academic problems and needs - voices of vietnamese postgraduates in taiwan
TRANSCRIPT
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Academic Problems and Needs: Voices of Vietnamese Postgraduates in
Taiwan
Thai Thi Ha Tran ()
PhD Candidate,
Graduate Institute of Educational Entrepreneurship and Management
National University of Tainan
AbstractWith the target at attracting more international students, non-English-speaking higher
education institutions have adopted English medium instruction for international students. In
the context of increasing number of Vietnamese students in Taiwan, the paper aims to
explore the voices of Vietnamese postgraduates in Taiwan universities to understand their
academic problems and needs as well as propose a model for effective academic involvement.Interviews with 13 Vietnamese postgraduates from 5 Taiwan universities were undertaken.
The findings reveal that the Vietnamese participants confront with 3 types of language-
related problems in their academic learning: English language proficiency, the hosts
problems in providing English medium instruction, and Chinese language. Beyond language-
related problems, they also face with other study challenges, such as academic stress,
graduation on time, and problem relating to using experimental machines. The participants
needs from Taiwan universities are also identified, including providing more Anglicization in
academic environment, international student support, and scholarship schemes. Based on the
main findings, the study suggests that proactive collaboration between local students,
university teachers, university staff and international students is likely to meet international
students needs as well as enhance their academic achievement. The paper concludes by
proposing a model for proactive collaboration within Taiwan academic environment (201
words).
Key words: academic problems, academic involvement, Vietnamese students, Taiwan
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I. Introduction
Under impacts of globalization, higher education institutions in the word have planed
many strategies in internationalizing their higher education. While English is the current
lingua franca, higher education institutions in non-English speaking countries are
increasingly offering academic programs in English to attract international students(Altbach, 2004, p.9). As a result, the emerging players in Asian countries, such as China,
Japan, Singapore, Malaysia, Taiwan, and South Korea are noted (Lasanowski, 2009). In
Taiwan, there has been significant increase in the number of international students, especially
since Taiwan government launched the Taiwan Scholarship Program in 2004 to provide
financial incentive for Taiwan universities to recruit international students (Lo, 2009). From
the statistic of the Taiwan Ministry of Education, the total number of international students
(including degrees and studying Chinese language) in Taiwan higher education institutions in
2010 was 21,356, of whom 13,323 (62% of the total) came from Asia (Taiwan MOE, 2010).
Among origins of sending international students in Taiwan, Vietnam was ranked at the top 1
with 3,282 enrollments in 2010 (Taiwan MOE, 2010).
While international students are defined by OECD as those who left their country of
origin and moved to another country for the purpose of study in the 2010 edition of
Education at a Glance (OECD, 2010, p.323), academic problems are not inevitably avoidable.
According to Wan et al. (1992), academic problems affect not only international students
experiences in the hosts academic environment but also on their ability to transfer the
knowledge and skills they learn in the host to their home countries. Academic problems,
which identified in such previous studies on experiences of international students, primarily
are language-related problems relating to difficulties in listening and speaking English, in
understanding English slang, idioms, and topics of conversations, lack of academic words,
and so on (e.g., Brown, 2008; Kuiper and Tan, 2007; Pan et al., 2008; Singh, 2005; Warwick,
2006). Beyond language problems, international students also face with other academicproblems such as academic workload, lacking knowledge of local education system, and
academic stress (e.g., Kwan and Tang, 1999; Wan et al., 1992; Warwick, 2006).
Though literature on academic problems faced by international students is well-
recognized, most of it is likely to focus on those in English-speaking countries. Therefore,
exploring academic problems and needs of international students in non-English-speaking
Asian countries like Taiwan must be addressed. In addition, the presences of international
students are likely to contribute directly to the hosts curricula and teaching methods so that
host institutions can view, review or offer appropriate programs for both international and
local students. This study, therefore, aims to take the voices of Vietnamese postgraduates in
Taiwan universities as examples to explore their academic problems and needs as well as
propose a model for academic achievement.The paper, firstly, provides literature on academic problems faced by international
students in the host. It also draws a brief on the background of Taiwan higher education in
attracting international students and the portrait of Vietnamese students in Taiwan. Secondly,
the research method employed for this study is demonstrated. Based on the interviews with
Vietnamese postgraduates, academic problems and needs are explored and discussed. Finally,
the paper proposes a model for evolving in academic achievement for local and international
students as well as host university staff and institutions.
