Lived Experiences of Foreign Students in Wesleyan University Philippines

WESLEYAN UNIVERSITY – PHILIPPINES
COLLEGE OF EDUCATION
CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
Being out of one’s comfort zone is a risky thing to do. Just like how the students
from other nation went to the Philippines to study and explore, it is the risk that they
will need a lot of adjustments and adaptability skills in order to fit in. It may also need
some physical, emotional and mental preparations to be able to succeed in studying
abroad.
Studying abroad is not without its challenges and a range of adjustment issues
that can impact on the international students’ study and overall experience. (Khawaja
and Stallman, 2011). They have to deal with the people, society, school, psychological
status, and behavioral changes in order to adapt to the new environment. (Hsiao-ping,
Garza and Guzman, 2015) A study conducted by Sicat, R. (2011) revealed that even
here in the country, Philippines, foreign students deal with different challenges as a
student. Most of them are having a hard time in studying because of so many factors –
be it physical, psychological and environmental or social factors that affects their
educational journey.
One factor that they need to be prepared upon is their interaction with the people
in other nation where they will go. As stated in the studies of different researchers,
international students face difficulties regarding their social life or often referred to as
1
social interaction. (Hsiao-ping, Garza and Guzman, 2015); (Wa-Mbaleka and Joseph,
2015); (Sicat, R., 2011); (Khawaja and Stallman, 2011); (Spencer-Oatey and Xiong,
2006) According to Spencer-Oatey and Xiong (2006), foreign students found social
interaction with those who do not belong to their nationality as the most problematic
factor for them. Wa-Mbaleka and Joseph (2015) highlighted that the participants spent
little or no time on social activities but given this findings, there are still some of them
who viewed this challenge in a positive perspective.
Another key factor that affects their studying in other countries is culture
adaptation. Tas, M. (2013) stated that learning a new culture and learning in a new
culture which may have different beliefs and values can be difficult. International
students in many studies identified culture as their most common problem when going
to other countries away from their own. And in addition to this statement, Furham, A.
(2012), Khawaja and Stallman (2011) and Zhou, Y. et. al (2008) came up with the idea
of culture shock. It is the collective impact of such unfamiliar experiences on cultural
travellers (foreigners) in general. (Zhou, Y. et. al,2008) Cultural diversity promotes
culture shock. (Khawaja and Stallman, 2011) But despite that, it is important that the
foreigners adapt to the new culture rapidly in order that they may operate effectively in
whatever they are doing. (Furham, A.,2012)
International students are prone to face adjustment issues primarily in the area of
language proficiency and culture adaptation and this may impact their motivation and
learning in the classroom. (Andrade, 2006 as cited by Chue and Nie, 2016) Motivation
plays a big role in one’s academic success. It is defined in Merriam Webster Dictionary
2
as the condition of being eager to act or work. Many factors affect motivation in foreign
students. As stated in the philosophy of Behaviorism in education, the environment,
may be physical and social, affects the motivation and learning process of the student.
Given the fact that they choose to study in other nations rather than their own country, it
is a big challenge for them to keep themselves motivated in studying in spite of all the
difficulties that they have to deal in relation to other factors indicated such as social
interaction and culture adaptation.
This condition of the foreign students from all over the world motivates the
researchers to conduct this study. Philippines is known to be a destination for the
foreign students’ education pursuit for so many reasons. Being one of the schools to
admit foreign students in the country and given the fact that they entrusted their tertiary
education in the hands of Wesleyan University- Philippines, it is a must to help, support,
encourage and give these students a quality education and meaningful learning
experiences.
Statement of the Problem
This study attempted to describe and analyze the lived experiences of foreign
students in Wesleyan University- Philippines.
Specifically, the study sought answers to the following questions:
1. How may the profile of the participants be described and analyzed in terms of:
a. Name (optional);
b. Age;
c. Gender;
d. Nationality;
3
e. Civil status;
f. Years of residency in the Philippines;
g. Years of study in WU-P?
2. How do participants describe their experiences as foreign students in Wesleyan
University- Philippines?
3. How do the participants understand and make sense of their experiences as
foreign students?
4. What are implications of the study to education?
Conceptual Framework
Figure 1. Conceptual Paradigm
Each sojourners (foreigners) have their own reasons of choosing a foreign
country in pursuit of their study. Being in a country with a different cultural
4
background, beliefs and norms gives an opportunity for the variety of experiences to be
encountered along the way. They may experience pleasant and unpleasant experiences
depending on how they will be able to deal with the country per se. In this endeavor, an
in-depth study about the participants’ learnings and challenges was done in order to
collect relevant and meaningful information as to how these foreign students survive
and learn in the host country – in this case, Philippines. And in the place where there is
an evident indication of change, needs and concerns will come in their way that
intervene in their educational journey. If these needs and concerns will be addressed by
different concerning groups (inside the school), foreign students will have more
meaningful stay in the University and can achieve the quality learning they should have.
Scope and Delimitation
This study was conducted this second semester SY: 2017-2018 focusing
primarily on the lived experiences of the foreign students in Wesleyan University-
Philippines.
It covered five (5) foreign students currently enrolled in the University as well
as those who were former students, their profile, the experiences they are facing in
school life, the impact of these experiences in their lives, their strategies to cope up, and
the suggestions to improve their conditions.
5
Significance of the Study
This study will benefit the foreign students in Wesleyan University-Philippines
who are encountering different experiences in their stay in the University. This study
would give importance to the following:
Enrolled Foreign Students. They will have an opportunity to share their
insights and experiences in the school they are studying at. They will be more aware of
their present condition and if possible, can devise more effective strategies to cope up
with their challenges.
Foreign Students who are planning to study in Wesleyan University-
Philippines. They should be aware of the possible experiences that they can have while
studying in the foreign country.
Professors and Instructors. They will be responsive to the needs of their
foreign students and by that they can device techniques and strategies to make the
teaching and learning process more meaningful for them.
Filipino Students. They will have an insight on how to interact and cooperate
with them. They will have a further understanding on the challenges experienced by
their foreign co-students and thereby can help them lessen these hurdles.
School Administration. They will be aware of the concerns of foreign students
studying in the University and further support be given.
6
Future Researchers. That this study may serve as a guide and reference for
their future studies regarding foreign students.
Definition of Terms
For a better understanding of the study, the following terms were defined
operationally:
Adjustment Support. It refers to giving assistance to someone (especially to foreign
student) in order for him to adjust easier and be used the new country.
Cultural Awareness. It is their understanding of the differences between themselves
and people from other countries or other backgrounds, especially differences in attitudes
and values
Cultural Diversity.This term refers to the existence of a variety of cultural or ethnic
groups within a society.
Cultural Gap. It is any systematic difference between two cultures which hinders
mutual understanding or relations. Such differences include the values, behavior,
education, and customs of the respective cultures.
Emotional Distress. A negative emotional reaction—which may include fear, anger,
anxiety, and suffering—endured/experienced by the victim of a tort, for which monetary
damages may be awarded.
7
Foreign Students. These are the persons who came from other nations that are admitted
here in the Philippines, specifically in Wesleyan University- Philippines, to pursue their
tertiary education.
Individual Accountability. The belief that everyone will be accountable for her/his
performance and learning.
Knowledgeable Assistant. It is an intelligent and well-informed person who helps in
particular work. (in foreign students)
Language Barrier. A figurative phrase used primarily to refer to linguistic barriers to
communication, i.e. the difficulties in communication experienced by people or groups
speaking different languages, or even dialects in some cases.
Prejudice. It pertains to an adverse opinion formed without just reasons or before
sufficient knowledge.
Self – Dependency. It is the reliance on one's own strengths rather than on others.
Self Improvement. Pertains to the improvement of one's knowledge, status, or
character by one's own efforts.
Social Interaction. It is the process by which we act and react to those around us. It
includes the acts people perform toward each other and the responses they give in
return.
Social Responsibility. A duty that every individual has to perform so as to maintain a
balance between the immigrants and the local people.
8
Resilience. It is the ability to become strong, healthy, or successful again after
something bad happened.
9
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter concludes a summary of literature and studies conducted or
compiled by local and foreign researchers that provided the researchers a better
background and foundation on the conduct of the study.
Struggles experienced by foreign students
Studying abroad is not without its challenges and a range of adjustment issues
that can impact on the international students’ study and overall experience. (Khawaja
and Stallman, 2011). They have to deal with the people, society, school, psychological
status, and behavioral changes in order to adapt to the new environment. (Hsiao-ping,
Garza and Guzman, 2015) A common belief among educators is that international
students are insufficiently adjusted to higher education in their host country, both
academically and socially. Furthermore, several groups of international students
experience considerable amounts of stress while adapting to the culture of the host-
institute. (Rienties, B. et. al., 2011) Zhou, Y. et. al. (2008) introduced the idea of
“culture shock”. It is the collective impact of such unfamiliar experiences on cultural
travellers (foreigners) in general.
In addition, Furham, A. (2012) highlighted the concept called the culture-distance
concept, which states simply that the absolute amount of difference or distance (defined
both objectively and subjectively) between a foreigner’s own and the host culture is
10
directly proportionally related to the amount of stress or difficulty experienced. It is
according to Ni Lar Win et. al (2015) that International students may have cultural
shock due to cultural differences in both academic and social aspects. Some
international students may experience academic difficulties, despite the fact that they
have been successful academically in their home countries due to the different teaching
and learning environment as compared to their home countries.
Erving Goffman, a sociologist who created a new field of study called
microsociology or social interaction, defined the term as the process by which we act
and react to those around us. The study about social interaction among multi-ethnic
students conducted by Hashim, A et. al (2015) indicated that positive social interaction is
a vital aspect of maintaining a harmonious condition. Based on the functional theory,
since the school is the first place where students meet, the students need to play their
role in accordance with the demands of their school and society, socializing and
