimate and romantic relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/abstracts/search?q=dating%20experiences" title=" dating experiences"> dating experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20adaptation" title=" cultural adaptation"> cultural adaptation</a> </p> <a href="https://publications.waset.org/abstracts/131828/loving-is-universal-dating-is-not-dating-experiences-of-international-students-in-vancouver" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">209</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11952</span> The Impact of the Religious and Cultural Factors on Saudi Female Studying in Western Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahar%20S.%20Moursi">Sahar S. Moursi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the unique background of the Saudi female international students who study in western institutes, they face tough challenges as English as a second language (ESL) learners. This paper draws on a Ph.D. study that examines a wide range of challenges faced by Saudi female international students when they study the English language and other academic subjects in a new culture. This research project followed the phenomenological approach and, more specifically, used the in-depth interview to provide an opportunity to the seven female participants to make their voices heard through telling their stories. The data analysis indicated that the Saudi female international students who study in western institutes are faced with religious and cultural challenges that impact their academic performance. This study is significant for the authorities in Saudi Arabia and the hosting universities as it gives essential recommendations to both sides of the aisle. It also provides the Saudi female international students with vital recommendations to better cope with those challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title="English language learners">English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20and%20cultural%20background" title=" religious and cultural background"> religious and cultural background</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20female%20students" title=" Saudi female students"> Saudi female students</a>, <a href="https://publications.waset.org/abstracts/search?q=tough%20challenges" title=" tough challenges"> tough challenges</a> </p> <a href="https://publications.waset.org/abstracts/101523/the-impact-of-the-religious-and-cultural-factors-on-saudi-female-studying-in-western-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101523.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11951</span> Exploring a Teaching Model in Cultural Education Using Video-Focused Social Networking Apps: An Example of Chinese Language Teaching for African Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhao%20Hong">Zhao Hong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When international students study Chinese as a foreign or second language, it is important for them to form constructive viewpoints and possess an open mindset on Chinese culture. This helps them to make faster progress in their language acquisition. Observations from African students at Liaoning Institute of Science and Technology show that by integrating video-focused social networking apps such as Tiktok (“Douyin”) on a controlled basis, students raise their interest not only in making an effort in learning the Chinese language, but also in the understanding of the Chinese culture. During the last twelve months, our research group explored a teaching model using selected contents in certain classroom settings, including virtual classrooms during lockdown periods due to the COVID-19 pandemic. Using interviews, a survey was conducted on international students from African countries at the Liaoning Institute of Science and Technology in Chinese language courses. Based on the results, a teaching model was built for Chinese language acquisition by entering the "mobile Chinese culture". <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20a%20foreign%20language" title="Chinese as a foreign language">Chinese as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20education" title=" cultural education"> cultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20apps" title=" social networking apps"> social networking apps</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20model" title=" teaching model"> teaching model</a> </p> <a href="https://publications.waset.org/abstracts/144534/exploring-a-teaching-model-in-cultural-education-using-video-focused-social-networking-apps-an-example-of-chinese-language-teaching-for-african-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11950</span> Learning to Learn: A Course on Language Learning Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H%C3%A9l%C3%A8ne%20Knoerr">Hélène Knoerr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an increasingly global world, more and more international students attend academic courses and programs in a second or foreign language, and local students register in language learning classes in order to improve their employability. These students need to quickly become proficient in the new language. How can we, as administrators, curriculum developers and teachers, make sure that they have the tools they need in order to develop their language skills in an academic context? This paper will describe the development and implementation of a new course, Learning to learn, as part of the Major in French/English as a Second Language at the University of Ottawa. This academic program was recently completely overhauled in order to reflect the current approaches in language learning (more specifically, the action-oriented approach as embodied in the Common European Framework of Reference for Languages, and the concept of life-long autonomous learning). The course itself is based on research on language learning strategies, with a particular focus on the characteristics of the “good language learner”. We will present the methodological and pedagogical foundations, describe the course objectives and learning outcomes, the language learning strategies, and the classroom activities. The paper will conclude with students’ feedback and suggest avenues for further exploration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title="curriculum development">curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a> </p> <a href="https://publications.waset.org/abstracts/58010/learning-to-learn-a-course-on-language-learning-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58010.