Journal of International Students

Examining language anxiety and academic success of Saudi international students in U.S. colleges

Shahinaz Alkhaldi — 2025-02-28

This study examines the relationship between academic performance (GPA), Foreign Language Classroom Anxiety (FLCA), and English proficiency (IELTS scores) among Saudi international students in the United States while considering demographic factors such as gender, age, college major, and length of U.S. residency. Data from 551 students, collected via an online survey, reveal a moderate negative relationship between FLCA and GPA but no significant correlation between IELTS scores and GPA. Regression analysis identifies key predictors of academic performance, including low FLCA levels, college majors, and earning a master’s degree in English-speaking countries. The findings emphasize the importance of addressing language anxiety and demographic diversity to enhance academic success for Saudi students in U.S. colleges.

Fostering academic hospitality

Derrick Rasheed Mohamed — 2025-02-28

Muslim postgraduate students in Canada face unique challenges that intersect with their cultural, academic, and religious identities. This study examines survey responses from 524 students at a Canadian university, 19.5% of whom identified as Muslim, to explore their experiences and key obstacles. Findings reveal significant challenges, including adapting to Canadian academic norms, navigating cultural integration, financial stress, and balancing religious observances within a secular academic environment. This research highlights the critical role of academic hospitality in addressing these barriers. Strategies such as culturally sensitive faculty training, inclusive orientation programs, and institutional policies tailored to religious and cultural diversity are shown to enhance students’ academic success and sense of belonging. This study contributes to the growing discourse on equity and inclusion in higher education, offering practical recommendations for fostering supportive environments for Muslim international students in Canadian post-secondary institutions.

Assessing and enhancing emotional well-being in online learning for international undergraduates in China

Yue Zhang — 2025-03-01

The emotional well-being of international undergraduates plays a critical role in their ability to adapt to the demands of online learning. Despite the relaxation of pandemic-related restrictions in China, many international students continue to choose online learning as their preferred mode of study. This study aimed to measure international undergraduates' online learning interest, self-confidence, and anxiety and reveal the differences in these three online learning emotions across different conditions. A questionnaire survey was conducted among 2,221 international undergraduates from 32 Chinese universities. The results indicated that international undergraduates exhibited a relatively high level of interest in online learning, followed by learning self-confidence. They also suffer from severe learning anxiety. The findings revealed significant differences in online learning interest across different disciplines. Among students with different scholarship conditions, there were substantial differences in both online learning interest and anxiety.

Asymmetry in Israeli academia

Aref Abu-Gweder — 2025-02-28

This study explores the attitudes of Bedouin female students towards their Jewish peers in multicultural courses at teaching colleges in Israel. Based on a sample of 30 participants, findings reveal mixed emotions. While Bedouin students value cultural diversity and opportunities for cross-cultural engagement, they face challenges stemming from the broader social dynamics in the country. Multicultural groups aim to foster dialogue and shared perspectives, but Jewish students often maintain a dominant position, avoiding deeper engagement with intergroup relations. In contrast, Bedouin students emphasize their minority identity, which is shaped by religious, social, and cultural factors, framing themselves in relation to their socio-national background. Despite these challenges, both groups collaborate and support one another in achieving academic success, demonstrating the potential of multicultural settings to promote cooperation amidst diversity.

Motivational factors shaping Muslim students’ decisions to study abroad

Fetine Bayraktar — 2025-02-28

This study investigates the motivational factors influencing Muslim students' decisions to pursue higher education in Northern Cyprus, with a focus on the interplay of cultural, religious, and academic considerations. Drawing on data from two leading institutions from North Cyprus, We explore students' academic, social, and cultural experiences within the context of educational tourism. Key drivers identified include the perceived quality of education, economic affordability, and the culturally safe environment offered by Northern Cyprus. While participants reported personal and professional growth, challenges such as limited cultural integration and restricted employment opportunities were highlighted. The findings provide actionable insights for universities and policymakers to enhance recruitment strategies and tailor support services to meet Muslim international students' needs better.