II. Background, Context and Literature review
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II.1 Taiwan higher educatio
In reposes to the impac
policies to enhance educatio
notable one is internationaliz
While proportion of internaindicators in the global univer
to Taiwan has played a cruci
universities, such reforms, su
providing a friendly environ
and assisting Chinese languag
With above policies lau
increasing the number of int
1,283 in 2002 to 12,830 in
statistic stated on the Ministr
student enrollments for degr
3,100 for master; and 4,337 f
Asian countries, reaching a
continental America for a tot
1 among origins of sending st
1,826 enrollments in 2010 (T
II.2 Portrait of Vietnamese
Vietnamese students in
fastest increase in the num
Scholarship Program in 2004
2005, the number of Vietnaenrollments in Taiwan univer
2005. It is also noted that
education collaboration agree
6 3 4 15 24 3-
500
1,000
1,500
2,000
2,500
3,000
3,500
1990 1995
Enrollments
3
in attracting international students
s of the globalization, Taiwan government
n and teaching quality in its higher educa
ing its higher education and pursuing worl
tional students is treated as one of thesity ranking, the policy of attracting internati
l role. To increase international student enr
h as offering English-taught programs, pro
ent and convenience to international stude
e, have been adopted (Chang, 2005; Lo, 200
ched, Taiwan aims at the target of ten ti
ernational students for degrees (Chang, 20
2011 (Chang, 2005; Taiwan MOE, 2008).
of Educations website in 2010, there were
ees in Taiwan universities, with 1,244 en
or undergraduate. Most of the international
total of 6,565 or 75%; the second largest
l of 1,347 students or 15%. Vietnam was sti
udents for degrees in Taiwan higher educati
iwan MOE, 2010).
tudents in Taiwan
aiwan has been considered as a significan
ber, markedly after Taiwan government
(see Figure 1). The first year after this pr
mese students was 671. However, 5 yearities in 2010, the number was around 5 time
ietnamese student enrollments have grow
ent between Taiwan and Vietnam was sign
0 31 39 58 86134 180
260438 503
671836
2000 2005
has planned many
ion institutions. A
-class universities.
internationalizationonal students come
llments in Taiwan
iding scholarships,
ts life in Taiwan,
).
es in ten years in
05). That is, from
In fact, from the
8,801 international
ollments for PhD;
tudents come from
group comes from
ll ranked at the top
n institutions, with
t figure due to the
ntroduced Taiwan
gram launched, in
later, with 3,282s higher that that in
steeply since the
d in 2006.
1,276
1,776
2,592
3,282
2010 Year
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Figure 1. Vietnamese Student Enrollments in Taiwan Universities
(Source: Taiwan MOE, 2008 and 2010)
Vietnamese student enrollments in Taiwan included those for seeking degrees (52,6%),
learning Chinese language (42%), exchange (2,8%), and overseas Chinese (2,6%) (TaiwanMOE, 2010). Among 1,826 enrollments for degrees in 2010, master students accounted for
34%; undergraduates consisted of 54%; and PhD students reached at 12%. The majority of
Vietnamese postgraduates studied in engineering and business management fields (Chang,
2005; Taiwan MOE, 2008).
II.3 Literature on academic problems faced by international students
While English far shadows other languages, the top five desirable destinations to attract
international students are English speaking countries, such as the US, the UK, Australia,
Canada, and New Zealand. These countries account for approximately 50% of total
international students in the marketplace (Lasanowski, 2011; Kuiper and Tan, 2007). The
literature on such academic problems of international students from non-English speaking
background in these destinations, therefore, is also well-recognized. Among academic
problems for their adjustment in the host, language-related problems are unavoidable in their
academic learning (e.g., Brown, 2008; Campbell and Li, 2008; de Araujo, 2011; Hellstn and
Prescott, 2004; Kwan and Tang, 1999; Ward and Masgoret, 2004). For instance, Kwan and
Tang (1999) pointed out the language problems that non-English speaking background
students faced in Australian universities. These problems presented in 4 skills of using
English: speaking, listening, reading and writing. Their study found that international
students spent much more time for preparation oral representation or seminars, appropriately
3 to 4 times, longer than the local ones. In terms of listening, they still faced with difficulties
for note-taking since the lectures spoke so fast as well as had strongly Australian accent. Inregards to reading, they found it difficult to cope with the vast amount of articles that they
had to read for each lecture and assignment. Therefore, they could only read material
supported to their own seminars and assignments. In terms of writing, since the lectures
expected them to write perfect Australian English, they had to draft assignments many times
to polish their writing before submission.
The Kwan and Tang (1999) findings were still valid in many years later as identifying
language-related problems of international students in other English-speaking countries. For
example, Warwick (2006) addressed a series of language-related problems faced by
international students in the U.S that were similar to what Kwan and Tang (1999) pointed out.
