Best Practices in Teaching International Students in Higher Education: Issues and Strategies

Feature Article
Best Practices in Teaching

International Students in
Higher Education: Issues and
Strategies
ALEXANDER MACGREGOR
GIACOMO FOLINAZZO
Niagara College
Regardless of their level of academic preparedness, international

students face distinct challenges that arise from language issues
as well as ones of a personal and social nature, all of which can
lead to frustration and failure (Bossio & Bylyna, 2006b). This arti-
cle discusses an online survey carried out in a Canadian college
that identified academic and sociocultural issues faced by interna-
tional students and highlighted current or potential strategies
from the input of 229 international students, 343 domestic stu-
dents, and 125 professors. Findings reveal that counterproductive
behavior may obstruct academic achievement and communica-
tion, and there is evidence of disagreement about international
students’ academic strengths. A disconnect between participants
was also found regarding academic expectations. Moreover, find-
ings reveal that English language abilities are not the sole hin-
drance to academic success. Responses highlight the need for, and
list steps toward, a more proactive and continual pedagogical
evolution for faculty and postsecondary institutions to enhance
the academic experience and success of international students.
doi: 10.1002/tesj.324
As the number of international students (ISs) seeking education 1
in Canada increases because they feel that Canadian education is

of higher quality (Akanwa, 2015) and is more attractive (Xu, 2015),
1
For the purposes of this research, we define international students as those nonnative speakers of
English in Canada either as landed immigrants or on a study permit (although it is recognized that
the two groups of nonnative speakers have different backgrounds, skills, and similarities); domestic
students are defined as native speakers of English with Canadian residency.
TESOL Journal 0.0, xxxx 2017 1

© 2017 TESOL International Association
ongoing research tracking IS issues in postsecondary institutions
has become vital. The rapid globalization of college and university
campuses requires institutional and academic expectations and
reactions to evolve; in fact, host institutions need to provide more
resources and support services to address IS needs (Akanwa,
2015). Postsecondary institution administrators and educators
want and need to know what can be done to accommodate ISs on
campus and in their classrooms so that the assistance they provide
is based on empirical evidence. Ultimately, as Grayson and Stowe
(2005) have found, the problems ISs deal with are reflected in their
grades, and the perception is that this is due to a lack of language
ability. This study addressed the following research questions:
• What are the challenges that international students face during their studies
in English-language postsecondary institutions?
• What are the differences in perceptions of these challenges among profes-
sors, international students, and domestic students?
• What can professors, institutions, and students themselves do to promote
the academic success of international students?
BACKGROUND
Canada’s international education strategy is to double, from
225,000 (2014) to 450,000, the number of international students and
researchers in Canada by 2022. The benefits of this plan include
creation of 86,500 new jobs, reduction of skill and labour
shortages, and inprovements to the economy of $10 billion
annually, because international students pay close to $20,000 per
year, 3.5 times more than their full-time Canadian undergraduate
counterparts. It is anticipated that 111,171 of these students will
come to Ontario’s postsecondary institutions and create 29,970
new jobs (Foreign Affairs, Trade and Development Canada, 2014).
With the influx of international students, institutions and the
students themselves are pushed to adapt. From the first semester,
ISs need to be self-motivated and autonomous (Johnson, 2008),
even as they may not be attending lectures on Canadian college
and university campuses with the same skill set and academic
background as their domestic peers, which may cause ISs to lose
confidence in the academic abilities they do have (Yang, Salzman,
2 TESOL Journal
& Yang, 2015). The findings discussed here describe the issues,
which are commonly framed in terms of (lacking) language skills,
but are rooted more in cultural and academic background. Many
of these issues are also experienced by native English speakers.
Skill Area Weaknesses Perceived as Language Issues