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11949</span> Developing Kazakh Language Fluency Test in Nazarbayev University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saule%20Mussabekova">Saule Mussabekova</a>, <a href="https://publications.waset.org/abstracts/search?q=Samal%20Abzhanova"> Samal Abzhanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Kazakh Language Fluency Test, based on the IELTS exam, was implemented in 2012 at Nazarbayev University in Astana, Kazakhstan. We would like to share our experience in developing this exam and some exam results with other language instructors. In this paper, we will cover all these peculiarities and their related issues. The Kazakh Language Fluency Test is a young exam. During its development, we faced many difficulties. One of the goals of the university and the country is to encourage fluency in the Kazakh language for all citizens of the Republic. Nazarbayev University has introduced a Kazakh language program to assist in achieving this goal. This policy is one-step in ensuring that NU students have a thorough understanding of the Kazakh language through a fluency test based on the International English Language Testing System (IELTS). The Kazakh Language Fluency Test exam aims to determine student’s knowledge of Kazakh language. The fact is that there are three types of students at Nazarbayev University: Kazakh-speaking heritage learners, Russian-speaking and English-speaking students. Unfortunately, we have Kazakh students who do not speak Kazakh. All students who finished school with Russian language instruction are given Kazakh Language Fluency Test in order to determine their Kazakh level. After the test exam, all students can choose appropriate Kazakh course: Basic Kazakh, Intermediate Kazakh and Upper-Intermediate Kazakh. The Kazakh Language Fluency Test consists of four parts: Listening, Reading, Writing and Speaking. They are taken on the same day in the abovementioned order. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20test" title="diagnostic test">diagnostic test</a>, <a href="https://publications.waset.org/abstracts/search?q=kazakh%20language" title=" kazakh language"> kazakh language</a>, <a href="https://publications.waset.org/abstracts/search?q=placement%20test" title=" placement test"> placement test</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20result" title=" test result"> test result</a> </p> <a href="https://publications.waset.org/abstracts/46325/developing-kazakh-language-fluency-test-in-nazarbayev-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11948</span> Improving Academic Literacy in the Secondary History Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wilhelmina%20van%20den%20Berg">Wilhelmina van den Berg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through intentionally developing the Register Continuum and the Functional Model of Language in the secondary history classroom, teachers can effectively build a teaching and learning cycle geared towards literacy improvement and EAL differentiation. Developing an understanding of and engaging students in the field, tenor, and tone of written and spoken language, allows students to build the foundation for greater academic achievement due to integrated literacy skills in the history classroom. Building a variety of scaffolds during lessons within these models means students can improve their academic language and communication skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20language" title="academic language">academic language</a>, <a href="https://publications.waset.org/abstracts/search?q=EAL" title=" EAL"> EAL</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20model%20of%20language" title=" functional model of language"> functional model of language</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20baccalaureate" title=" international baccalaureate"> international baccalaureate</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skills" title=" literacy skills"> literacy skills</a> </p> <a href="https://publications.waset.org/abstracts/157695/improving-academic-literacy-in-the-secondary-history-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157695.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11947</span> The Relevance of Sustainability Skills for International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Panko">Mary Panko</a>, <a href="https://publications.waset.org/abstracts/search?q=Rashika%20Sharma"> Rashika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainability often appears to be an unfamiliar concept to many international students that enrol in a New Zealand technological degree. Lecturers’ experiences with classroom interactions and evaluation of assessments indicate that studying the concept enlightens and enhances international students understanding of sustainability. However, in most cases, even after studying sustainability in their degree programme, students are not given an opportunity to practice and apply this concept into their professions in their home countries. Therefore, using a qualitative approach, the academics conducted research to determine the change in international students understanding of sustainability before and after their enrolment in an Applied Technology degree. The research also aimed to evaluate if international students viewed sustainability of relevance to their professions and whether the students felt that they will be provided with an opportunity to apply their knowledge about sustainability in the industry. The findings of the research are presented in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainability" title="education for sustainability">education for sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/76378/the-relevance-of-sustainability-skills-for-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11946</span> Sustaining Language Learning: A Case Study of Multilingual Writers' ePortfolios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amy%20Hodges">Amy Hodges</a>, <a href="https://publications.waset.org/abstracts/search?q=Deanna%20Rasmussen"> Deanna Rasmussen</a>, <a href="https://publications.waset.org/abstracts/search?q=Sherry%20Ward"> Sherry Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the use of ePortfolios in a two-course sequence for ESL (English as a Second Language) students at an international branch campus in Doha, Qatar. ePortfolios support the transfer of language learning, but few have examined the sustainability of that transfer across an ESL program. Drawing upon surveys and interviews with students, we analyze three case studies that complicate previous research on metacognition, language learning, and ePortfolios. Our findings