Warwick found that Asian students confronted with language barriers in participating in
academic learning. Due to lack of English language proficiency, Asian students struggled tounderstand the accents of local students while local students also struggled to understand
Asian students. Of course, there were misunderstanding between Asian and local students in
communication. As results, Asian international students seeing local students avoiding group
work with them as well as finding other reasons to not sit with them or talk to them
Beyond the effects of language-related problems on academic learning, international
students also faced with other academic problems in the host. The first problem was lack of
familiarity with the hosts education system (e.g. Campbell and Li, 2008; Kwan and Tang,
1999; Stearn, 2009). Another problem was academic stress (e.g. Wan et al., 1992; Warwick,
2006). By exploring the learning experiences of international students in the U.S universities,
Wan et al. (1992) found that their academic experiences were extremely stressful. The
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authors also stated that academic stress not only resulted in negative experiences of
international students in the host but also affected on the knowledge and skills they learned
and transferred to service for their home country. Warwick (2006) also found academic stress
on international students in the U.K due to heavy academic workload. He stated that
international students did not have enough time to relax due to reading many textbooksthough they really want to spend time to make friends or engage in such outdoor activities.
To reduce academic stress, Wan et al. (1992) also proposed that students with stronger
English language skills and strong support networks are likely to be more capable to deal
with academic situation. This proposal was still valid in nearly 20 years later. In 2011, as
reviewing 21 empirical studies on international students adjustment in the U.S, de Araujo
also pointed that support network had significant role in predicting and reducing academic
stressors for international students.
Though academic problems have been identified in higher education literature on
international students in English speaking countries, the more positive experience of
collaboration in solving these problems through involving international, local students,
university staff in successful academic environment is really wanted. More interestingly to be
noted is that other global languages, such as Arabic, Chinese (Mandarin) and Spanish, are
predicted to be going to change the role of English in the future. International students will
seek to learn more languages or enroll in English medium universities in non-English
speaking countries to seek for multilingual education (Lasanowski, 2011). Given this,
exploring the voices of Vietnamese postgraduates toward their academic problems and needs
would add another perspective to think on the collaboration in reducing problems faced by
international students in non-English speaking Asian countries.
III. Research Method
III.1 Research Design
While in-depth interviews use individuals as the point of departure for the research
process and yield rich insight into peoples experiences, values, attitudes and feelings
(Hesse-Biber and Leavey, 2006, p.119), the study employed them to understand perceptions
of the Vietnamese students that the current literature has not revealed.
A purposive sampling method was employed in this study since it is suited to small-
scale and in-depth qualitative studies (Ritche and Lewis, 2003, p.78). At first, the researcher
contacted with one Vietnamese graduate student in each university and informed the purposes
of the study as well as had her/him introduced other her/his co-national students to take part
in the research. The interview schedule then was sent to the participants in advance thanks to
the first contacts. Participation in the research was voluntary.The interviews were conducted during the period from March to May 2011 and in
Vietnamese, the first language for both the researcher and participants. Based on purposes of
the study, the interview outline was semi-structured mainly around 3 following topics:
1. What language-related problems in academic learning have you faced? How theyaffect on your academic life?
2. What study challenges have you experienced in Taiwan beyond language-relatedproblems?
3. What are your suggestions toward Taiwan higher education institutions insupporting for international students?
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III.2 Participants
A sample of 13 Vietnamese postgraduates (7 PhD and 6 master students) was
undertaken from 5 Taiwan higher education institutions, from the North to the South of
Taiwan. The 13 postgraduates comprised 8 males and 5 females with ages ranging from 24 to
35 at the time of the interviews. All participants obtained scholarships as internationalstudents in Taiwan. They were almost single, except for the 3 participants. Their stay in
Taiwan was from 7 to 43 months. The details of participants are listed in Table 1.
Table1. The profile of participants
Participants
code name
Gender Age Marital
status
Discipline Degree
level
Year at
university
Finance
Doc1 Female 29 MarriedEducational
AdministrationDoctorate 1
st
Part-
scholarship
Doc2 Female 33 Married
Polymer
Materials Doctorate 2
nd
Full-
scholarship
Doc3 Female 35 SingleChemical
EngineeringDoctorate 3
rd
Full-
scholarships
Doc4 Male 33 Single
Automatic
Control
Systems
Doctorate 4th
Full-
scholarship
Doc5 Male 33 Single
Geospatial
measurement
techniques
Doctorate 2nd
Full-
scholarship
Doc6 Male 27 SingleSystem
EngineeringDoctorate 3
rd
Full-
scholarship
Doc7 Male 31 Married MechanicalEngineering Doctorate 2nd Full-scholarship
Mas1 Female 27 Single
International
Comparative
Education
Master 1st
Part-
scholarship
Mas2 Male 27 Single
Educational
Policy and
Administration
Master 2nd
Part-
scholarship
Mas3 Female 24 SingleMaterial
ScienceMaster 2
nd
Full-
scholarship
Mas4 Male 24 SingleMaterial
ScienceMaster 2
nd
Full-
scholarship
Mas5 Male 24 Single Applied Math Master 2nd
Full-scholarship
Mas6 Male 28 SingleMechanical
EngineeringMaster 2
nd
Full-
scholarship
III.3 Data analysis
Each transcript was coded by employing a line-by-line analysis (microanalysis).