cooperating with peers to maintain harmony. He also said that despite conflicts and
stereotypes, the students actively attempted to learn about other cultures and
demonstrated attitudes of acceptance towards friends from other ethnic backgrounds. On
the other hand, interaction among different ethnic groups will not take place if the
student is in a mono-ethnic school surrounding (Yip, Seaton & Sellers, 2010 as cited by
Hashim, A et. al., 2015)
Behaviorism philosophy in education stated that the environment – may be
physical and social, affects the motivation and learning process of the student.
Motivation plays a big role in one’s academic success. It is defined in Merriam Webster
11
Dictionary as the condition of being eager to act or work. Self-motivation is a process
wherein a person develop ways on how to keep his or her self motivated at all times
despite challenging times and without direct help from other people. Experts say that
self-motivation is a very important factor in a person's life because this will help him or
her see things in a positive way. This will also enable him or her to overcome challenges
by developing an attitude that could withstand trials and failures. If one is able to
develop a good outlook in life, everything will start falling into their proper places. In
fact, he or she might even be surprised of the things that were able to accomplished in
that span of time. (Excerpt from an essay entitled “How Self-Motivation can Create a
Positive Impact on Your Life”) Personal growth is conceptualized as the
phenomenological experience of self-directed growth, which has been found to be
related to positive functioning. (Geise, A., 2008)
A qualitative case study conducted by Hsiao-ping, Garza and Guzman (2015)
focused on the international students’ experiences in academic and sociocultural
settings. Through qualitative interviews, the findings from the ten (10) participants
revealed that international students deal with academic challenges which included
communication with professors, classmates, and staff, social isolation when engaging in
different group activities, and cultural adjustment in the US.
Tas, M (2013) pointed out that stress among the international students increased
by being in an unfamiliar culture at the same time being surrounded by challenges of
communication and language. Language is the most frequently reported barrier to
12
adjusting to U.S. university life, followed by financial difficulties and problems
adapting to the culture.
In the qualitative study made by Khawaja and Stallman (2011), challenges were
identified by twenty-two international students from an Australian university who
participated in four focus groups. It included adjustment, social isolation, English
language skills, academic difficulties, unmet expectations, employment, culture shock
and psychological distress.
According to Spencer-Oatey and Xiong (2006) in their empirical study
conducted in two cohorts (groups) of Chinese students taking a foundation course in
English language at a British university, majority of respondents had few psychological
or sociocultural adjustment difficulties. Nevertheless, social interaction with non-
Chinese was consistently identified as problematic and this, as well as difficulties in
adjusting to daily life, were very highly correlated with psychological stress.
Teh, I. (2011) pointed out in her exploratory study about International Student
Noho Marae Weekend (ISNMW) organised by Auckland University of Technology the
concept of whanau, the role of administrative staff, and the possible influence of
cultural dissonance (conflict) on international students’ cultural awareness and social
adaptation. Twelve past participants of the ISNMW were interviewed using semi-
structured interview approach. Thematic analysis on the data revealed seven emerging
themes on the success factors of non-academic initiative in promoting cultural
awareness among international students and four themes on helping international
students with their social adjustments.
13
Khabutdinova M. and Bayanova L. (2013) presented an empirical research data
of cultural norms and values. The results of study stated that learning in a foreign
culture environment save differences of norms and values. It speaks for acculturization
in a students' environment along the lines of integration when each group keeps and
saves its own culture and at the same time tends to maintain contacts with the
representatives of different culture.
Different ethnic groups hold different beliefs, values and norms, which
influence their behaviors, actions, thinking and interactions with their surroundings
(Najeemah, 2008 as cited by Hashim, A. et. al (2015)
A qualitative case study conducted by Sicat, R. (2011) about foreign students’
cultural adjustment and coping strategies stated that the cultural adjustments that were
dealt by the participants (international students) were eating habits (these groups are
fond of extremely spicy food), hygiene practices (like frequent bathing and changing of
clothes). In their schooling, the most common problem was their inability to understand
the lessons in language foreign to them or in accent different from theirs. In religion,
the conflict was when they compromised their belief to their host country’s belief.
Homesickness was so much of a source of sadness. The coping strategies used by the
students were: adaptation to the conditions at TSU (to include food, clothing, and
lodging), compromise, prayerfulness, constant communication with family and friends,
and intermingling with the students by sports activities. The Koreans used their
14
economic advantage to enjoy their stay in the country, while the Timorese had better
conditions here than at home.
Wa-Mbaleka, S. And Joseph, N. (2013) conducted a study in private and public
schools all over Philippines. Using the researcher-made interview protocol, it was
revealed that language difficulty is a significant contributor to isolation issues
international students face while studying abroad. Cultural differences may be a
contributing factor to students' perceived feelings of isolation. Participants spent little or
no time on social activities; participants were more comfortable making friends with
persons of similar faith or persons from their geographic regions; feelings of isolation
did not have the same impact on all participants academic performance-some positively
because they were focused on academics – and others negatively.
Pleasant experiences of the foreign students
An essay written by Joshua Becker entitled “The Benefit of Helping Others”
stated that when we offer to help someone else, they are not the only ones who
benefit so do we. Because helping others brings out many of the positive
characteristics we desire to be true of us. In relation to this, in the study conducted
by Gebhard, J., (2011) entitled “International Students’ Adjustment Problems and
Behaviors” stated that students found support through international student
organizations, at writing and learning centers, and with professors, foreign student
advisors, classmates in study groups, home stay families, and other international
students. A student from Taiwan shows how she worked through her academic problems
15
with the help of a study group. There were a mixture of American and international
students in her MBA program and classes were small. During the first few weeks she
could hardly speak at all. She highlighted, “Most students spoke a lot. But, I just sat
looking down at my notebook… I felt so upset.” She also explained her problems with
reading: “Each professor assigned several chapters from several different books for us
to read before each class. I struggled to complete all reading before each class.”
Likewise, she struggled with writing assignments: “We had to write bi-weekly papers in
my basic introduction to business course. I spent many hours writing the first paper.
But, I got my paper back from the professor with (a) low grade…It made me very upset.
I even cried on my way to my apartment.” But, she didn’t give up. Instead she asked an
empathetic American student in the MBA program to help her. The American told her
that she had a study group with two other American students, and she invited the student
from Taiwan and another international student to join them.
Knowing the fact that they come from other nations, adjustments are
inevitable. Andrade M.S. (2006) conducted a study about the adjustment factors of
international students in English-speaking universities and concluded that
international students in institutions of higher education in English-speaking
countries make valuable educational and economic contributions. For these
benefits to continue, universities must become more knowledgeable about the
adjustment issues these students face and implement appropriate support services.
In response to that, studies show that students reach out to the university and larger
community to help them solve problems. For example, students use the
16
international office, trusted academic advisors, international student clubs, and
academic services, such as the writing center, computer labs, and tutoring services
(Al Mubarak, 2000; Zhou, Frey & Bang, 2011 as cited by Gebhard, J.,2011).
Justification of the Study
The present study has similarity with the reviewed literatures and studies.
However, it is distinct and different. The distinction lies in the fact that the subjects of
the study were the students of Wesleyan University – Philippines, foreign students who
came from different cultural, environmental, and educational orientation.
This present study will analyze the key factors that may affect the experiences of
the foreign students studying here in the Philippines. It may fill and establish the gap on
the previous studies where the international students are based in other countries. From
the previous study, it is indicated that international students are really experiencing
different difficulties with regards to their social, academic and cultural adjustments
specifically in US and other nation. (Hsiao-ping, Garza and Guzman, 2015) There is
also a study conducted by a local researcher about the experiences of the foreign
students in the Philippine context but in a state university. (Sicat, R.2011) However, the
experiences of the foreign students from a public school may vary when it comes to the
private school. The difference of this study in other related studies is that it will be
conducted in a private institute here in the Philippines.
17
CHAPTER 3
RESEARCH METHODOLOGY
This chapter discusses the description of the research design, selection of
respondents, research instrument, data collection procedure and treatment of gathered
data in the study.
Research Design
This study is a phenomenological type of qualitative research design. It uses
narratives of the participants as the primary source of data and analysis. “Qualitative
research is research that aims to understand the phenomenon of what is experienced by
research subjects holistically and with a form of words in the specific context in which
utilizes the natural method.” (Moleong, 2009)
Research Locale
The study was conducted at Wesleyan University-Philippines. It is a private,
non-stock, non-profit, and non-sectarian University located in Cabanatuan City, Nueva
Ecija, Philippines and run by the United Methodist Church (UMC).The research site
was selected by the researchers because it is one of the accredited schools to admit
foreign students. The researchers are studying at the university itself and observed the
foreign students are encountering different experiences regarding their school life. The
researcher wants to gather relevant information about the lived experiences of the
18
foreign students in order for them and the University to make possible solutions in
mitigating their present condition.
Figure 2. The Map of Wesleyan University - Philippines, Cabanatuan City
19
The Participants
The participants for this study were drawn and purposively chosen from
Wesleyan University-Philippines. Some of the participants were enrolled in different
courses and some were formerly attended their study from last semester in this
University. They were chosen as the participants because they came from other nations,
having different cultures and perceptions in studying. They were given a notice
beforehand through messaging them and later on approached personally and
individually as to their willingness to cooperate and participate to this study. Purposive
sampling technique was used to get the participants in this study.
There were four (4) males and one (1) female. Majority of them (80%) were
single or never been married and the remaining was already married.
Table 1. Robotfoto of the Participants
Participants Age Sex Nationality Civil Course Years of Years in