have implications for those involved in ESL programs and assessment of student writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TESOL" title="TESOL">TESOL</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20portfolios" title=" electronic portfolios"> electronic portfolios</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/72564/sustaining-language-learning-a-case-study-of-multilingual-writers-eportfolios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11945</span> Meaningful Habit for EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Maghfiroh">Ana Maghfiroh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning a foreign language needs a big effort from the learner itself to make their language ability grows better day by day. Among those, they also need a support from all around them including teacher, friends, as well as activities which support them to speak the language. When those activities developed well as a habit which are done regularly, it will help improving the students’ language competence. It was a qualitative research which aimed to find out and describe some activities implemented in Pesantren Al Mawaddah, Ponorogo, in order to teach the students a foreign language. In collecting the data, the researcher used interview, questionnaire, and documentation. From the study, it was found that Pesantren Al Mawaddah had successfully built the language habit on the students to speak the target language. More than 15 hours a day students were compelled to speak foreign language, Arabic or English, in turn. It aimed to habituate the students to keep in touch with the target language. The habit was developed through daily language activities, such as dawn vocabs giving, dictionary handling, daily language use, speech training and language intensive course, daily language input, and night vocabs memorizing. That habit then developed the students awareness towards the language learned as well as promoted their language mastery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=habit" title="habit">habit</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title=" communicative competence"> communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20language%20activities" title=" daily language activities"> daily language activities</a>, <a href="https://publications.waset.org/abstracts/search?q=Pesantren" title=" Pesantren"> Pesantren</a> </p> <a href="https://publications.waset.org/abstracts/36102/meaningful-habit-for-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">539</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11944</span> English Learning Strategy and Proficiency Level of the First Year Students, International College, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanokrat%20Kunasaraphan">Kanokrat Kunasaraphan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to identify whether English language learning strategies commonly used by the first year students at International College, Suan Sunandha Rajabhat University include six direct and indirect strategies. The study served to explore whether there was a difference in these students’ use of six direct and indirect English learning strategies between the different levels of their English proficiency. The questionnaire used as a research instrument was comprised of two parts: General information of participants and the Strategy Inventory for Language Learning (SILL). The researcher employed descriptive statistics and one-way ANOVA (F-test) to analyze the data. The results of the analysis revealed that English learning strategies commonly used by the first year students include six direct and indirect strategies, including differences in strategy use of the students with different levels of English proficiency. Recommendations for future research include the study of language learning strategy use with other research methods focusing on other languages, specific language skills, and/or the relationship of language learning strategy use and other factors in other programs and/or institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20learning%20strategies" title="English learning strategies">English learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=direct%20strategies" title=" direct strategies"> direct strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=indirect%20strategies" title=" indirect strategies"> indirect strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20level" title=" proficiency level"> proficiency level</a> </p> <a href="https://publications.waset.org/abstracts/18387/english-learning-strategy-and-proficiency-level-of-the-first-year-students-international-college-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18387.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11943</span> Two Different Learning Environments: Arabic International Students Coping with the Australian Learning System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20van%20Rensburg">H. van Rensburg</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Adcock"> B. Adcock</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Al%20Mansouri"> B. Al Mansouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the impact of pedagogical and learning differences on Arabic international students’ (AIS) learning when they come to study in Australia. It describes the difference in teaching and learning methods between the students’ home countries in the Arabic world and Australia. There are many research papers that discuss the general experiences of international students in the western learning systems, including Australia. However, there is little research conducted specifically about AIS learning in Australia. Therefore, the data was collected through in-depth, semi-structured interviews with AIS who are learning at an Australian regional university in Queensland. For that reason, this paper contributes to fill a gap by reporting on the learning experiences of AIS in Australia and, more specifically, on the AIS’ pedagogical experiences. Not only discussing the learning experiences of AIS, but also discussing the cultural adaptation using the Oberg’s cultural adaptation model. This paper suggests some learning strategies that may benefit AIS and academic lecturers when teaching students from a completely different culture and language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arabic%20international%20students" title="arabic international students">arabic international students</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20adaption" title=" cultural adaption"> cultural adaption</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20differences" title=" learning differences"> learning differences</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20systems" title=" learning systems"> learning systems</a> </p> <a href="https://publications.waset.org/abstracts/18759/two-different-learning-environments-arabic-international-students-coping-with-the-australian-learning-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18759.