According to Strauss and Corbin (1998), this was of coding was the most time-consuming
form of coding but often the most generative (p.119). The question What is going on here
was employed to identify phenomena emerging from each transcript (Strauss and Corbin,
1998). The phenomena then were labeled to concepts. The concepts emerging from responses
of each participant to each question subsequently were listed together and ensured inter-
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coded reliabilities. They wer
chosen by the researcher bas
(Strauss and Corbin, 1998).
Vietnamese postgraduates to
English-taught programs (ETparticipants experienced in ac
toward suggestions for Taiwa
IV. Research Findings
IV.1 Language-related pro
barrier
Through the interviews,
barrier in their academic le
relating to English language
instruction, and Chinese lang
factors recognized by each pa
Figure 1 Doubl
IV.1.1 Problems relating to
Problems relating to En
for non-English-speaking ba
consistent with such previous
speaking countries (e.g., Bro
Kwan and Tang, 1999; Warlanguage-related problems du
Eight (8) participants s
lack of English academic w
faced with difficulties to ge
English-speaking countries, t
such promoting policies laun
certainly confronted with En
especially at the first days
textbooks due to lack of acad
they faced with difficulties
English language
proficiency
Englishacademic
issues
Lack of fluencin using Englis
7
then put into categories or sub-categories
d on the literature and the pool of concepts
here were three main categories capturing
ward their academic involvement as intern
Ps) in Taiwan. They included (1) double lademic learning; (2) their study challenges;
higher education institutions and faculties.
lems faced by Vietnamese postgraduates
the Vietnamese participants experienced wi
arning. The double language barrier deriv
roficiency, the hosts problems in offering
age deficiency of the participants (see Figu
rticipant are listed in Appendix 1.
language barrier faced by Vietnamese st
nglish language proficiency
lish language proficiency are considered as
kground students to study aboard. This
studies on challenges felt by international s
n, 2008; Campbell and Li, 2008; Hellstn
ick, 2006). That is, Vietnamese students alto lack of English language proficiency.
id that they face with English academic p
rds and academic writing. While the Viet
enough scores of English language profi
hey received a second chance to study i
hed by Taiwan government and universitie
glish academic problems as Vietnamese s
of arrival. For instance, they spent muc
mic words. In academic writing, the particip
in writing English papers for submitting
Double language
barrier
The host's issues
Insufficientinformation
in English
Incomplete
ETPs
Differencin using
English
whose labels were
discovered in data
the perspectives of
ational students in
nguage barrier thend (3) their voices
: double language
th double language
ed from problems
English medium of
e 1). The details of
dents
the first challenges
tudy, therefore, is
tudents in English-
nd Prescott, 2004;
so faced with such
oblems relating to
amese participants
iency to enroll in
Taiwan thanks to
s. As a result, they
tudents in Taiwan,
time for reading
ants confirmed that
journal papers or
s
Chinese
languageissue
Chineselanguage
deficiency
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conferences. Though some of them had experienced academic writing at the home, writing
English papers were really their concerns due to lack of academic writing skills.
Another problem was the fluency in use of English as involving class discussion or
participating in team-groups. Six (6) Vietnamese postgraduates confirmed that they felt less
confident in expressing their opinions in classes or representing in front of classmates due tolack of fluency in using English. This problem affected participants in social disciplines more
strongly than those in natural sciences and technology. The participants, therefore, spent
more time for preparing their reports in advance. Notably, the engineering participants,
though, still limited in speaking skills as their confirmation, they somewhat felt confident in
using English in their academic involvement. As a 2-year PhD participant said,
Certainly, English is my challenge, but it is not too big problem for me. Because my
major belongs to science and technology, it is different from social sciences. I think language
is used less in my major, and the experiments are really more important. (Doc5)
IV.1.2 The hosts problems in offering English medium instructionSince English is used as a second language for both international students and
instructors, the Vietnamese participants in Taiwan experienced differently from those in
English-speaking countries in terms of continuing facing other problems from the host in
offering English medium instruction for international students.
The insufficient information in English was the first problem of the host within academic
environment. Insufficient English information, identified by ten (10) participants, was related
to lack of English language stated on universities websites, information from faculties
passing to international students, course registration forms, and notice boards within
campuses. While academic-related information is important for any students, the Vietnamese
participants stated that they were still in passive states in receiving information from their
official departments due to this kind of problem. A PhD participant (Doc4) told that his friend
lost chance to continue to study due to receiving information insufficiently and passively.