Status Residency in Studying in
the WU-P
Philippines
A (Pink) 23 Female Palestinian Single BS Nursing Four (4) years Three (3)
years
B (Yellow) 27 Male Korean Single AB English Ten (10) years Six (6)
years
C (Blue) 19 Male Korean Single BS One (1) year One (1)
Criminology year
D (Red) 44 Male Korean Married B Secondary Two (2) years Two (2)
Education years
E (Green) 19 Male Sudanese Single BS Six (6) years Two (2)
Accountancy years
20
Research Method
The method adopted by the researchers in this study is an in-depth interview
method. The primary objective of this method is to conduct interview that is optimal for
collecting data on foreign students’ experiences in their stay in the University. It is more
extensive and encompassing than any other methods of investigation. It assists the
researchers in knowing the desired purpose in shortest period of time.
Data Gathering Procedure and Tools
The gathering of data for the study was conducted during free times of both the
researchers and participants.
The researchers used an interview method in collecting data. An interview
involves direct interaction between the researchers and the participants. The researchers
have guiding questions to ask about from an interview guide structured by the
researchers. The researchers also use the technology that is available during this present
time to communicate with one participant that is in different country.
Data Collection
A total of five (5) foreign students stated their responses to the questions
provided by the researchers through an interview. The researchers utilized audio/voice
recording tool that will serve as an evidence and verification of data.
21
Establishing Trustworthiness of Data
Credibility. It is recognized by the recognition of truths of the findings by the
participants within the discipline. The researchers assure that the topic is well-structured
before conditioning the interviews to gather accurate data. Before conducting the
interview to the selected participants, the researchers explicated goals, objective, and
also the benefits for participating in the study. The researchers ensure that their study
measures and tests what is actually intended.
Dependability. It is achieved through proper selection of the participants. The
researchers came up with a set of criteria. 1. Foreign students who are currently enrolled
and formerly enrolled in Wesleyan University- Philippines in second semester 2017-
2018. 2. Who are in different nationality, culture and behaviour. 3. And was available at
the time of conducting the research study.
Ethical Considerations
Ethical issues will be considered to ensure the safety of the research participants,
during the process of research. According to Creswell (2003), the participants have the
right to participate voluntarily and the right to withdraw at any time, so that individuals
are not being coerced into participation. The participants also have the right to know the
purpose of the study, so that they understand the nature of the research and its likely
impact on them. These aspects will be observed before data collection from both the
respondents and participants. To ensure confidentiality of responses from participants,
the real names of participants will be made confidential only using pseudonyms.
22
Data Management and Analysis
The researchers transcribed voice recordings as soon as possible after interviews
to ascertain sufficient data to represent the various dimensions of the phenomenon.
The foreign students’ responses were tallied and subjected to appropriate
analysis. Common themes of their experiences as a foreign student will be interpreted.
Data Analysis and Coding
The data gathered were analyzed using thematic pattern wherein the researchers
sought the common themes among the responses of the participants. Themes emerged
from the data in telling, describing, and recording their experiences of being a foreign
student
Research Instrument
The primary tool in this study was an interview guide in order to obtain
information about the experiences of foreign students in the University. All the
questions in the interview guide were designed to gather relevant information to answer
the statements.
23
Discussion and Interpretation
The discussion of data was supplemented with the narrative discourses of the
participants with its translations. These responses were interpreted through graphic
organizers showing the major themes, sub-themes and sub-sub themes which manifest
the commonalities being examined from their responses. The analysis of findings was
supported with related literature and studies.
24
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the interpretation and analysis of the participants’ responses
to the questions asked by the researchers.
Major Theme 1: Valuable Learnings from Filipino Community