Chasing the dream

Kristina Kelman — 2025-03-01

While research abounds on musicians’ precarity, emerging student musicians remain understudied, especially amidst migration for opportunity. This timely study addresses critical gaps by qualitatively exploring the experiences of popular music students who migrate to London for education and prospective careers. Set during the UK’s recent cost-of-living crisis (2021-2022), rich interview data provides empirical insights into an important yet often overlooked group during a pivotal life transition. Findings reveal intensified financial and work-life struggles; however, remarkable resilience also emerges alongside identity shifts and peer bonds. Most significantly, despite hardships, London’s enduring promise leads most to stay for perceived, unparalleled creative opportunities. Practical recommendations provide an important starting point for strengthening creative training and better-nurturing talents during an unsettled era.

Exploring Chinese international students’ experiences in the 'Life and Works of Rizal' course in the Philippines

Xiaoyuan Xu — 2025-03-01

As of 2021, there were 6.4 million international students globally, with Chinese students making up the largest group of international students in the Philippines. This study investigated the lived experiences of Chinese undergraduate international students who took the mandatory Life and Works of the Rizal Course in the General Education Curriculum. The study employed interpretative phenomenological analysis (IPA) with six Chinese undergraduate students. The research findings indicated that Chinese international students recognized the significance of the active participation of local students and a comprehensive cultural environment. In addition, it highlights how Chinese students draw on their cultural heritage and Rizal's ancestry to gain a deeper understanding of Rizal's life and work. Students faced challenges, such as language barriers, difficulties with online learning, and a lack of cultural background in the Philippines. Using the ABCs of acculturation theory, the results provide valuable insights into improving students’ experiences in the Rizal course.

The predictive ability of cultural intelligence and character orientations for psychological adaptation in expatriates

Alean Al-Krenawi — 2025-02-28

This study investigated the predictive relationships between cultural intelligence (CQ), personal orientation, and psychological adaptation among 193 expatriate students at the University of Jordan. The results revealed a significant positive correlation between CQ, personal orientation, and psychological adaptation. Regression analysis indicated that motivational CQ was the strongest predictor of psychological adaptation (62.5%), with a 73.2% prediction combined with metacognitive CQ. Productive personal orientation also demonstrated a significant predictive relationship with adaptation (52.1%). Interestingly, the cognitive dimension of CQ exhibited lower predictive power than the motivational and metacognitive dimensions, suggesting the importance of action-oriented and reflective capacities over purely knowledge-based components. Additionally, gender differences emerged, with females showing higher levels of CQ and psychological adaptation. While CQ and personal orientation both influence adaptation, their independence from one another suggests distinct pathways.

Effect of a training program on the psychological, cultural, and social alienation experienced by foreign students in Jordan

Feras Al-Habies — 2025-02-28

In this study, we examined the effectiveness of an educational training program in reducing psychological, cultural, and social alienation among international students. A total of 73 undergraduate students from diverse nationalities participated in the study. The training program comprised six seminars delivered over three weeks, with two lectures conducted weekly. Topics covered included Jordanian culture and traditions, academic procedures, students' rights and responsibilities, support services, local geography, financial management, and safety. Pre- and post-program assessments utilized validated tools to measure levels of alienation. Findings revealed a significant reduction in social and cultural alienation, underscoring the program's success in fostering social connections and cultural understanding. However, an unexpected increase in psychological alienation was noted, highlighting the need to address psychological challenges more effectively. These results emphasize the importance of comprehensive orientation programs tailored to mitigate all dimensions of alienation, ultimately enhancing the overall well-being of international students.

Racism without race

Hannah Mesouani — 2025-02-28

By utilizing foundational texts on critical race theory, scholarships on Muslim Americans, and the Ethnic Identity Scale (EIS), this mixed methods study examines Muslim Middle Eastern and North African (MENA) racial identity development amid America’s tense history with Islam and the MENA world. The findings revealed that participants were 53% more likely to identify as Black within the U.S. census schema, and when self-identifying, 42% of participants chose new identity terminology such as Arab or Middle Eastern. The participants felt most comfortable with other Muslim international students and Black and Muslim U.S. peers and reported self-isolation from white spaces. The participants who identified as MENA experienced more pride in their heritage than those who identified as white. These findings illuminate the need for increased MENA and Muslim representation and offer recommendations at the governmental, educational, and individual levels to combat the weaponization of whiteness that downplays the dangers of Islamophobia.