My friend comes from GermanyHis department requires PhD students must finish
qualified exams within the first 2 years. But he had not heard about this. He took qualified
exam on the fourth semester, the last semester for him to take qualified exam as stated in the
requirements. Unfortunately, he failed and he only had once chance by taking that exam. As a
result, he stopped his study.(Doc4)
The second problem was the incomplete ETPs offered to international students,
recognized by seven (7) participants. The Vietnamese postgraduates said that they
encountered some courses, even up to 70% of their courses, in which class discussion andrepresentation were in Chinese. Incomplete ETPs was also related to the difficulty in using
full English instruction in classes where the majority of students were Taiwanese students
since it would cause English language barrier for local students. Therefore, professors only
had enough time to translate some main points of lectures into English for international
students. The participant (Mas1) offered the following example, she said,
Both English and Chinese are used in my department. In classes, teachers and students
speak Chinese, slides are in Chinese, representations are in Chinese, and teachers also speak
Chinese. The only thing I can get knowledge is English materials.(Mas1)
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While both instructors and international students use English as a second language, the
problem of differences in using English between Taiwanese and Vietnamese people,
especially in accents and pronunciation, was also present in the Vietnamese postgraduates
academic involvement. Six (6) participants confirmed that they felt strange with Taiwanese
accents at the first days of arriving in Taiwan and this took them few weeks to get familiarwith Taiwanese accents in speaking English. While most of the Vietnamese participants had
learned British English in their home education system, they faced with problems relating
accents and pronunciation since Taiwan higher education followed American English. As a
result, differences in using English really challenged the participants academic adjustment,
especially at the first days.
IV.1.3 Chinese language problem
Due to the hosts problems in providing English academic environment for international
students, 7 out of 13 Vietnamese participants said that they confronted with Chinese language
problem in their academic learning due to their Chinese language deficiency. As the
participant (Mas1) shared her feeling as encountering this kind of language problems when
she attended in classes, she said,
I really felt uncomfortable, somewhat disappointed, as attending in classes. I had never
experienced with the situation of getting in classes without understanding anything. I even
cried at the first timeI got boredThen I talked to every people (Vietnamese students) here.
They said that they are the same to me (Mas1).
IV.1.4 The effects of double language barrier on academic learning
Double language barrier, both English and Chinese, really affected the Vietnamese
postgraduates academic learning. Due to lack of English version on university websites, ten
(10) participants said that they did not use university database effectively since they could notread Chinese characteristic in academic environment. Therefore, they confided that this was
somewhat considered as waste of online materials. Due to incomplete ETPs offered by
Taiwan universities, participants stated that they were less active in class, even got bored, as
encountering too much Chinese language in classes, particularly those in social science
disciplines. Consequently, the cross-cultural opinions between international and local
students were not shared meaningfully within academic environment as well as some
valuable ideas might be ignored.
The problem of Chinese language proficiency affected Vietnamese participants in terms
of losing chance to join in their professors projects, recognized by the three (3) PhD
engineering students. They confirmed that Taiwan technology has been well-recognized in
Asian region but they were lack of chance to approach it through doing projects with their
professors due to Chinese language deficiency. Therefore, their research topics were different
from what their professors had concerned. Given this, it seemed to them that the trial
university-company-research relationship was lack of reality.
With regard to problems relating to English language proficiency, the Vietnamese
participants stated that they spent more time for improving their English language,
particularly at the first days. With their presences in Taiwan higher institutions, the bilingual
(English and Chinese) was used in classes for both international and local students. However,
it was also noted that international students only accounted small percentage of total students
in classes and, in some cases, Taiwanese professors used more time in explaining for the
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international students due to
participants somewhat felt sor
My professors taught fo
three of us (in English).And I also felt that we w
IV.2 Study challenges felt b
Beyond language-relate
other study challenges as in
These problems included aca
experimental machines (as di
by each participant are listed i
Figure 2. Study challenges
problems
The substantive challen
Academic stress identified
assignments on time, the stre
and stress from professors.
Taiwan are higher than those
PhD participants, the stress
especially those in engineeri
submitted on Science Citatio
report to their professors pe
luckiness, particularly in doisciences faced with the hea
obtained scholarships as inte
were really stressed for them
to the psychology of the par
withdrawn due to academic
academic challenges, they sai
Too much workload!
graduated yet. If they
academic stress is full h
put high requirements fo
Academic stress
10
their English language proficiency deficien
ry for bordering their classmates and their pr
the whole students in classes and then they expl
This made my Taiwanese classmates somewhaere annoying them. (Mas4)
Vietnamese postgraduates
problems, the Vietnamese participants als
ternational students in Taiwan higher edu
emic stress, graduation on time, and lack of
played in Figure 2). The details of study ch
n Appendix 2.
felt by Vietnamese postgraduates beyon
ewas academic stress, confirmed by eleve
by these participants relating to the wo
s on publications, doing dissertations, acad
hey said that the requirements for postg
in Vietnam therefore they feel stress with
on publications was considered as big c
ng disciplines since their requirements we
Index journals. Academic stress was also
iodically while their research results some
g experimental research. In contrast, the py workload in reading textbooks. While
national students in Taiwan, academic perf
to renew scholarship status.Academic stres
ticipants when they saw their senior co-na
roblems. The two following PhD participa
,
s far as I know, Vietnamese students in my
an graduate, Ill have more motivations to fo
re because I think Taiwan universities follow A
r PhD students (Doc7).