The following are the narrative discourses of the participants pertaining to their
valuable learnigs from Filipino community. These include sub-themes such as self-
improvement and cultural awareness.
Figure 3. Major Theme 1: Valuable Learnings from the Filipino Community
Sub-theme 1. Cultural Awareness
“... because I now understand the culture and I’m open with it.”
- Pink
“I can understand more about Philippines’ culture.”
25
- Red
Based on the verbatim above, two (2) out of five (5) participants agreed that they
became culturally aware when they are staying here in the University. One said that she
now understand the culture of the Philippines and is open for it while the other one said
that it is because of his Filipino classmates, he is able to understand the culture of this
country.
Irene Teh (2011) shared in her study that she still recalled memory of transitions
during her first few months of living in the new country. She was introduced to new
colloquial phrases, new food flavours to tantalise her taste buds, different ways of doing
things, and different values embraced by the local society. Those experiences helped
shape her understanding of “culture”. As an international student, she was also
immersed in a community of multi-national students who hailed from various other
countries. She began to formulate the idea that people from different countries have
different social behaviors which are unique to the respective peoples.
Sub-theme 2. Self-improvement
“Well it make me more mature, to be honest I never imagined myself that I will
be matured that much.”
“I understand and I know what to say or not to say, so, it’s fun.”
- Pink
“I understand in the lecture recently.”

- Yellow
“When I.. when I was in Korea, I can’t speak English even a short sentence but now..
I can speak English.”

- Blue
“It helps me to get more teaching skills.”
26
- Red
Based on the narratives above, four (4) out of five (5) participants said that they
improved personally upon their stay in the Filipino community. One said that she
attained maturity upon staying in the university. The others stated that they learned a lot
in different aspects of their life that made them improve as an individual.
According to World Minded Team (an organization that advocates personal
development around the world) , self improvement is the ongoing classes of
understanding and developing yourself in order to achieve your fullest potential.
Personal development is a vital part in a person’s growth, maturity, success, and
happiness. It is the foundation of emotional, physical, intellectual, and spritual health.
Personal growth is conceptualized as the phenomenological experience of
selfdirected growth, which has been found to be related to positive functioning. (Geise,
A., 2008)
Major theme 2: Challenges and Difficulties

The following are the narrative discourses of the participants pertaining to the
challenges and difficulties they had encountered as foreign students in the university.
These include sub-themes such as cultural gaps, prejudice, language barrier, self-
dependency and emotional distress.
27
Figure 4. Major Theme 2 : Challenges and Difficulties
Sub theme 1: Cultural Gaps
“I become embarrassed about someone asking me in the class do you have actually
something to borrow so I move my eyebrows [moving eyebrows up and down] as NO!
This mean No in my culture, and then she said ‘can I have it?’ And I was like that No, I
don’t have because I was saying to avoid English and I didn’t know English when i
came here. So I did was the eyebrows things (as) No, I don’t know then, they get as yes,
and it so... so... embarrassed and the people said oh! she didn’t want to give us even
she had, but in reality I really [don’t] know this sign (eye brows move up and down)
means yes in your culture.”
“In our culture when someone eating chips or eating anything, when they ask you if
you want, it’s not good to accept in the first time. So you’ll be like, oh!, no, and then
they go, and I wait for the second time to come and ask but no one ask.”
- Pink
28
“In school, foreign student need some help. We don’t know much about the school life
in the Philippines.”
- Red
Based on the above narratives, all of the participants said that they had
encountered unpleasant experiences as foreign students in the university. Two (2) out of
five (5) participants experienced cultural gaps. One said that she had a problem with
regards to body language and cultural misunderstanding. The other one said that he does
not know much about the school life here in the country.
Cultural differences may be a contributing factor to students' perceived feelings
of isolation. Participants spent little or no time on social activities; participants were
more comfortable making friends with persons of similar faith or persons from their
geographic regions. (Wa-Mbaleka, S. And Joseph, N.,2013) It is because different
ethnic groups hold different beliefs, values and norms, which influence their behaviors,
actions, thinking and interactions with their surroundings (Najeemah, 2008 as cited by
Hashim, A. et. al (2015)
Sub Theme 2: Prejudice
“.. people that they judge like something you’ll use what they knew culture is normal
but people feel and emphasized normal and they be like, oh, I got the word she’s so
‘maarte’ but am know that I am so kind but people keep taking the image am being
‘maarte’ but in reality am not. It just how... like that’s how i am but when people get
to know me well do not, oh!, they got the wrong image. People keep judging me
everything I do.”
29
“They will say oh, she’s too rude, she didn’t say thank you.., because I am waiting for
the second time to ask me so I can eat...”

“I don’t know saudi arabia, and I never been there, I never liked that country at all,
at all. So because some the teacher’s are been to saudi arabia as nurses, so I don’t
know what type of experiences they been, having they hate the nation there, so when
I came ‘there’s an arab, oh, because we know, we know you...(pertaining to the
people in Saudi Arabia) I am be like, wait i’m even not from a gulf city, we are really
far from them, my culture is not even the same, I told them I came from u.a.e or abu
dhabi for 8 years but was not able cope up with the native people, there only there I
have only with my family, only in the class then after that no more, I wasn’t able to
cope up the way their personality, the way they talk is completely different, so I came
here to Philippines, people keep judging me everything I do..”