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">603</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11942</span> Building Intercultural Competence in English Language Learners: Practices and Materials of Cultural-Based Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Randa%20Alahmadi">Randa Alahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Because the world has become a global village, English is not only used by native speakers, but also by non-native speakers from culturally diverse backgrounds. Even though learning a second/foreign language requires development of the four skills: reading, writing, listening, and speaking, there is also an intertwined relationship between language and culture, making it difficult to teach language without knowing the cultural context in which it is to be used. In the past decade, the number of international students enrolled in universities around the world has increased significantly. Having the urge to communicate effectively would serve as a motivation for both international and domestic students. The teaching of culture is important because linguistic competence is not enough for successful communication with speakers of other languages. Therefore, whether teaching natives or non-natives, students need to improve their cross-cultural communication skills and become culturally prepared to communicate successfully with people from other cultures. Teachers can equip their students for this environment by giving them appropriate knowledge and skills for effective intercultural communication. This paper will focus on the importance of intercultural communicative competence and its role in developing students’ understanding of diverse cultures as part of learning foreign/second languages. It will also explain how teachers can decide which culture should be taught: the target culture, the learners’ culture, or both. Moreover, practical and effective techniques that can be used in cultural-based language teaching will be shared. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural-based%20language%20teaching" title="cultural-based language teaching">cultural-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20lingua%20franca" title=" English as a lingua franca"> English as a lingua franca</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title=" intercultural communicative competence"> intercultural communicative competence</a> </p> <a href="https://publications.waset.org/abstracts/65011/building-intercultural-competence-in-english-language-learners-practices-and-materials-of-cultural-based-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11941</span> Analyzing the Sociolinguistic Profile of the Algerian Community in the UK in terms of French Language Use: The Case of Émigré Ph.D. Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadjer%20Chellia">Hadjer Chellia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the present study reports on second language use among Algerian international students in the UK. In Algeria, French has an important status among the Algerian verbal repertoires due to colonial reasons. This has triggered many language conflicts and many debates among policy makers in Algeria. In higher education, Algerian English students’ sociolinguistic profile is characterised by the use of French as a sign of prestige. What may leave room for debate is the effect of crossing borders towards the UK as a result of international mobility programmes, a transition which could add more complexity since French, is not so significant as a language in the UK context. In this respect, the micro-objective is to explore the fate of French use among Ph.D. students in the UK as a newly established group vis-à-vis English. To fulfill the purpose of the present inquiry, the research employs multiple approaches in which semi-structured interview is a primary source of data to know participants’ attitudes about French use, targeting both their pre-migratory experience and current one. Web-based questionnaires are set up to access larger population. Focus group sessions are further procedures of scrutiny in this piece of work to explore the actual linguistic behaviours. Preliminary findings from both interviews and questionnaires reveal that students’ current experience, particularly living in the UK, affects their pre-migratory attitudes towards French language and its use. The overall findings are expected to bring manifold contributions to the field of research among which is setting factors that influence language use among newly established émigrés communities. The research is also relevant to international students’ experience of study abroad in terms of language use in the guise of internationalization of higher education, mobility and exchange programmes. It could contribute to the sociolinguistics of the Algerian diaspora: the dispersed residence of non-native communities - not to mention its significance on the Algerian research field abroad. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Algerian%20diaspora" title="Algerian diaspora">Algerian diaspora</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20language" title=" French language"> French language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20maintenance" title=" language maintenance"> language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20shift" title=" language shift"> language shift</a>, <a href="https://publications.waset.org/abstracts/search?q=mobility" title=" mobility"> mobility</a> </p> <a href="https://publications.waset.org/abstracts/70146/analyzing-the-sociolinguistic-profile-of-the-algerian-community-in-the-uk-in-terms-of-french-language-use-the-case-of-emigre-phd-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11940</span> From the Himalayas to Australia: A Review of the Literature on Teaching and Learning with Nepalese Students in the Higher Education Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sangeeta%20Rai">Sangeeta Rai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International education is Australia’s third largest export with significant revenue flowing to the economy in all state and territory jurisdictions. International students make significant economic, social and cultural contributions to all