Study challenges
Graduation on
time
Lack of experience i
using experimental
machines
y. As a result, the
ofessors.
ained specifically for
t not understand...
experienced with
cation institutions.
xperience in using
llenges recognized
language-related
n (11) participants.
rkload, submitting
mic performances,
aduate students in
heir study. For the
allenge for them,
re papers must be
ecause they had to
what depended on
rticipants in socialall the participants
rmances or scores
s was also relevant
tional students had
ts told about their
university have not
llow them In fact,
erican styles so they
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I know how difficult to
they dont feel pressure
The factor of graduatioVietnamese postgraduates du
(e.g., time, age, money), es
confirmed that graduation on
go back their home country.
Academic challenges pu
study too long! I must
study here as full-time s
The lack of experiences
three (3) participants in natuthese machines in Vietnam w
were somewhat written in
problem as follows,
Those machines are ver
use them is also anothe
directly to reduce unexp
IV.3 Academic needs propo
While facing with suc
participants confirmed thatterms of having modern infra
some suggestions for HEIs
international students as dis
Appendix 3.
Figure 3. Suggestions for Ta
The most important thi
by ten (10) participants. Th
English courses for internatio
universities websites.
Anglicization i
academic
environment
11
ave papers to be published. I have friends stud
n publishing many journal papers like me(Do
n on time was the second academic challe to financial supports, family problems or
ecially for female married participants.
time considered as their motivation to finish
s a PhD participant said,
t on many things, particularly on scholarship. A
o back home and start my own work. Ive spe
udents(Doc4).
in using experimental machines was the th
al sciences. They confirmed that they hadhile the main instructions for using them in
hinese language. A master student told a
y expensive so buying them is really the matter
matter because it is very hard to use. Therefo
ected problems although I really want to use the
ed by Vietnamese postgraduates
h academic problems, most of the Vietna
aiwan higher education institutions (HEIs)structure for study and research. They, there
in Taiwan in providing more enjoyabl
played in Figure 3. The details of sugges
iwan HEIs proposed by the Vietnamese p
g was the Anglicization in academic envir
y said that Taiwan HEIs should increase
al students as well as English version on de
Suggestions for Taiwan
HEIs
International
student supports
Scholarship
programs
ying PhD in Europe,
c2).
nge for seven (7)personal problems
owever, they also
their programs and
other one is I cannot
t too much time for
rd problem for the
not chances to useaiwan universities
out this academic
and knowing how to
e, I cannot use them
(Mas 4).
mese postgraduate
are quite good infore, also proposed
environment for
tions are listed in
rticipants
nment, recognized
the number of full
artments websites,
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Another suggestion was scholarship programs, proposed by four (4) participants. While
most of the participants had been independent in finance from their parents, financial
supports were really attractive factors pulling them come to Taiwan. However, the
requirements for renewing scholarships were high and, to some universities, scholarships
were not enough for participants to cover necessary things. Therefore, to some participants,they said that they really need supports from universities in finding part-time jobs.
The most important thing is also scholarships For example, it is established new policy for
granting scholarships in my university, that is international students must be ranked at top 40%
of classes. But we are international students, our Chinese language can not be as good as
local students. If there is full English medium instruction, I think we still have chances to
get. (Mas2).
In addition, three (3) participants also proposed the universities should provide the
international student supports in which advisors can speak English and communication with
international students. For example, in helping international students adjust to Taiwan
academic environment, Taiwan HEIs could provide tutors for international students to teach
Chinese language and support students to solve their homework.
V. Addressing academic problems and needs: Proactive collaboration between local
students, university staff, instructors and international students
Through the views of thirteen (13) Vietnamese postgraduate participants, academic
problems and needs of international students in Taiwan toward Vietnamese perspective were
identified. As studying overseas, there were unavoidable problems for the Vietnamese
students in their academic learning, such as language-related problems, academic stress,
graduation on time, and so on. However, it is also noted that Taiwan government anduniversities have started attracting international students in recent years; there would be
unexpected and expected problems from the host that international students have to encounter.
Exploring voices of international students toward academic problems would reflect on
programs and teaching methods offered by Taiwan higher education institutions. Based on
the main findings, the study, therefore, creates a proposed model for local students, university
staff, teachers and international students engaging in effective academic environment due to
the following relationships.