- Pink
“we looks like.. our figures like so bad and so quiet.. so serious but in spite all of that
we are so friendly and we like talking.”

- Yellow
In the above naratives, two (2) participants identified another difficulty or
challenge that they encountered which is prejudice because of their culture and
personality. They dealt with stereotyping and judgment regarding their personality
without concrete basis.
According to Feagin and Eckberg (1980), prejudice is motivated by the
preference of one’s own group, class or race over those outside of the group.
Prejudice is also seen as a major factor in the perpetration of discrimination
towards others. It was also mentioned that much prejudicial action is
30
conscious, and that racial discrimation translates directly from the conscious
actions of prejudiced person.
Sub Theme 3: Language Barrier
“I’m not fluent the language so I can’t understand people speaking tagalog, I can
say some terms people are using a lot, small terms, I can use them a lot but as i
speak it at best tagalog I don’t. i didnt know english at the begining.. I was saying to
avoid English and I didn’t know English when I came here.”

- Pink
“There is so a one problem.. even we.. both of us can speak in English but.. something..
something that feelings or something what I want to say.. we cannot say there right? It’s
actually because you guys have your own language and us we have own language
alright? Sometimes, we cannot easily explain in speaking Korean or for you Filipinos.”
“.. but the other way, the person cannot speak English.. I mean the student, they never
approach me. Maybe afraid of speaking English, I guess.”

“..almost professors using Tagalog.. so it’s really.. that’s why.. it’s really hard to
understand the study and the lectures.”
- Yellow
“When I’m studying first time? Oh! I can’t stand what they said because they also speak
in Tagalog, so I’m really confused.”
- Blue
“When I studied there, the problems that I had to deal was a language. Because I can’t
speak Tagalog.”
- Red
31
“I have problems with words in Tagalog .. how can I interpret the way the teachers
talk.”
“There are many problems but most of it are.. they are having problems to speak with
me by English.”
- Green
Based on the narrative discourses above, all of the participants agreed that they
experienced language barrier in different ways. Two (2) participants had difficulties in
understanding and communicating in both English and Tagalog language. On the other
hand, three (3) participants said that they had problems in dealing with Tagalog
language alone.
Murat Tas 2013 in his study “Challenges of Adjustment to University Life in the
U.S.” and Sicat, R. 2011 study “Foreign Students’ Cultural Adjustment And Coping
Strategies” conducted in Tarlac State University said that language is the most
frequently reported barrier to adjusting to U.S. university life as well as in the
Philippine context. The common problem of the international students was their
inability to understand the lessons in language foreign to them or in accent different
from theirs.
Sub theme 4: Self-dependency
“The most important you don’t have be here.. no one your by yourself, having your life
by yourself, since you got use to lived with your parents they who provide for you do
32
everything, so you dont need to involve. Suddenly, I be in a country responsible for
everything. So it was tough. First of all, the school.. homesickness..”
- Pink
In the above verbatim, the participants identified self- dependency as one of
their difficulties and challenges as foreign students. Only one (1) from the five (5)
participants shared that she had to live alone in order to pursue her education here in the
Philippines because all of her family members were residing in their native country.
Homesickness was so much of a source of sadness. (Sicat, R. 2011) Because
family is one of our comfort zone, living alone in a foreign place is really a big
challenge for every foreign students. Cultural differences may be a contributing factor
to students' perceived feelings of isolation.
Sub Theme 5: Emotional Distress
“I cried. I got a lot of depression. I really go that severe for in three days or week
that I cried for no reasons, like I just not in the mood...”

- Pink
“... that I have some ‘boring sickness’. I got bored with my classmates. Because
sometimes when I’m speaking too much English, behind my back they are making fun of
me.”
- Green
33
Based on the verbatim above, two (2) participants agreed that they experienced
emotional distress. One shared that she had been through depression state. She had been
with this severe depression for three days and she cried for no reasons and the other one
said that he developed boredom interacting with his classmates because he was avoided
because of speaking too much English.
Tas, M (2013) pointed out that stress among the international students increased
by being in an unfamiliar culture at the same time being surrounded by challenges of
communication and language. Furham, A. (2012) highlighted the concept called the
culture-distance concept, which states simply that the absolute amount of difference or
distance (defined both objectively and subjectively) between a foreigner’s own and the
host culture is directly proportionally related to the amount of stress or difficulty
experienced. Also, Rienties, B. et. al., 2011 stated in his study that several groups of
international students experience considerable amounts of stress while adapting to the
culture of the host-institute.
Major Theme 3: Coping Mechanisms
The following are narrative discourses of the participants pertaining to their
coping mechanisms in the experiences they encountered. These include sub themes such
us individual accountability, social responsibility, self- regulation and adjustment
support.
34
Figure 5. Major Theme 3: Coping Mechanisms
Sub Theme 1: Individual Accountability
“Actually at the first time, I asked them ‘would you please say it once again?’
Uhm.. I just ask my classmates that speak English very well. I ask after class.”
-Yellow
“In the classes, some teachers and students helped to translate it.”
- Red
Based on the narratives above, two (2) out of five (5) participants have
individual accountability as a coping mechanism to their experiences encountered. Both
35
of them shared that they asked other people’s help for them to understand the lessons
and discussions in the class.