Constructing identity abroad

Wendai Yang — 2025-03-01

In this paper, we investigate the phenomenon of cultural identity construction, focusing on Chinese students studying in Canada and how they deal with conflict between their Chinese and Western cultures. It investigates different factors of Western culture and examines how Chinese students construct and reconcile their identity with Western influences. The study also focuses on the psychological effects of identity reconstruction among these students. This study employed a qualitative research approach, and data were gathered through structured interviews with six Chinese students at Canadian universities. Three primary themes were revealed through thematic analysis: educational institution's role in cultural adaptation, cultural practices and identity influence, and psychological well-being and cultural identity. Consequently, the study results show that the role of educational institutions, cultural practices, and identity conflicts significantly impact cultural adaptation and students' psychological well-being.

International students’ loneliness and social engagement

Polina Ivanova — 2025-03-01

Despite the increasing global mobility in higher education, international students in the United States and Japan face persistent challenges in the areas of wellbeing and inclusion. This study investigates international students' experiences of loneliness and their social engagement in comparative perspective, focusing on friendships and involvement with volunteer organizations as the most prominent types of social involvement among the participants. Utilizing qualitative data from 15 in-depth interviews conducted during the coronavirus disease (COVID-19) pandemic, this research identifies the limited friendships with domestic students and the underutilized potential of volunteer organizations as key issues. The findings highlight the need for better coordination with external stakeholders to enhance support systems. The study concludes that universities alone cannot address these challenges and recommends fostering collaborations with community organizations to improve international students' social integration and wellbeing.

The experience of Arab international students in universities in the UK

Yousif Abdulazeez — 2025-02-28

Many UK universities are actively working to attract more international students, including those from Arab countries. Due to the differences in languages, religious beliefs, and social priorities between Arab and British societies, Arab students have faced various challenges here. This review examines the experiences of Arab students, focusing on their expectations, challenges, and interventions implemented by universities. Prior to enrolment, they anticipate gaining cutting-edge knowledge, improving English proficiency, career advancements, and a supportive academic environment. However, upon arrival, they encountered language barriers and financial strain, as well as cultural differences, accommodation and supervision difficulties, affecting their personal wellbeing. Despite these challenges, interventions such as financial aid, accommodation support, cultural events, and language initiatives have enhanced their experiences. Active supervision and mentoring further contribute to their study success. Ultimately, this review addresses the challenges and suggests the implementation of successful supportive measures to enable Arab students to thrive in the UK.

Bridges and walls

Haled Al-Said — 2025-02-28

Higher education is a crucial pathway for socio-economic mobility, particularly for minorities. The events of October 7th in Israel and the subsequent war in Gaza (referred to as "Swords of Iron" in Israeli terminology and "Al-Aqsa Flood" in the Palestinian narrative) exacerbated tensions between the Arab minority and the Jewish majority in Israel, impacting daily interactions in workplaces and academic campuses. This study, grounded in Antonovsky's (1987) salutogenic model and employing a qualitative-constructivist approach (Creswell & Poth, 2018), examines the emotional responses, coping resources, and learning processes of Bedouin Arab female students during a period of heightened security tensions. For this study, 28 third- and fourth-year students from three academic institutions were interviewed. Semi-structured interviews were conducted to investigate the personal, familial, and organizational resources that supported them during this challenging time. Analysis of the interviews identified three central themes that aligned with the salutogenic model: comprehensibility, manageability, and meaningfulness.