V.1 Relationship between English language proficiency and language-related problems
English language proficiency is related to language-related problems. In this study, the
Vietnamese participants faced with language-related problems that affect their academiclearning due to lack of English language proficiency. Several studies on experiences of
international students in the host also confirm that English language proficiency causing
difficulties for the students in participating academic environment (e.g., Campbell and Li,
2008; de Araujo, 2011; Hellstn and Prescott, 2004; Kwan and Tang, 1999; Warwick, 2006).
The study, therefore, is consistent with other studies (e.g., de Araujo, 2011; Wan et al., 1992)
in proposing that high level of English language proficiency will reduce academic problems
facing international students in Taiwan. As a result, the study proposes thatEnglish language
proficiency will be negatively related with language-related problems.
V.2 Relationship between international student support and language-related problems
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The Vietnamese participants in this study proposed their need from Taiwan higher
education institutions. That is, there should be international student support throughout
Taiwan universities. In fact, support networks for international students have been suggested
in such studies on problems faced by international students in the host (e.g., Butcher and
McGrath, 2004; de Araujo, 2011; Wan et al., 1992). For example, Butcher and McGrath(2004) stated that proactive pastoral care, in which predict and reduce potential problems
faced by international students, will enhance their academic achievement in the host. This
study, therefore, also proposes that international student support is likely to reduce language-
related problems at first, and then enhance the students academic outcomes.
In the context of Taiwan higher education in adopting English medium instruction for
international students, there should be English Corners in Taiwan universities to assist both
international and local students in English proofreading. Since English is used as a second
language for both instructors and international students, it is suggested that English-native
advisors should be invited in English Corners to reduce language-related problems faced by
international students in Taiwan.
Through the perceptions of Vietnamese students in Taiwan, the problem of insufficient
English information was present in their academic learning. Given this, the study suggests
that universities should offer international student support centers in which advisors feel free
to communicate in English. International students could go these centers and make
appointment in advance to advisors to receive advices about their academic procedures, such
as registering the course at the beginning of each semester, applying for scholarships, oral
exams, qualified exams and so on.
Due to insufficient English information, the Vietnamese students faced with difficultiesin Chinese language. Assisting Chinese language for international students is likely to reduce
language-related problems for international students. For example, Taiwan universities may
offer Chinese tutors for international students to learn the local language. The following
hypothesis, therefore, proposes that Chinese tutors are likely negatively related with
language-related problems faced by international students in Taiwan.
V.3 Relationship between Anglicization and language-related problems
In this study, the Vietnamese postgraduates also needed more English academic
environment for international students throughout Taiwan higher education institutions. In
fact, there would be difficult for Taiwanese instructors to use more English for both
international and local students in classes. In some cases, there were only few internationalstudents, even 1 or 2, in classes. If English is used much in classes, the local students will get
troubles. As a result, international students have to experience with Chinese language in their
classes. Therefore, it is suggested that there should be appropriate polices encouraging
Taiwanese teachers and students joining in English-taught programs (ETPs). For example,
Taiwanese students who study with international students in ETPs will get degrees as
attending international programs that are different from the other local ones. While Taiwan is
also well-recognized as origin of sending students to English-speaking countries, establishing
appropriate policies will also attract Taiwanese students choose their home institutions as
well as master their English academic environment for international students in Taiwan.
Meanwhile, teachers who teach in ETPs also receive deservedly evaluation on their teaching
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quality that is different from those who teach in local language. For instance, there should be
promotions on salary, teaching quality, research evaluation if teachers work in ETPs. This
study, therefore, proposes that promotion for local students and teachers in evolving ETPs is
probably negatively related with language-related problems.
V.4 Relationship between Collaboration and academic problems
Through the voices of Vietnamese participants, academic stress extremely represented in
their experiences, especially PhD participants. Among factors causing academic stress, the
pressure on publication was considered as the big challenge for those in engineering
disciplines. Therefore, the study suggests that the partnership between Taiwan higher
education and overseas institutions in teaching and research should be promoted. For
example, international conferences or workshops between Taiwan universities and overseas
partners should be held periodically to exchange academic activities as well as to create more
chances for international students submit their papers. Postgraduate student exchange should
be noted to offer international and local students experience in oversea partners academic
environment as well as get global learning experiences. Therefore, the study proposes that
collaborating with overseas institutions is probably negatively related with academic
problems faced by international students in Taiwan.
While Taiwan technology has been well-recognized in Asian region, it would be good
chances for international students, particularly Vietnamese students in engineering disciplines
approaching Taiwan high technology. Therefore, the trial relationship between universities,
research, and companies should be paid more attention. In this study, due to lack of Chinese
language proficiency, the Vietnamese participants were somewhat limited in joining their
professors projects that are more applied to Taiwan technology. If international students are
offered more chances to participate in these projects, they would get more researchexperiences in reality as well as get more knowledge to deal with academic problems. The
study proposes that trial university-company-research relationship is likely negatively related
with academic problems.