Different studies of different researchers show that students reach out to the
university and larger community to help them solve problems. For example, students
use the international office, trusted academic advisors, international student clubs, and
academic services, such as the writing center, computer labs, and tutoring services
(AlMubarak, 2000; Zhou, Frey & Bang, 2011 as cited by Gebhard, J., 2011)
Sub Theme 2: Social Responsibility
“I’m having a tutor.. Tagalog and English. The tutor told me.. word.. Tagalog word
and English grammar.”
-Blue
“I tried to have tutor. Some of them were my classmates. They have been so worried
that i won’t pass in filipino subject especially but they help me a lot.”
- Green
On the above narratives, two (2) participants identified social responsibility in
response to the experiences they had been through. Both of them stated that they were
given assistance by other people, especially through the help of tutors, be it a private
one or a classmate.
An essay written by Joshua Becker entitled “The Benefit of Helping Others”
stated that when we offer to help someone else, they benefit. But so do we. Because
helping others brings out many of the positive characteristics we desire to be true of
us. A study conducted by Gebhard, J. (2011) stated that students found support
36
through international student organizations, at writing and learning centers, and with
professors, foreign student advisors, classmates in study groups, home stay families,
and other international students.
Sub-Theme 3: Resilience
“Trying my best to be optimistic..”
“It’s ok <Pink Name> tomorrow is a new day it’s ok, it’s ok, and that’s on how I
move on...”
-Pink
Based on the above narratives, only one (1) out of five (5) participants identified
resilience as a response in her experiences. It is according to her that she motivates
herself to be optimistic in order to move on and continue his journey in the university.
Self-motivation is a process wherein a person develop ways on how to keep his
or her self motivated at all times despite challenging times and without direct help from
other people. Experts say that self-motivation is a very important factor in a person's life
because this will help him or her see things in a positive way. This will also enable him
or her to overcome challenges by developing an attitude that could withstand trials and
failures. If one is able to develop a good outlook in life, everything will start falling into
their proper places. In fact, he or she might even be surprised of the things that were
able to accomplished in that span of time. (Excerpt from an essay entitled “How Self-
Motivation can Create a Positive Impact on Your Life”)
Sub Theme 4: Adjustment Support
37
“They are so kind.. they’re good.. they’re nice.. Actually we have a student visa. We
have to.. we have to extend that by one year or two years. So.. but the registrar..
workers.. really effort to extend our visa.. really one to two years. So I really appreciate
their kindness also. Even that’s not their own work, that’s our work right? But they
really do effort. Yeah..
“They are so kind. So kind, really. More than Korean, I think. And they are so.. I mean..
even they met me the first time, they were actually like close something like that. So.. I
appreciate their kindness.”
“That time, more student or teachers or professors spoke in English.”
-Yellow
“They’re so kind. Actually, Philippines’ people are so kind like that... Actually, my
personality is too shy type but the all of my student.. classmate ahm.. talk to me. So
comfortable.. like they talk to me about exam, about our topic, something like that.”
- Blue
“I had great time there. I learned many things from teachers and classmates.They
were always kind to me. In English classes, I studied grammar, reading, writing, and
how to teach students.”
- Red
“Everybody is too kind to me.”
- Green
38
With regards to the above narratives, four (4) out of five (5) participants agreed
that they had pleasant experiences in the university. All of them said that they enjoyed
the privilege of assistance from the teachers, classmates and even from their tutors and
they were able to adjust much easier to their new environment. They identified Filipinos
as kind people who have a will and a heart to help and support them along the way.
A student from Taiwan shows how she worked through her academic problems
with the help of a study group. There were a mixture of American and international
students in her MBA program and classes were small. During the first few weeks she
could hardly speak at all. She highlighted, “Most students spoke a lot. But, I just sat
looking down at my notebook… I felt so upset .” She also explained her problems with
reading: “Each professor assigned several chapters from several different books for us
to read before each class. I struggled to complete all reading before each class.”
Likewise, she struggled with writing assignments: “We had to write bi-weekly papers in
my basic introduction to business course. I spent many hours writing the first paper.
But, I got my paper back from the professor with (a) low grade…It made me very upset.
I even cried on my way to my apartment.” But, she didn’t give up. Instead she asked an
empathetic American student in the MBA program to help her. The American told her
that she had a study group with two other American students, and she invited the student
from Taiwan and another international student to join them. (Gebhard, J., 2011)
39
Major Theme 4: Needs as a Foreign Students
The following are narrative discourses of the participants pertaining to their
needs as foreign students. Sub-themes include social interaction, respect for cultural
diversity and knowledgeable assistants.
Figure 6. Major Theme 4: Needs as a Foreign Students
Sub-Theme 1: Social interaction
“But if you guys want to help us that.. actually.. our all Koreans are not bad. So please
approach us and try to be close.”
“Actually, not all professors.. almost professors using Tagalog.. so it’s really.. that’s
why.. it’s really hard to understand the study and the lectures and something like that.
So I really hope.. that they gonna speak in English.”
-Yellow
“Ahm.. I think just talk to us first so we can closely to each other.”
40
- Blue
“...the teachers have to not speak tagalog fluently if there is a foreign student. They
have to adjust a little bit. And some.. tutorials for different students..”
- Green
From the above narratives, three (3) participants agreed that there is a need
of social interaction between them and the Filipino students. All of them said that
Filipinos may talk to them and communicate more so that they can build close
relationships. They also added that Filipino teachers may somehow lessen the use
of Filipino language in communicating with their students. They may adjust a little
bit for the sake of better understanding and communication among the foreign
students.
This is supported by the study of Hashim, A et. al (2011) stated that positive
social interaction is a vital aspect of maintaining a harmonious condition. Based on the
functional theory, since the school is the first place where students meet, the students
need to play their role in accordance with the demands of their school and society,
socializing and cooperating with peers to maintain harmony. Foreign students need
someone to communicate with so that they can share their thoughts, feelings, and
concerns.
41
Sub-Theme 2: Respect for cultural diversity
“Just when you meet a foreigner do not judge immediately even if an action happened
always (think) but first oh, it is different culture, different behavior, do like, yah!, that is
only thing that happened is people judging and even if you get meet a person.”
-Pink
Based on the above verbatim, only one (1) participant identified respect for
cultural diversity as a need of a foreign student in the university. It is according to her
that people should not judge immediately a foreigner like her. Even though there is a
difference in culture and behaviour, judgements must be refrained. This individual
theme emerged from the narratives emphasized that foreign students came from
different cultural background really need acceptance and respect from other people who
have different cultural orientation.
In one UNESCO forum, Thomas (2004) further elaborates the cultural mission
in light of the urgency caused by globalization. “One of the principal tasks facing the
future of higher education, especially in the emergent economies of the world, is to
achieve an acceptable, integrated yet dynamic balance between new knowledge
cultures, and existing cultural knowledge, (including local or indigenous), so that
cultural identities and societal continuity can be maintained and enriched, the catalyst
for the enrichment being globalisation and internationalism. (p. 3)”
To strike the balance suggested by Thomas (2004), institutions of higher
learning have a vital part to play to transmit their respective national culture, and to
42
promote appreciation of cultural diversity to the students knocking on their doors. A
strong sense of cultural identity coupled with intercultural sensitivity becomes an
important life skill as more and more people are crossing cultural borders each day. (As
cited by Teh, I., 2011)
Sub-Theme 3: Knowledgeable Assistants
“I think school should need assistant who knows about foreign students well and can
help them anytime they need a help. And school need more teachers who have a lot of
experiences in the field.”
- Red
Based on the narratives above, one (1) out of five (5) participants stated
that knowledgeable assistant is one of the needs of a foreign student in the
university. They need someone who can support and address their needs fully. It
should be knowledgeable and competent.
The study of Andrade M.S. (2006) about the adjustment factors of international
students in English-speaking universities stated that international students in institutions
of higher education in English-speaking countries make valuable educational and
economic contributions. For these benefits to continue, universities must become more
knowledgeable about the adjustment issues these students face and implement
appropriate support services.
43
There are four (4) major themes emerged in the study. These were the valuable
learnings from Filipino community that were identified as cultural awareness and self-
improvement; challenges and difficulties encountered as foreign students with sub-
themes cultural gap, prejudice, language barrier, self-dependency and emotional
distress; coping mechanisms such as individual accountability, social responsibility,
resilience and adjustment support; and concerns and needs to be addressed as a foreign
students indentified as social interaction, respect for cultural diversity and
knowledgeable assistants, the figure on the next page shows the summary of the themes
in the study.
44
Figure 7. Themes Emerged in the Study
CHAPTER 5
SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS
FOR THEORY, RESEARCH AND PRACTICE
This chapter presents the summary of findings, conclusions and the
recommendations of the study conducted.
45
Summary of Findings
Regarding their valuable experiences as foreign students in the University.
Two (2) out of five (5) participants agreed that they became culturally aware when they
are staying here in the University. Four (4) out of five (5) participants said that they
improved personally upon their stay in the Filipino community. One said that she
attained maturity upon staying in the university. The others stated that they learned a lot
in different aspects of their life that made them improve as an individual.
With regards to their difficulties and challenges as foreign students. Two (2) out of
five (5) participants experienced cultural gaps. Two (2) participants encountered which
prejudice in their culture and personality. All five (5) participants agreed that they
experienced language barrier while in the university while only one (1) from the five (5)
participants shared that she had to be dependent to herself because of the absence of her
family. Lastly, two (2) participants agreed that they experienced emotional distress.
Based on the discourses of the participants with regards to their coping
mechanisms as foreign students. Two (2) of them agreed in individual accountability as
response. Both of them said that they have to ask for assistance in their teachers,
classmates and other staff in order to attain understanding in many things in the school.
Another coping mechanism identified by the participants is social responsibility. Two
(2) of them agreed in this one. They shared that they were given some help by their
classmates and teachers along their educational journey in their respective colleges. One
(1) out of five (5) participants identified self-regulation as a response to her experiences.
It is according to her that she motivates herself to be optimistic in order to move on and
46
continue his journey in the university. And four (4) out of five (5) participants agreed
that they received adjustment support from the Filiinos. All of them said that they
enjoyed the privilege of assistance from the teachers, classmates and even from their
tutors and they were able to adjust much easier to their new environment.
Regarding their needs to be addressed as foreign students. Three (3) participants
agreed that there is a need of social interaction between them and the Filipino students.
Only one (1) participant identified respect for cultural diversity as a need of a foreign
student in the university. It is according to her that people should not judge immediately
a foreigner like her. And one (1) out of five (5) participants stated that knowledgeable
assistant is one of the needs of a foreign student in the university. They need someone
who can support and address their needs fully. It should be knowledgeable and
competent.
Conclusions
In the light of above summary of findings, the following conclusions were
drawn. Going abroad to pursue education is a risk. It calls for a lot of adjustments and at
the same time good interaction with the people in the host country. Being in the new
environment, sojourners (foreigners) may encounter different experiences that can make
their stay meaningful or not.
Here in the Philippines, foreign students were able to acquire valuable learnings
that helped them feel at ease upon staying especially in Wesleyan University-
47
Philippines. But it is the reality that there is a difference between the sojourners and the
people in the host country so there are challenges and difficulties that aroused along
their way. It may include the most common problem which is language barrier.
Despite of those difficulties and challenges they had been through, foreign
students responded positively about it. It is also a fact that their burden was lessen
because of the helping hands of other people. One good thing is that Filipinos offered
foreign students assistance as they are continuing their educational journey in Wesleyan
University- Philippines. They are the ones who played an important role in the survival
of the foreign students in the university. And it is also through the effort of the foreign
students themselves to approach somebody for help because in a place where there is a
big indication of differences, an individual can only lean to himself.
Upon entering the university, especially a foreign one, there are needs that
foreign students like them may have. Some of those were identified in their discourses
above. Those needs if addressed can help them a lot to continue and excel in their
tertiary education pursuit.
Recommendations
The following recommendations were formulated based on the narratives of the
participants.
48
1. The university through the Office of Student Affairs may design a program and
propose policies for foreign students.
2. The family, friends and loved ones of the foreign students may give continuous
encouragement and moral support to their children especially in their educational
journey in the Philippines.

