academic problems and needs - voices of vietnamese postgraduates in taiwan

8/3/2019 Academic Problems and Needs - Voices of Vietnamese Postgraduates in Taiwan

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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

academic problems and needs - voices of vietnamese postgraduates in taiwan

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