Exploring the experience of Muslim students and scholars in Western academic institutions

Alean Al-Krenawi — 2025-02-28

This special issue of the Journal of International Students explores the multifaceted experiences of Muslim students and scholars in Western academic institutions. It investigates challenges such as acculturative stress, social integration, language barriers, and the psychological well-being of Muslim international students. The volume provides insights into the unique experiences of Muslim students navigating cultural, religious, and academic identities in Western educational contexts. This compilation, contributing to the broader conversation on diversity, inclusion, and equity in higher education, features 28 authors from 9 countries, offering crucial perspectives on the academic and social lives of Muslim students and scholars in the West.

Female Arab International Students Negotiate Their Identities

Sinaria Hassan — 2025-02-28

This study examines the identity negotiation of Muslim female international students in ESL classrooms in the mid-southern United States, where linguistic adaptation and cultural integration pressures intersect. Drawing on intersectionality, postcolonial feminism, and Kim’s International Student Identity Model, this research highlights how these students navigate religious, gendered, and cultural expectations within Western academic settings. A qualitative methodology utilizing semi-structured interviews with six participants revealed key themes: cultural and religious identity adaptation, experiences of discrimination, and resilience strategies. Participants described the dual pressure of conforming to Western norms while upholding Islamic practices, such as wearing the hijab and adhering to halal dietary restrictions. Findings underscore the need for inclusive ESL pedagogies that integrate cultural competency training, peer mentorship programs, and institutional policy reforms. By fostering an equitable learning environment, institutions can enhance cross-cultural understanding and student well-being. This research contributes to scholarship on international student adaptation and identity-affirming educational spaces.

The impact of psychosocial support and psychological well-being among expatriate students

Somaya Abdel-Hameed Al-Ja'afreh — 2025-02-28

This study explores the impact of a psychological and social support program on social support and psychological security among expatriate students. Using a quasi-experimental design, 48 Arab expatriate students at Al-Isra Private University (16 males, 32 females) were assigned to experimental and control groups (24 each). Standardized scales measured social support and psychological security before and after the intervention. Results showed moderate social support and low psychological security among students prior to the program. Post-intervention, the experimental group demonstrated statistically significant improvements (p < 0.05) in both areas, highlighting the program’s effectiveness. The study emphasizes the importance of ongoing psychological security assessments to enhance expatriates' mental well-being.

Navigating the intersection of international politics and international education

Osman Gultekin — 2025-02-05

International education and the process of internationalization have evolved through distinct historical phases, each characterized by shifting global political outlooks and increasing complexity. International politics and the global power hierarchy have always played a significant role in shaping the development of international education and directions of academic mobility. Since the era of ancient Greece, various periods have witnessed diverse patterns of student mobility concentrated in specific geographic regions, paralleling prevailing power structures. Currently, international education is undergoing a distinct phase in which its significance in public diplomacy and foreign policy is widely recognized. However, its use for further national interests has also been criticized for potential manipulation. This article provides a historical background and conceptual framework for understanding the intersection of international politics and international education.

An empirical study on intercultural contact and intercultural communication competence of Chinese international students in the UK

Jingjing Lu — 2025-02-05

This study explores the relationship between intercultural contact (IC) and intercultural communication competence (ICC) among Chinese international students at Lancaster University, UK. Using a mixed-methods approach, the research analyzes the frequency and nature of IC and self-assessed ICC levels.Findings reveal a predominance of indirect IC, such as media consumption and cultural events, over direct interactions with native English speakers. Self-assessment of ICC indicates strong attitudes towards cultural diversity but identifies areas for improvement in domestic cultural knowledge and cognitive skills.Statistical analysis demonstrates a significant positive correlation between IC and ICC, with direct IC positively impacting communication skills and indirect IC contributing to cultural knowledge and positive attitudes.These findings emphasize the importance of both direct and indirect IC in developing ICC. Educational institutions should focus on facilitating diverse IC opportunities to enhance students’ language proficiency, cultural adaptation, and overall well-being.

Impact of peer dynamics and only-child experience on academic motivation among Chinese international graduate students in the U.S.