communities in which they are studying and often working. Among these international students are those from Nepal, who continue to seek Australian higher education in increasing numbers. This paper reports on findings from a literature review that highlights the gap in knowledge of the pedagogical issues that may need addressing in teaching Nepalese students in the higher education sector in Australia. Nepalese students bring to their studies a rich culture shaped by their country’s turbulent political and poor economic conditions. These factors may further contribute to their endeavors to seek education abroad to better themselves and their situation. This cohort of students faces various challenges undertaking their studies in Australia that may be due to factors including language, learning styles and engagement with peers. Hence, this paper highlights the importance of these students on Australian shores and forms the basis for further study on the issues and challenges that they face and those that need to be addressed by Australian educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nepalese%20students%20in%20Australia" title="Nepalese students in Australia">Nepalese students in Australia</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges%20and%20coping%20mechanisms%20of%20Nepalese%20students" title=" challenges and coping mechanisms of Nepalese students"> challenges and coping mechanisms of Nepalese students</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students%20in%20Australia" title=" international students in Australia"> international students in Australia</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20background%20of%20Nepalese%20students" title=" socio-cultural background of Nepalese students"> socio-cultural background of Nepalese students</a> </p> <a href="https://publications.waset.org/abstracts/56017/from-the-himalayas-to-australia-a-review-of-the-literature-on-teaching-and-learning-with-nepalese-students-in-the-higher-education-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56017.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">208</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11939</span> Language in International Students’ Cross-Cultural Adaptation: Case Study of Ukrainian Students in Taiwan and Lithuania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min-Hsun%20Liao">Min-Hsun Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the outbreak of war between Russia and Ukraine in February 2022, universities around the world have extended their helping hands to welcome Ukrainian students whose academic careers have been unexpectedly interrupted. Tunghai University (THU) in Taiwan and Mykolas Romeris University (MRU) in Lithuania are among the many other universities offering short- and long-term scholarships to host Ukrainian students in the midst of the war crisis. This mixed-methods study examines the cross-cultural adjustment processes of Ukrainian students in Taiwan. The research team at MRU will also conduct a parallel study with their Ukrainian students. Both institutions are committed to gaining insights into the adjustment processes of these students through cross-institutional collaboration. Studies show that while international students come from different cultural backgrounds, the difficulties they face while studying abroad are comparable and vary in intensity. These difficulties range from learning the language of the host country, adopting cultural customs, and adapting culinary preferences to the sociocultural shock of being separated from family and friends. These problems have been the subject of numerous studies. Study findings indicate that these challenges, if not properly addressed, can lead to significant stress, despair, and failure in academics or other endeavors for international students, not to mention those who have had to leave home involuntarily and settle into a completely new environment. Among these challenges, the language of the host country is foremost. The issue of international students' adjustment, particularly language acquisition, is critical to the psychological, academic, and sociocultural well-being of individuals. Both quantitative and qualitative data will be collected: 1) the International Student Cross-cultural Adaptation Survey (ISCAS) will be distributed to all Ukrainian students in both institutions; 2) one-on-one interviews will be conducted to gain a deeper understanding of their adaptations; and 3) t-tests or ANOVA will be calculated to determine significant differences between the languages used and the adaptation patterns of Ukrainian students. The significance of this study is consistent with three SDGs, namely quality education, peace/justice, and strong institutions and partnerships for the goals. The THU and MRU research teams believe that through partnership, both institutions can benefit exponentially from sharing the data, avoiding fixed interpretation, and sharing contextual insights, which will help improve the overall quality of education for international students and promote peace/justice through strong institutions. The impact of host country language proficiency on academic and sociocultural adjustments remains inconclusive. Therefore, the outcome of the study will shed new light on the relationship between language and various adjustments. In addition, the feedback from Ukrainian students will help other host countries better serve international students who must flee their home countries for an undisturbed education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20students" title="international students">international students</a>, <a href="https://publications.waset.org/abstracts/search?q=ukrainian%20students" title=" ukrainian students"> ukrainian students</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20adaptation" title=" cross-cultural adaptation"> cross-cultural adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=host%20country%20language" title=" host country language"> host country language</a>, <a href="https://publications.waset.org/abstracts/search?q=acculturation%20theory" title=" acculturation theory"> acculturation theory</a> </p> <a href="https://publications.waset.org/abstracts/168683/language-in-international-students-cross-cultural-adaptation-case-study-of-ukrainian-students-in-taiwan-and-lithuania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11938</span> Higher Language Education in Australia: Uncovering Language Positioning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mobina%20Sahraee%20Juybari">Mobina Sahraee Juybari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are around 300 