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International Students’ Learning Experiences in Malaysian Universities
*1Sarifah Nurhanum Syed Sahuri,2Raudhah Nurdin Muhammad, 3Noor Saazai Mat Saad, 4Saiful Izwan Zainal, 5Suzanah Selamat
1,2,3,4,5
Faculty of Major Language Studies, Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan, Malaysia
*E-mail: [email protected]
ABSTRACT
Academic recognition from overseas universities is an important matter for international students. In fact, international students must go through various challenges which require them to adapt to the system and cultural differences. This study explores the learning experience of international students in Malaysia who are pursuing academic studies at a local university by focusing on the students' perceptions, values, and emotions towards the experience. A total of 47 international students participated in answering the question. Data were analysed using a frequency and thematic analysis.
There are three types of learning experiences encountered by international students, namely positive experiences, negative experiences, and mixed experiences. Each type of experience is supported by statements that highlight the students' values, emotions and perceptions of the events that happened to them. It is hoped that this study can help educational institutions build a support system for international students as well as improve the quality of learning experience at local universities.
Keywords: International student; academic experience; adjustment
1. INTRODUCTION
Higher education gives students the opportunity to improve their quality of life. The decision of international students to continue their studies at foreign universities exposes them to interesting learning experiences as well as building the potential and skills of students in various aspects before entering the world of work. The effect of globalization in the higher education sector has opened the door to foreign, or international, students by providing opportunities to travel and study abroad. The so-called cross-border phenomenon has driven the internationalization of higher education as international students have absolute freedom to choose the right course and university outside their origin country for themselves. Usually, most of them prefer to enrol at the top or popular universities in developed countries like Oxford University in Britain and Harvard University, in the United States of America.
To study and live away from home, there are many factors that should be considered by the international students. In previous studies, these factors have been discussed based
384 on the push-pull model which explains the international students’ motivation and commitment to study overseas compared to their own country (Roberts & Ching, 2009). The push and pull factors have also been represented as external factors that affect students’ decision-making.
For example, there were three main factors that influenced Mainland Chinese students’
decision to enrol at Hong Kong and Macau universities: financial, location and university reputation. First, the universities provided education scholarships to the students. Second, both countries are geographically located near their home country. Lastly, the universities have a good reputation and offer a high-quality degrees to international students (Li & Bray, 2007).
Other factors that positively influenced international students’ decision to study abroad were internal factors (Wilkins, Balakrishnan & Huisman, 2011). The research has highlighted internal factors such as human and personal factors like students’ characteristics, perceptions, as well as attitudes and motivations towards some aspects of religion and safety; these have significant effects on international student study destinations. Besides, their willingness and expectation to experience the high quality of learning process have encouraged them to choose universities or institutions outside their origin country. For example, most international students in Canada agreed to pursue their studies abroad because they feel safe and secure in the environment. They also believe that earning a degree from a prestigious university will improve their quality of life in the future (Chen, 2008).
2. LITERATURE REVIEW
The main purpose of studying abroad is to gain an academic or professional certificate in a particular field from a university or college. Previous studies have found that international students are struggling to adapt to their new academic environment because of differences in learning and teaching culture and values between the home and host countries, which have created some difficulties for these international students (Zhou, Jindal-Snape, Topping &
Todman, 2008). One of the major problems experienced by international students is English skills, especially regarding their ability in writing, reading, and speaking. In the academic aspect, previous studies have shown international students’ lack of academic skills: this refers to students’ general skills in managing their studies in the classroom and transitioning into the Western teaching and learning style (Burns, 1991). Unsupportive classmates and lecturers, as well as low-quality environment and experience of learning (Andrade, 2006).
From other perspectives, most studies have found that there are many factors that contribute to international students’ successful academic adjustment, such as self-regulation
385 and motivation (Yusuf, 2011). Previous studies also show that study management, learning preparation, and maximal class participation will help international students to adapt to the different teaching and learning cultures (Bianchi, 2013). International students with high self- efficacy and communication skills (English language) have also increased their chances to perform well in the academic area (Sherry & Chui, 2010; Yusuf, 2011). Also, positive learning experiences such as high-quality and well-organised courses and knowledgeable academic staff also help them to overcome their adjustment problems in the university (Li & Duanmu, 2009; Bianchi, 2013).
Literature in Malaysia that discusses international students’ experiences is scarce.
Yusliza & Chelliah (2010) proposed a model for international students’ adjustment in Malaysian universities, however, no follow-up work has been reported (Yusliza & Chelliah, 2010). Studies on problems faced by international students in Malaysia reflect the literature in traditional host countries. However, it has been highlighted that the problem regarding the English language is different. This might be due to Malaysia being hybrid in nature in terms of language use.
Malay is the first language whereas English is the second language. Since the medium of instruction at universities is English, there is a conflict between academic and everyday use of language (Manjula & Slethaug, 2011).
Thus, there is a need to explicate the learning support that universities in Malaysia offer and the level of acculturation that the international students experience. It has been reported that Malaysia is concentrating on the number of inbound students and not the quality of the entire process of internationalisation (Kaur, 2018). This strengthens the need for a quest to learn further about the practices of Malaysian universities in providing support for their international students. In line with that, it is befitting to also investigate the types of support for learning provided by renowned universities in traditional host countries. The matter of learning support should be explored from both aspects - the education providers (department in charge at the university) and the international students themselves. Being new in the role of host, Malaysia should learn from the traditional host countries. However, although the universities in host countries might give the best support system for their international students, Malaysian universities should not emulate the practices in full as Malaysia is unique. Malaysia provides a hybrid environment in terms of language and culture. Hence, it is important to explore international students’ learning experiences while studying at Malaysian universities focusing on their life events, perception, values, and emotions.