Chang Wang — 2025-02-05

Chinese international graduate students (CIGs), growing up without siblings, under China’s One-Child policy, are particularly impacted by peer dynamics. This study explored the influence of peer dynamics and family structure on the academic motivation of CIGs in the U.S., using Bandura’s self-efficacy theory as a framework. A single-case study approach involved six in-depth interviews. Findings showed that CIGs, with high academic self-efficacy, favor limited and balanced peer interactions, forming deep connections with co-national peers while maintaining primarily academic interactions with host and other international peers. These diverse interactions affect academic motivation both positively and negatively, with personality traits playing a crucial role in shaping these peer interactions.

Exploring the needs for Indigenous Allyship among post-secondary international students in Canada

Xuechen Yuan — 2025-02-05

This mixed-methods study taps into the salient features of knowledge mobilization and sociocultural conditions that shape postsecondary international student experiences with Indigenous cultures and commitment to allyship—a consistent gap identified in the literature. In the qualitative phase, international students from a Canadian university participated in a semistructured interview inviting them to share their Indigenous learning experiences and reflections on their allyship. The quantitative phase involved international students who completed a questionnaire, interpreted with principal component analysis (PCA) and correlation analyses. The findings highlighted several themes underlying international student–Indigenous allyship: multicultural contexts, sources of learning, perceptions of indigeneity, cultural similarities, and sociocultural barriers. Key gaps emerged in the relational contexts of allyship, access to cross-cultural opportunities, and weaving Indigenous-led knowledge in curricula.

From the Arab world to the United States of America

Mariam Mostafa — 2025-02-28

This study examines the wellness experiences of Arab women international graduate students in the U.S., emphasizing social, mental, physical, and financial dimensions. Based on interviews with seven participants at a Midwestern institution, the research highlights challenges such as mental health, financial stress, social stress, and difficulties maintaining physical wellness, often intensified by cultural adjustments. Social support networks, including peers, mentors, and university resources, emerged as vital for fostering holistic well-being. Using the social-ecological model, this study explores how individual, social, and institutional factors interact to shape wellness. The findings underscore the need for culturally sensitive wellness services, financial assistance, and inclusive social programs to support Arab women graduate students. These recommendations aim to enhance their academic success and overall well-being. By addressing these needs, universities can better support this underrepresented population and improve the experiences of international students broadly.

Unveiling psychological and sociocultural adaptation patterns of international students in Hungary

Werede Tareke Gebregergis — 2025-03-01

The increasing global mobility of students has heightened the need for deeper insights into the psychological and sociocultural adaptation processes in host environments. This study examines the adaptation experiences of 447 international students in Hungary, focusing on the interplay between psychological and sociocultural dimensions of adaptation. Using a cross-sectional design, the study explores how sociodemographic variables, such as gender, age, education level, local friendships, and financial sources, influence adaptation levels. Hierarchical multiple regression analysis reveals that sociocultural adaptation significantly predicts psychological adaptation, underscoring the importance of social integration in fostering overall well-being. The findings suggest that targeted institutional support addressing sociocultural challenges can enhance students' psychological resilience, contributing to their academic and personal success. This research advances the understanding of intercultural adaptation and provides actionable recommendations for policymakers and educational institutions hosting diverse student population.

Exploring intercultural competence

Hastowohadi Hastowohadi — 2025-02-28

This study explores the development of intercultural competence through the lived experience of an Indonesian doctoral Muslim student pursuing higher education in Australia. We employ a narrative inquiry case study approach; the research delves into the participant's personal and academic journey, examining how intercultural interactions in a foreign educational environment shape their understanding and adaptation to cultural differences. The analysis focuses on the linguistic and experiential aspects of the students' narrative, using transitivity analysis to investigate the processes, actions, and experiences the student describes during their intercultural encounters. Additionaly, language appraisal is employed to assess the student's emotional responses, attitudes, and evaluations of intercultural situations. This dual analysis provides a comprehensive view of how intercultural competence is constructed and navigated in a cross-cultural context. The findings highlight the dynamic interplay between cultural identity, language, and academic adaptation, offering insights into how students from Indonesia develop intercultural skills in international settings.