3. All foreign students who are experiencing problems and struggles in their university
life may use it as an inspiration that will lead them to success.

4. The teachers and staff may continue to assist the foreign students in addressing their
needs in the future.

5. The administration may create educational initiatives to meet the needs of the
changing student body and promote intercultural sensitivity among every student in
the university.
6. The Filipino students studying in Wesleyan University- Philippines may remove
prejudices and interact with the foreign students to build good relationships.
7. Future studies may be conducted regarding foreign students and the findings may be
published.
Implication for Theory, Research and Practice
This study about the experiences of the foreign students in the Philippines implies
that studying abroad is not without its challenges and a range of adjustment issues that
can impact on the international students’ study and overall experience. (Khawaja and
Stallman, 2011). Because they were new to the environment and vast culture of the host
country, they were experiencing problems as foreign students. They may feel isolated
because of unfamiliarity to the new culture are often misunderstood because of their
difference in culture. But in contrary, foreign students in the Philippines encountered
49
pleasant experiences as well that overcome this endeavours as they were exposed and
engage to the new environment, they have adjusted through the help of peers and and
their teachers
Researchers shown various experiences of foreign students as they journey their
life in studying to a foreign country with differences in language, culture and behavior.
Their needs as foreign students. Their random experiences with the people around them.
Their relationships with them. The changes happened to them as they respond to the
needs and experiences that they had as they continue their educational journey here in the
University. Further research must be undertaken to determine the extent of these results.
The phenomenon of the lived experiences of foreign students is happening in
Wesleyan University-Philippines. They gained experiences that brought changes to their
lives. Teachers, and School Administrators must be aware of these foreign students and
how are they going to help them more as they continue their university life here in our
alma mater.
50
BIBLIOGRAPHY
Angelidis, John., Chao,Chiang-nan., Hegarty,Niall., and Lu, Victor F., “Chinese

Students’ Motivations For Studying In The United States.”, 2017, St. John’s
University, USA.Retrieved from:https://files.eric.ed.gov/fulltext/EJ1129138.pdf
Banham, Heather and He, Yunke., “International Student Academic Performance: Some
Statistical Evidence And Its Implications”., 2009, Okanagan College,
Canada.Retrieved from: https://files.eric.ed.gov/fulltext/EJ1052845.pdf
Bashir, Shahid., Hussain, Rai Imtiaz., Sabbar,Sabbar Dahham., and

Zeeshan,Muhammad., “Foreign Students’motivation For Studying In
Malaysia.”, 2013, International Journal of Asian Social Science, 3(3):833-846,
Malaysia.Retrieved from: http://www.conscientiabeam.com/pdf-files/soc/1/ijass
%203(3)%20833-846.pdf
Bayanova L. and Khabutdinova M.,“Norms And Values Characteristics Of Students In

A Foreign Cultural Environment”., 2013, Kazan Federal University, 420008,
Kremlevskaya 18, Kazan, Russia.Retrieved from:
http://dspace.kpfu.ru/xmlui/handle/net/100083
Beausaert, Simon., Bart, Grohnert., Kommers, Piet., Niemantsverdriet, Susan., and