languages spoken in Australia, and more than one-fifth of the population speaks a language other than English at home. The presence of international students in schools raises this number still further. Although the multilingual and multicultural status of Australia has been acknowledged by the government in education policy, the strong focus on English in institutional settings threatens the maintenance and learning of other languages. This is particularly true of universities’ language provisions. To cope with the financial impact of Covid-19, the government has cut funding for a number of Asian languages, such as Indonesian, Japanese and Chinese. This issue threats the maintenance of other languages in Australia and leaves students unprepared for the future job market. By taking account of the current reality of Australia’s diverse cultural and lingual makeup, this research intends to uncover the positioning of languages by having a historical look at Australia’s language policy and examining the value of languages and the probable impact of Covid-19 on the place of languages taught in Australian universities. A qualitative study will be adopted with language program tutors and course coordinators, with semi-structured interviews and government language policy analysis. This research hopes to provide insights into both the maintenance and learning of international language programs in tertiary language education in Australia and more widely. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Australia" title="Australia">Australia</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20sector" title=" higher education sector"> higher education sector</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20maintenance" title=" language maintenance"> language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20culture%20diversity" title=" language and culture diversity"> language and culture diversity</a> </p> <a href="https://publications.waset.org/abstracts/147005/higher-language-education-in-australia-uncovering-language-positioning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11937</span> The Relationships between Second Language Proficiency (L2) and Interpersonal Relationships of Students and Teachers: Pilot Study in Wenzhou-Kean University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hu%20Yinyao">Hu Yinyao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning and using a second language have become more and more common in daily life. Understanding the complexity of second language proficiency can help students develop their interpersonal relationships with their friends and professors, even enhancing intimacy. This paper examines Wenzhou-Kean University students' second language proficiency and interpersonal relationships. The purpose of the research was to explore the relationship between second language proficiency, extent of intimacy, and interpersonal relationships of the 100 Wenzhou-Kean University students. A mixed methodology was utilized in the research study. Student respondents from Wenzhou-Kean University were chosen randomly by using random sampling. The data analysis used descriptive data in terms of figures and thematical data in the table. The researcher found that Wenzhou-Kean University’s students have shown lower intermediate level of second language proficiency and that their intimacy is middle when using a second language. Especially when talking about some sensitive topics, students tend not to use a second language due to low proficiency. This research project has a strong implication on interpersonal relationships and second language proficiency. The outcome of the study would be greatly helpful to enhance the interpersonal relationship and intimacy between students and students, students and professors who use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Interpersonal%20relationship" title="Interpersonal relationship">Interpersonal relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20proficiency" title=" second language proficiency"> second language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=intimacy" title=" intimacy"> intimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=univeristy%20students" title=" univeristy students"> univeristy students</a> </p> <a href="https://publications.waset.org/abstracts/183155/the-relationships-between-second-language-proficiency-l2-and-interpersonal-relationships-of-students-and-teachers-pilot-study-in-wenzhou-kean-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11936</span> Mechanisms in Regulating Language Practices in Electronics Engineering: A Program Plan for Outcomes-Based Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Analiza%20Acu%C3%B1a-Villacorte">Analiza Acuña-Villacorte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The underlying principle behind the harmonization in international education does not solely aim for the comparability but also the compatibility of outputs produced. The international standard in the different professions particularly in engineering defines the required graduate attributes to attain suitable qualifications and recognitions. This study described the language practices of the Electronics Engineering students of Bulacan State University, Philippines who will be deployed for their internship program. The purpose of the study was achieved by determining the language proficiency of the students in terms of speaking, listening, reading, and writing, and checking the adherence of the University to the commitment of intensifying community building for the Association of Southeast Asian Nation Vision 2020. The analysis of variance of the variables defined the significance between the causal variables and dependent variables. Thus, this study identified the mechanism that would regulate language practices in the Electronics Engineering program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20practices" title=" language practices"> language practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanisms" title=" mechanisms"> mechanisms</a>, <a href="https://publications.waset.org/abstracts/search?q=outcomes-based%20education" title=" outcomes-based education"> outcomes-based education</a> </p> <a href="https://publications.waset.org/abstracts/52228/mechanisms-in-regulating-language-practices-in-electronics-engineering-a-program-plan-for-outcomes-based-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52228.