Cross-cultural examination of social support, academic support, and well-being

Nimisha Beri — 2025-02-05

In this study, we used a comprehensive survey instrument to examine the nexus of social support, academic assistance, and well-being among 190 university students, including 64 international and 126 Indian students, with gender parity. It addresses a critical gap in the literature by exploring how emotional and educational support intertwine and elucidating their impact on students' psychological states. The findings highlighted a positive correlation between social and academic support and overall well-being for both cohorts, with minor cultural differences. The study underscores the importance of culturally sensitive interventions in fostering student well-being, calling for tailored support systems. These insights can enhance support services in academic institutions for diverse student populations with the aim of enhancing their holistic well-being.

Navigating challenges and enriching perspectives

Osman Gultekin — 2024-12-02

This edition of the Journal of International Students presents ten papers from scholars across 12 countries, examining major themes the challenges of virtual learning and acculturation, barriers to equitable labor market access, and the impact of pandemic-related stress on international students. Through these studies, contributors provide actionable insights to enhance support for international student well-being, adaptation, and career readiness. This volume offers diverse, evidence-based insights to inform policies and practices that support the well-being and success of international students globally.

From challenges to assets

Seunghoon Han — 2025-03-01

Our study explores the transcultural journeys of three doctoral students from South Korea and China, examining how our diverse experiences as teacher educators in the United States have shaped our teaching practices. Utilizing collaborative autoethnography grounded in transcultural and poststructural theoretical frameworks, we highlight the challenges, growth, and identity (re)formation encountered within the teacher education context. Our findings emphasize the importance of an asset-based mindset in teacher education, advocating for dynamic and inclusive approaches that leverage the rich, multifaceted identities of both teachers and students to foster more equitable educational environments.

Immobility, remote education, and racism experiences of Chinese and Korean international students during COVID-19

Sujung Lee — 2025-02-05

This study examines international student experiences from two different yet intersecting dimensions: immobility and racism on campus during COVID-19. In addition to pre-existing challenges, COVID-19 introduced additional barriers to international student life. During the pandemic, international students encountered an unexpected remote education system designed to bridge their transnational connection with American higher education. This study aims to uncover the experiences of Chinese and Korean students and understand how COVID-19 further complicated their situations. The research reveals that international students also faced discrimination at various levels, exacerbated by heightened anti-Asian sentiments and the political climate during the pandemic. As hate incidents increased, international students began to recognize that educational institutions were not safe spaces but rather contact zones operating within power differentials. However, this study concludes that despite the intensified vulnerability caused by COVID-19, international students demonstrated resilience through various copying mechanism while finding this period of immobility meaningful.

Navigating language barriers

Eihab Abu-Rabiah — 2025-02-28

This study examines the Hebrew language proficiency of Muslim Arab Bedouin students in Israeli higher education, focusing on the four language skills—reading, writing, listening, and speaking—and self-efficacy levels. Using quantitative methods, including standardized language tests and self-efficacy questionnaires, data were collected from thirty-seven students. Results indicate no statistically significant differences in proficiency across the four skills, though female students outperformed males in writing. Writing also showed the strongest correlation with overall language proficiency. Notably, strong correlations were found between reading and speaking, whereas listening exhibited weaker associations with other skills. Self-efficacy levels were higher for productive skills (speaking and writing) than for receptive skills (listening and reading), with reading showing the lowest self-efficacy.

Unveiling the academic, sociocultural, and psychological adaptation challenges of Chinese international students in Malaysia

Wenou Xue — 2025-02-05

This systematic review explores the academic, sociocultural, and psychological adaptation challenges encountered by Chinese international students in Malaysian higher education institutions, synthesizing findings from 24 peer-reviewed studies published between 2010 and 2024. It highlights Malaysia’s distinct adaptation context, characterized by unique language barriers within an English–medium instruction (EMI) setting, cultural and religious differences, and specific social integration challenges. This review offers new insights into the adaptation process of Chinese students by framing these challenges within Malaysia’s multicultural, predominantly Islamic environment, which presents unique dynamics compared with Western educational contexts. The findings also reveal research gaps and offer recommendations for institutional policies to enhance the adaptation experience of Chinese students in Malaysia.