Rienties, Therese.,“Understanding Academic Performance Of International
Students: The Role Of Ethnicity, Academic And Social Integration.”, 2011,
Netherlands Retrieved
from:https://link.springer.com/content/pdf/10.1007%2Fs10734-011-9468-1.pdf
Becker, J., “The Benefit of Helping Others”, Essay, Retrieved

from:https://www.becomingminimalist.com/offer-to-help/
Furham, Adrian., “Culture Shock”., 2012, University College London, UK. Retrieved
from:http://www.revistadepsicologiayeducacion.es/pdf/70.pdf
Garza, Esther., Guzman, Norma., and Wu, Hsiao-ping.,“International Student’s

Challenge and Adjustment to College.”, 2015, Texas A&M University-San
Antonio, San Antonio, TX 78224, USA,Texas A&M University-Kingsville,
Kingsville, TX 78363, USA.Retrieved from:
https://www.hindawi.com/journals/edri/2015/202753/
Helgeson, Lars PhD, Kingsbury,Cheryl PhD, Telbis, Nicola Miky PhD., “International
51
Students’ Confidence and Academic Success.”, 2014, University of North

Dakota, USA.Retrieved from:https://files.eric.ed.gov/fulltext/EJ1054787.pdf
Joseph, Nadine A. and Wa-mbaleka, Safary., “International Students’ Isolation in the

Philippines: Causes, Effects and Coping Strategies.”, 2013, Adventist
International Institute of Advanced Studies. Retrieved from:
https://www.researchgate.net/publication/261993154
Khawaja, Nigar G. and Stallman, Helen., “Understanding The Coping Strategies Of

International Students: A Qualitative Approach”., 2011, Queensland University
of Technology, Brisbane, Australia © Cambridge University Press, Australian
Journal of Guidance and Counselling, 21(2), pp. 203-224.Retrieved from:
https://eprints.qut.edu.au/46641/1/46641S.pdf and
https://eprints.qut.edu.au/46641/
Oatey, Helen S. and Xiong,Zhaoning.,“Chinese Students’ Psychological and

Sociocultural Adjustments to Britain: An Empirical Study”., 2006, Language
Centre, University of Cambridge,United Kingdom.Retrieved from:
http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.535.7187&rep=rep1&type=pdf
Sicat, Rodrigo M. Ph.D., “Foreign Students’ Cultural Adjustment And Coping

Strategies.”, 2011, Tarlac State University, Tarlac City, Philippines.Retrieved
from: http://www.ipedr.com/vol5/no2/74-H10195.pdf
Snape, Divya J., Todman, John., Topping, Keith., and Zhou, Yuefang.,
“Theoretical Models Of Culture Shock And Adaptation In International Students
In Higher Education.”, 2008, University of Dundee, Scotland, United Kingdom.
Retrieved from:
http://srhe.tandfonline.com/doi/pdf/10.1080/03075070701794833?
needAccess=true
Tas, Murat., “International Students: Challenges of Adjustment to University Life in the

U.S.”, June 26, 2013, International Programs, University of the Incarnate Word,
San Antonio, USA.Retrieved from:http://dx.doi.org/10.5296/ije.v5i3.3481
Teh, Irene., “International Student Cultural Experience: A Case Study Of The Noho
Marae Weekend.”, 2011, Auckland University of Technology, Australia.
Retrieved
from:http://aut.researchgateway.ac.nz/bitstream/handle/10292/1216/TehI.pdf;jse
ssionid=38994D64AE812D6E5AAF01E8D8DEC1D1?sequence=3
52
Win, Ni Lar., et. al. “A Study on Academic Performance of International Students”.,

2015.Retrieved from:https://link.springer.com/chapter/10.1007/978-981-287-
399-6_9
“How Self-Motivation can Create a Positive Impact on Your Life?.”, Essays, UK.
November 2013., Retrieved from https://www.ukessays.com/essays/personal-
development/self-motivation.php?vref=1
53

Lived Experiences of Foreign Students in Wesleyan University Philippines

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lived Experiences of Foreign Students in Wesleyan University Philippines

Uploaded by

Copyright:

Available Formats

WESLEYAN UNIVERSITY – PHILIPPINES

THE PROBLEM AND ITS SETTING

some physical, emotional and mental preparations to be able to succeed in studying

be it physical, psychological and environmental or social factors that affects their

who viewed this challenge in a positive perspective.

of culture shock. It is the collective impact of such unfamiliar experiences on cultural

travellers (foreigners) in general. (Zhou, Y. et. al,2008) Cultural diversity promotes

whatever they are doing. (Furham, A.,2012)

students. As stated in the philosophy of Behaviorism in education, the environment,

interaction and culture adaptation.

researchers to conduct this study. Philippines is known to be a destination for the

education in the hands of Wesleyan University- Philippines, it is a must to help, support,

Statement of the Problem

students in Wesleyan University- Philippines.

Specifically, the study sought answers to the following questions:

Figure 1. Conceptual Paradigm

Each sojourners (foreigners) have their own reasons of choosing a foreign

country in pursuit of their study. Being in a country with a different cultural

Scope and Delimitation

primarily on the lived experiences of the foreign students in Wesleyan University-

the suggestions to improve their conditions.

Significance of the Study

This study will benefit the foreign students in Wesleyan University-Philippines

would give importance to the following:

Enrolled Foreign Students. They will have an opportunity to share their

with their challenges.

Foreign Students who are planning to study in Wesleyan University-

studying in the foreign country.

Professors and Instructors. They will be responsive to the needs of their

teaching and learning process more meaningful for them.

School Administration. They will be aware of the concerns of foreign students

studying in the University and further support be given.

their future studies regarding foreign students.

Adjustment Support. It refers to giving assistance to someone (especially to foreign

Cultural Awareness. It is their understanding of the differences between themselves

Cultural Diversity.This term refers to the existence of a variety of cultural or ethnic

groups within a society.

mutual understanding or relations. Such differences include the values, behavior,

education, and customs of the respective cultures.

Emotional Distress. A negative emotional reaction—which may include fear, anger,

anxiety, and suffering—endured/experienced by the victim of a tort, for which monetary

damages may be awarded.

here in the Philippines, specifically in Wesleyan University- Philippines, to pursue their

performance and learning.

Knowledgeable Assistant. It is an intelligent and well-informed person who helps in

particular work. (in foreign students)

Language Barrier. A figurative phrase used primarily to refer to linguistic barriers to

communication, i.e. the difficulties in communication experienced by people or groups

speaking different languages, or even dialects in some cases.

Prejudice. It pertains to an adverse opinion formed without just reasons or before

Self Improvement. Pertains to the improvement of one's knowledge, status, or

character by one's own efforts.

Social Responsibility. A duty that every individual has to perform so as to maintain a

balance between the immigrants and the local people.

Resilience. It is the ability to become strong, healthy, or successful again after

something bad happened.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter concludes a summary of literature and studies conducted or

background and foundation on the conduct of the study.

Struggles experienced by foreign students

academically and socially. Furthermore, several groups of international students

“culture shock”. It is the collective impact of such unfamiliar experiences on cultural

travellers (foreigners) in general.