Research published in Ontario by Colleges Integrating Immigrants
to Employment (CIITE) indicates that if students do not have
knowledge of the technical terms used in a program, they are
unable to follow the course readings. CIITE researchers also
observed that ISs have difficulty keeping up with reading load,
following the organization of a text, synthesizing, applying
concepts from text to case studies (Samboo & Iveson, 2006), and
with the nature of readings (Grayson & Stowe, 2005). Lexical
misunderstandings may also occur as a result of in-class references
to North American culture, idioms, and movies (Samboo & Iveson,
2006). CIITE findings indicate that as they listen to lectures, ISs
have difficulty due to the speed of delivery and their own weak
note-taking skills. Aspects of IS problems understanding lectures
include the format, fast pace of delivery, and unfamiliar content
(Fagan & Troy, 2008). Other factors that compound ISs inability to
follow lectures include misunderstanding classroom instructions
(Bossio & Bylyna, 2006a) and lectures that stray from the textbook
(Grayson & Stowe, 2005). CIITE found writing to be a difficult skill
for ISs due to the complexity of writing formats, uncertainty about
the importance of grammar, and poor citation and reference skills
(Iveson & Samboo, 2006). ISs display problems editing their work
and misunderstand plagiarism (Samboo & Iveson, 2006). Some
adopt collaborative approaches to writing assignments (Lin &
Scherz, 2014).
Even when ISs are confident speakers, instructors feel that
many have problems with concepts and frequently need to ask for
clarification, which the students see as embarrassing (Bossio &
Bylyna, 2006a). Instructors have observed that ISs may be unable
to apply generalities to abstract expressions or to articulate
concepts sufficiently (Bossio & Bylyna, 2006a). Further studies
observed that ISs contributed little to group speaking activities
even when their English language ability is sufficient, and they
Teaching International Students: Issues and Strategies 3
often resorted to avoiding speaking entirely (Samboo & Iveson,
2006). Findings from CIITE research indicate that academic skills
such as in-class presentations are also an area of difficulty for ISs.
Many ISs read directly from PowerPoint slides and are weak at
defending their arguments in unplanned verbal exchanges
(Samboo & Iveson, 2006). In fact, these academic and
communication barriers exist even among ISs that have obtained
high TOEFL scores (Huang, 2006), although “taking and passing
TOEFL does not always translate into proficiency in the English
language” (Akanwa, 2015, p. 277).
Sociocultural Considerations
Although ISs develop their language proficiency and related
academic skills and engage in a Western academic context, they
may bring their own social and cultural history, with different
social and academic expectations. Students who have gone
through many years of non-Western educational settings, in which
course material is usually memorized and repeated, can feel very
uncomfortable expressing opinions in class or being critical about
the content presented. Because ISs tend to participate less in
discussions, it is in fact wise to “consider helping international
students feel like equal participants in the classroom setting”
(Collingridge, 1999, p. 126). Whereas many ISs are accustomed to
relying on memory to pass exams, in North American schools
critical skills are at the core of most teaching (Xu, 2015). Students
“used to passively following teachers’ instructions may feel
disoriented when they are asked to construct their own knowledge
or find the answers for themselves” (Xu, 2015, p. 10).
In the classroom, even ISs who meet language level
requirements may not speak up or participate because of a lack of
understanding of the course or lecture content. Many of them are
not used to actively expressing themselves and may even consider
it rude to do so, or may not have the ability to interrupt politely.
Female students from certain societies, for example, are reluctant to
contribute to classroom exchanges. ISs may be intimidated by host
nationals or may even be shy in their own language (Davies, 2007).
Many ISs feel that they are better supported and advised by relying
on each other than on institution officials and classmates
4 TESOL Journal
(Klomegah, 2006), compelling them to “serve as sources of strength
and encouragement to each other” (Akanwa, 2015, p. 280),
particularly as interaction with domestic students (DSs) and the
community is identified as a significant problem for them (Grayson
& Stowe, 2005). In addition, ISs have further difficulties because
they are nervous about speaking or they are unclear about teacher
expectations, so they lose opportunities and are hesitant to ask
questions (Bossio & Bylyna, 2006a), and they experience learning
shock—the feeling of unease and frustration with unfamiliar
learning and teaching methods and expectations (Xu, 2015).
Isolation and Adjustment

Isolation may occur as a result of personality rather than language
(Bossio & Bylyna, 2006a). Hemerik (2008) has observed that ISs
experience isolation and adjustment problems and fear of seeking
support. In addition, they experience adjustment and alienation
issues because they are not aware of the social rules and may lack
social skills (Chapdelaine & Alexitch, 2004). Poyrazli and Lopez’s
(2007) investigation involving 198 ISs indicated heightened levels
of homesickness and discrimination that led to potential
impediments in acculturation and adjustment to their new
environment, with negative effects on mental health. Any of these
phenomena can be dramatically overwhelming and even lead to
physical and mental health issues (Birchard, 2007; Centre for
Addiction and Mental Health, 2001).
Differences in Classroom Environment

In-class cultural issues can exist as a result of the classroom
environment itself. For example, adjusting to an environment
characterized by independent learning can lead to disorientation
(Li, Chen, & Duanmu, 2010). ISs were found by instructors to be
unable to participate effectively in role playing or even to
understand the purpose of role-play activities, often choosing to
work in their first language with speakers of the same language
group (Bossio & Bylyna, 2006a), which they feel is a more
academically beneficial comfort zone (Klogemah, 2006). The most
difficulty occurs in open discussion class formats where there are
many contributors; ISs indicate they are unfamiliar with the
demands of group projects (Iveson & Samboo, 2006) and are
sometimes rejected by DSs (Benjamin et al., 1983, cited in
Klogemah, 2006). Others indicate that discussion topics are
inappropriate, and their lack of cultural background and
knowledge of community restricts interaction; DSs dominate
group work, and heated discussions are uncomfortable (Bossio &
Bylyna, 2006a). Li et al. (2010) also found a reluctance of Chinese
students to participate in group discussions. In some Asian
countries, students are less likely to challenge teachers due to a
different view of the teacher’s authority (Lin & Scherz, 2014).
In an effort to describe the impact on ISs of skill area
weaknesses, sociocultural considerations, adjustment issues, and
differences in classroom environment, we used surveys to
investigate perceptions of international student participation,
performance, content understanding, and academic challenges.
RESEARCH METHODOLOGY
Design and Context