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11935</span> Resolution of Artificial Intelligence Language Translation Technique Alongside Microsoft Office Presentation during Classroom Teaching: A Case of Kampala International University in Tanzania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abigaba%20Sophia">Abigaba Sophia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Artificial intelligence (AI) has transformed the education sector by revolutionizing educational frameworks by providing new opportunities and innovative advanced platforms for language translation during the teaching and learning process. In today's education sector, the primary key to scholarly communication is language; therefore, translation between different languages becomes vital in the process of communication. KIU-T being an International University, admits students from different nations speaking different languages, and English is the official language; some students find it hard to grasp a word during teaching and learning. This paper explores the practical aspect of using artificial intelligence technologies in an advanced language translation manner during teaching and learning. The impact of this technology is reflected in the education strategies to equip students with the necessary knowledge and skills for professional activity in the best way they understand. The researcher evaluated the demand for this practice since students have to apply the knowledge they acquire in their native language to their countries in the best way they understand. The main objective is to improve student's language competence and lay a solid foundation for their future professional development. A descriptive-analytic approach was deemed best for the study to investigate the phenomena of language translation intelligence alongside Microsoft Office during the teaching and learning process. The study analysed the responses of 345 students from different academic programs. Based on the findings, the researcher recommends using the artificial intelligence language translation technique during teaching, and this requires the wisdom of human content designers and educational experts. Lecturers and students will be trained in the basic knowledge of this technique to improve the effectiveness of teaching and learning to meet the student’s needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20translation%20technique" title=" language translation technique"> language translation technique</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20process" title=" teaching and learning process"> teaching and learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=Microsoft%20Office" title=" Microsoft Office"> Microsoft Office</a> </p> <a href="https://publications.waset.org/abstracts/171147/resolution-of-artificial-intelligence-language-translation-technique-alongside-microsoft-office-presentation-during-classroom-teaching-a-case-of-kampala-international-university-in-tanzania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171147.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11934</span> From Mobility to Complexity: French Language Use among Algerian Doctoral Postgraduates in Scotland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadjer%20Chellia">Hadjer Chellia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study explores the phenomenon of second language use in a migratory setting and uses the case of Algerian international students in Scotland, United Kingdom. The linguistic history of Algeria reveals that French language has a high status among the Algerians’ verbal repertoires and Algerian English students consider it as a language of prestige. With mobility of some of these students towards Scotland -in the guise of internationalization of higher education, mobility and exchange programs, the transition was deemed to bring more complexity to their pre-migratory linguistic repertoires and resulted into their French language- being endangered and threatened by a potential shift to English. The study employed semi-structured interviews among six Ph.D. ethnically related students, and the main aim behind that is to explore their current experiences with regards to French language use and to provide an account of the factors which assist in shifting to English as a second language instead. The six participants identified in interviews were further invited to focus group sessions based on an in-group interaction fashion to discuss different topics using heritage languages. This latter was opted for as part of the methodology as a means to observe their real linguistic practice and to investigate the link between behaviors and previous perceptions. The findings detect a variety of social, individual and socio-psychological factors that would contribute in refining the concept of language shift among newly established émigré communities with short stay vis a vis the linguistic outcomes of immigrants with long stay, across generational basis that was –to some extent-the focus of previous research on language shift. The results further reveal a mismatch between students' perceptions and observed behaviors. The research is then largely relevant to international students’ sociolinguistic experience of study abroad. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complexity" title="complexity">complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=mobility" title=" mobility"> mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=potential%20shift" title=" potential shift"> potential shift</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistic%20experience" title=" sociolinguistic experience"> sociolinguistic experience</a> </p> <a href="https://publications.waset.org/abstracts/81649/from-mobility-to-complexity-french-language-use-among-algerian-doctoral-postgraduates-in-scotland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81649.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11933</span> Investigation of International Graduates’ Readiness for Employability Demands in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thi%20Phuong%20Lan%20Nguyen">Thi Phuong Lan Nguyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Alongside technical skills, the employability is crucial for any graduates in the fast-evolving 21st century. It is reported that 78% of Australian students believe soft skills give advantages in the changing workforce due to technological automation (Oxford, 2020), which motivated to investigate how students whose English as a foreign or second language (EFL/ESL) are ready for the employability requirements in the new normal. Literature review, document analysis, and Interviews with EFL teachers are used in this research. The results of this research are helpful in preparing international EFL/ESL students to achieve the best preparation for currently increasing demanding employment markets, which are also meaningful for students themselves to be ready of being global citizens in the new normal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=readiness" title="readiness">readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a> </p> <a href="https://publications.waset.org/abstracts/187030/investigation-of-international-graduates-readiness-for-employability-demands-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187030.