Factors Affecting the Academic and Cultural Adjustment of Saudi International Students in Australian Universities

Autor/inn/en	Alsahafi, Nisreen; Shin, Seong-Chul
Titel	Factors Affecting the Academic and Cultural Adjustment of Saudi International Students in Australian Universities
Quelle	In: Journal of International Students, 7 (2017) 1, S.53-72 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Countries; Foreign Students; College Students; Student Adjustment; Influences; Educational Experience; Coping; Difficulty Level; Gender Differences; Age Differences; Educational Attainment; Language; Student Surveys; Semi Structured Interviews; Australia; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Influence; Einfluss; Einflussfaktor; Bildungserfahrung; Bewältigung; Schwierigkeitsgrad; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Languages; Sprache; Schülerbefragung; Australien; Saudi-Arabien
Abstract	The authors investigate factors affecting Saudi students' educational experiences in Australian universities and their adjustment issues. The data comes from the survey of 100 Saudi international students in Sydney and subsequent interviews. The analysis revealed that language proficiency is the main barrier to Saudi students' academic and social adjustment, with some academic factors such as classroom activities and assessment methods, and social factors such as homesickness and loneliness also affecting their study. The analysis has also identified Saudi students' coping strategies such as improvement of language competence, time management and mixing with others. It then discusses differences in perceived level of difficulty with respect to gender, age, educational level and length of residence, as well as some implications of the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01