V.5 Relationship between Finance and academic problems
As international students in Taiwan, all Vietnamese participants in this study obtained
scholarships. However, the types of scholarships were different for each international student.
To some participants, especially those who obtained part-scholarships, financial problems
were considered as one of the factors causing their academic problems, especially stress on
academic scores and graduation on time due to financial statuses. To some extents, the
amount of scholarship is not likely more important than the means of scholarships. Forexample, a part-time scholarship student may choose Taiwan if he knows that there are also
other kinds of internships or fellowships for him. While many Vietnamese students had
experienced with writing dissertations for final exams at undergraduate level in Vietnam, it is
easy to understand that how they prefer to join in projects with their professors to get
fellowships or assistant positions. Given this, the students will get more research experiences
that are somewhat more important for their study purposes. Therefore, the study proposes that
scholarships will be negatively related with academic problems.
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Based on the relationships above, this study creates a proposed model for Taiwan
students, teachers, universities and international students involving in effective academic
environment as shown in Figure 4.
Figure 4. A model for addressing academic problems and needs faced by
international students
Figure 4 proposes that proactive collaboration between international students, university
staff, local students and Taiwanese teachers is probably reduce language-related problems
and study challenges faced by international students as well as enhance their academic
achievement. For international students, there should be improvement on their Englishlanguage proficiency to lessen language problems. Meanwhile, universities should offer
international student support for international students, such as establishing English Corners,
advisors who communicate in English with international students, and Chinese tutors. In
addition, local students and teachers should be promoted in English-taught programs to
enhance Anglicization within Taiwan universities to meet international students needs as
well as benefit for them in experiencing in English academic environment. In reducing study
challenges, universities could enhance collaboration with overseas partners to offer more
chances for both local and international students to experience in overseas academic
environment as well as increase chances for them to take part in international conferences.
Along with this, Taiwan universities and professors should be active in collaboration with
English language proficiency
International student support
English CornersAdvisorsChinese tutors
Anglicization in academic
environment
Promotion for local studentsPromotion for local teachers
Collaboration
Collaborating with overseasinstitutions
Trial university-company-research relationship
Scholarships
Language-
related problems
Study
challenges
Academic
outcomes
Reducing
Reducing
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companies to benefit the students in approaching applied research and technology as well as
find some extra funding supporting for international students through such means of
scholarships, such as fellowships, internships, or assistant positions.
VI. Conclusion
This study has identified academic problems and needs that international students
studying in English-taught programs in Taiwan, a non-English-speaking Asian country,
experienced. By interviews with 13 Vietnamese postgraduates in 5 universities, the study has
found that language-related problems, relating to English language proficiency, the hosts
problems, and Chinese language, affect the Vietnamese participants in their academic
learning. Beyond language-related problems, they also faced with other study challenges,
such as academic stress, graduation on time, lack of experiences in using experimental
machines. Based on the findings, the study suggests that proactive collaboration between
local students, university teachers, university staff and international students is likely to meet
international students needs as well as enhance their academic achievement. This study also
creates a proposed model for this collaboration. It is hoped that the proposed framework,
though it is still restricted in academic aspect and the sample size of the study, may offer
more insights for empirical investigations on international students in non-English speaking
Asian countries like Taiwan.
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Appendixes
Appendix 1. Language-related problems identified by each participant
Appendix 2. Study challenges confirmed by each participant
Appendix 3. Suggestions proposed by each participant
Problems/Participants Doc1 Doc2 Doc3 Doc4 Doc5 Doc6 Doc7 Mas1 Mas2 Mas3 Mas4 Mas5 Mas6 TOTAL
Problems relating English language proficiency
English academic
problems V V V V V V V V 8Lack of fluency in
using English V V V V V V 6
The hosts problemsInsufficient English
information V V V V V V V V V V 10
Incomplete ETPs V V V V V V V 7Differences in using
English V V V V V V 6
Chinese language
Chinese language
deficiency V V V V V V V 7
Problems/
Participants Doc1 Doc2 Doc3 Doc4 Doc5 Doc6 Doc7 Mas1 Mas2 Mas3 Mas4 Mas5 Mas6 TOTAL
Academic stress V V V V V V V V V V V 11
Graduation on time V V V V V V V 7Lack of experimental
experience V V V 3
Suggestions/
Participants Doc1 Doc2 Doc3 Doc4 Doc5 Doc6 Doc7 Mas1 Mas2 Mas3 Mas4 Mas5 Mas6 TOTALAnglicization in
academic environment V V V V V V V V V V 10
Scholarship programs V V V V 4International student
supports V V V 3