386 3. METHODOLOGY
In this study, a survey was conducted. An open-ended online questionnaire was developed and validated by the experts to record the respondents’ demographic information and academic experiences in Malaysia. The questionnaire was done as a Google form and the link was distributed to the 47 international students with the help from an international students’
officer at six public universities. The sample contained more than twice the number of male (n
= 30, percentage = 65%) more than female students (n = 17, percentage = 35%). The respondents come from more than 12 different countries as shown in Figure 1, with most studying in the field of social science (89%). The data gathered were in the form of words, thus the analysis done was thematic analysis (Braun & Clarke, 2006). The findings are presented in terms of themes as well as frequency of the themes.
Figure 1: The statistic of international students’ home country
387 4. RESULT
Three main themes that emerged from the analysis represented the international students’
academic experience which are positive, negative, and mixed experiences at the host country universities. Based on the frequency analysis, more than 50% of international students report positive experiences, while others believe it is a mixed and negative experience as shown in Table 1.
Table 1: Frequency Analysis of International Students’ Learning Experience at Malaysian Public Universities
Themes Frequency (n) Percentage (%)
Positive Experience 41 52.6
Negative Experience 20 25.6
Mixed Experience 17 21.8
Positive Experience
In this study, positive experience refers to any experiences that make international students embrace positive values, emotions or perception while studying in Malaysia. This theme was supported by five subthemes including the relationship with supervisor, learning environment and practices, the academic community, social support, and variety in learning methods.
Table 2: Subthemes of Positive Learning Experience
Subthemes Statements
Relationship with the supervisor Supervisor support is (a) great (thing) Learning environment and practices Excellent environment
Academic community I have built the rapport with the academic community of my supervisor's supervisees
Social support All my professors and classmates have been supportive and cooperative especially as I face a big time difference, they have helped me ease my tasks.
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Subthemes Statements
Variety in learning method Studying from home is very convenient. Saves money, available recorded lectures, and more time to do other activities
Negative Experience
Negative experience refers to any experiences that make international students have negative values, emotions and perception while studying in Malaysia. There were seven subthemes that emerged from the analysis such as limited resources and access, communication problem, incompetent administrative and academic staff, unaccommodating university policy and management, outdated academic practices, different academic environments or systems, and psychological distress.
Table 3: Subthemes of Negative Learning Experience
Subthemes Quotes
Limited resources and access
Limited access to resources (e.g. papers, exercises, websites &
etc.) Communication
problem
I do not like my group members for some courses always chat in Malay for group discussion.
I faced language barriers as a few lecturers switched to Malay during their lectures.
Incompetent administrative and academic staff
dealing with rude staff and lecturers who did not want to speak in English to accommodate international students.
Unaccommodating university policy and management
Due to the university’s poor management, I had trouble registering courses, and faced language barriers as a few lecturers switched to Malay during their lectures.
Outdated academic practices
Lectures also had problems with utilizing the online learning platform and communicating with the students.
Different academic environment or system
it was a bit hard at the beginning due to the differences in curriculum and academic culture
Psychological distress
A research student's journey is very lonely and lengthy.
I feel too tired
389 Mixed Experience
Mixed experience refers to any experiences that make students have a mix of positive and negative values, emotions and perception while studying in Malaysia. It also refers to participant statements that contain both positive and negative elements of experience as reported above. Among the examples of subtheme combinations highlighted from the analysis are social support (positive) and academic work (negative), relationship with supervisor (positive) and communication problems (negative), and variety of learning methods (positive) and incompetent administrative staff (negative).
5. DISCUSSION
As argued in previous studies, international students go through various events throughout their university studies. In this study, their experiences are studied through personal statements about events that affect certain emotions, values, and perceptions. The results of the analysis found that there are three types of experiences, namely positive experiences, negative experiences, and mixed experiences. The report on these three types of experience in general provides insight into the strengths and weaknesses of the local university's service quality to international students. In addition, the differences in culture and education system between the country of origin and the host country also provide various dimensions of experience for international students while in Malaysia. The exposure received while studying in Malaysia opens the boundaries of knowledge and skills for international students to be more independent and survive to ensure that they can complete their studies and gain academic recognition from Malaysian universities.
The positive experiences experienced by international students are more at 50% but are balanced by negative and mixed experiences. The themes and subthemes constructed from the data analysis also indicate that academic relationships and environments contribute to the diversity of those experiences. In addition, international students' abilities, and skills in better managing cultural differences and educational systems contribute to a more positive experience even though management inefficiency and unfriendly university policies give them a negative experience.
390 6. CONCLUSION
International students’ academic experience at host country universities is one of the determinants of the successful adjustment process. This study was designed to explore the momentous events or incidents that affect international students’ academic experience while studying at Malaysian public universities. From the results, international students perceived their academic experience from various perspectives based on the events or incidents that happened during their studies. While many parties anticipate international students will experience more positive events at the university, there is no doubt that negative events also have created mixed experiences for them.
The results of this study provide enlightenment to various parties to improve the quality of international students' management, teaching and learning experience in their respective universities. Everyone plays a significant role to build a positive learning experience and healthy campus environment for international students to succeed in their studies. The university management needs to revisit the existing university policy and improve the relevant terms and conditions that will increase the university efficiency in managing the administration such as visa applications, tuition fees and accommodation. Besides, the faculty management and lecturers at the university need to have the knowledge and skills to manage the students' diversities in the classroom. In addition, they need to master multicultural pedagogy and communication. It is hoped that this study can help educational institutions build a support system for international students as well as improve the quality of learning experience at local universities.
ACKNOWLEDGEMENT
This work was supported by the Malaysian Ministry of Higher Education under Fundamental Research Grant Scheme (FRGS/1/2019/SSI09/USIM/02/2).
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