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">34</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11932</span> Recruitment Strategies and Migration Regulations for International Students in the United States and Canada: A Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aynur%20Charkasova">Aynur Charkasova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The scientific and economic contributions of international students cannot be underestimated. International education continues to be a competitive global industry, and many countries are seeking to recruit the best and the brightest to reinforce scientific innovations, boost intercultural learning, and bring more funding to the universities and colleges. Substantial changes in international educational policies and migration regulations have been made in the hopes of recruiting global talent. This paper explores and compares recruitment strategies, employment opportunities, and a legal path to permanent residency policies related to international students in the United States of America and Canada. This study will utilize the legal information available by the government websites of both countries, peer-reviewed scholarly articles and will highlight which approach promises a better path in recruiting and retention of international students. The findings from the study will be discussed and recommendations will be provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20students" title="international students">international students</a>, <a href="https://publications.waset.org/abstracts/search?q=current%20immigration%20policies" title=" current immigration policies"> current immigration policies</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=visa%20reforms%20for%20international%20students" title=" visa reforms for international students"> visa reforms for international students</a> </p> <a href="https://publications.waset.org/abstracts/173357/recruitment-strategies-and-migration-regulations-for-international-students-in-the-united-states-and-canada-a-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173357.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11931</span> Enhancing Students’ Language Competencies through Cooperative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raziel%20Felix-Aguelo">Raziel Felix-Aguelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language competencies refer to the knowledge and abilities to use English in four inter-related skills: Speaking, listening, reading, and writing. Cooperative learning is a type of instruction where learners are grouped together to work on an assignment, project, or task. To become competent in second language, one needs to actively use English in each of four modalities. Learning English is challenging to second language learners. Sometimes, some students feel demotivated and scared to use English during class discussions and recitations. This paper explores the students’ attitude and perception towards cooperative learning in enhancing their language competencies. The primary method for this research is case study. Thirty-two grade 9 students within a single selected class are used as sample. The instruments used in data collection were questionnaire and semi-structured interviews. The finding shows that collaborative learning activities enhance the four skills of the students. The participants consider this approach motivational as they engage and interact with others. This indicates that students develop their language competencies as they rely to one another in doing meaningful language activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20competencies" title="language competencies">language competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20activities" title=" language activities"> language activities</a> </p> <a href="https://publications.waset.org/abstracts/54878/enhancing-students-language-competencies-through-cooperative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11930</span> Supporting the ESL Student in a Tertiary Setting: Carrot and Stick</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ralph%20Barnes">Ralph Barnes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The internationalization and globalization of education are now a huge, multi-million dollar industry. The movement of international students across the globe has provided a rich vein of revenue for universities and institutions of higher learning to exploit and harvest. A concerted effort has been made by universities worldwide to court students from overseas, with some countries relying up to one-third of student fees, coming from international students. Australian universities and English Language Centres are coming under increased government scrutiny in respect to such areas as the academic progression of international students, management and understanding of student visa requirements and the design of higher education courses and effective assessment regimes. As such, universities and other higher education institutions are restructuring themselves more as service providers rather than as strictly education providers. In this paper, the high-touch, tailored academic model currently followed by some Australian educational institutions to support international students, is examined and challenged. Academic support services offered to international students need to be coordinated, sustained and reviewed regularly, in order to assess their effectiveness. Maintaining the delivery of high-quality educational programs and learning outcomes for this high income-generating student cohort is vital, in order to continue the successful academic and social engagement by international students across the Australian university and higher education landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL" title="ESL">ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary" title=" tertiary"> tertiary</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/79039/supporting-the-esl-student-in-a-tertiary-setting-carrot-and-stick" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79039.pdf" target="_blank" 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