Table 1 summarizes the surveys identified in the literature review
outlined above in terms of number and type of participants.
Studies gathered data primarily from international students (ISs).
We believe that the vested interest of DSs and professors (Prs) is
significant, and it indicates a need for a 360-degree investigation
(three views). Online survey software was used to gather data,
and questions were derived from themes that emerged in the
literature review.
Student feedback is a valuable source of information to identify
current issues and to assess the effectiveness of the academic
environment. In order to elicit a high number of responses and to
ensure objectivity, participants answered a series of questions
anonymously. The questionnaire was preceded by an introductory
message expressing the importance for future action and the value
that the institution placed on their feedback. The framework of
Bartram’s (2008) investigation of IS needs (support priorities), which
examined sociocultural and academic needs and how they were
classified and ranked, inspired the design and organizational
concept for this survey.
6 TESOL Journal
TABLE 1. Background Studies
Participants
International Domestic
Study students students Professors
Chavajay (2013) 99 n/a n/a
Grayson & Stowe (2005) 1,415 n/a n/a
Hemerik (2008) 95 n/a n/a
Huang (2006) 78 n/a n/a
Klomegah (2006) 94 n/a n/a
Poyrazli & Lopez (2007) 241 198 n/a
Current study 229 343 125
This exploratory study adapted Hemerik’s (2008) six-step

method:
• consent form/letter
• demographic questions (gender, age, program, year, home language,
country)
• self-report questions (Likert scale responses)
• verbatim answers
• privacy guaranteed
• reward
Three survey questionnaires were designed, one each for DSs,

ISs, and Prs. For reference, questions are labelled as DS#, IS#, and
Pr# (i.e., question number 12 in the international students survey
is labelled as IS12). Table 2 illustrates the number and types of
questions. The surveys mirrored one another thematically and
categorically, and the questions included multiple choice, Likert
scale, open-ended with and without prompting examples, and
sentence completion (see Table 3). This variety of question types
TABLE 2. Number of Questions and Types
Open-ended/
Participant No. of No. of questions Multiple cloze/sentence
group questions and subquestions choice/Likert completion
International 53 67 45 22
students
Domestic 31 40 28 12
students
Professors 20 27 18 9

TABLE 3. Research Method
Area Question type
Participant consent Statement
Opt-out option
Demographic questions Multiple choice
In-class: participation, Multiple choice
understanding, Likert scale
comprehension, Open-ended
accommodations,
teacher talk, interactions
Outside the classroom: Multiple choice
social interactions, activities Likert scale
Open-ended
Strategies: suggestions Multiple choice
for improvement Open-ended
Privacy guaranteed Statement
Opt-out option
Reward Opt-in email address ballot
was intended to generate quantitative data, but at the same time

the survey presented strategic open-ended and “other” expansion
questions to allow for qualitative results as well. The similarity in
design of the three surveys allowed us to respond and obtain a
360-degree portrait of the current setting. (Please note that only a
select number of questions and responses were utilized as data for
this article. See the Appendix in the online supporting information
for a complete list of survey questions).
Participants were asked to complete the survey online via
Niagara College’s Blackboard learning management system for
ease of delivery and to ensure that they were Niagara College
students or professors. Before answering survey questions,
participants filled out a consent request, acknowledged a privacy
assurance, and agreed or declined to participate. The survey
instructions indicated respondents could skip any question at any
time, but encouraged them to answer all questions.
Quantitative data tabulation was possible through the use of
the college’s online form survey platform, Microsoft Excel
spreadsheets, and SPSS software. Data were analyzed for
frequency and percentage distribution, basic descriptive statistics,
and most frequent answers were summarized. We grouped
8 TESOL Journal
answers to open-ended question by themes that naturally emerged
from the data, and we reported on the frequency of appearance of
such themes. Surveys, rationale for the study, and research
questions were presented to Niagara College’s Research Board of
Ethics, and ethics clearance approval was obtained in writing.
Limitations
The study questions were designed to identify the challenges ISs
face and to elicit potential resolutions. The three survey
questionnaires polled ISs, DSs, and Prs for their viewpoints on the
same questions from their different perspectives. Because the
questions elicit participants’ personal perceptions and experiences,
there is a degree of subjectivity and inadvertent bias. Self-reported
data are not equal to actual measured and observed data; for
example, “students could be over-reporting their weaknesses”
(Johnson, 2008, p. 235). The three groups of participants answered
the same questions so we could explore different perspectives; for
example:
IS15: I participate in class by . . . (check all that apply)
DS8: How do international students participate in class? (check

all that apply)
Pr4: International students participate in class by . . . (check all

that apply)
• participating in group work

• asking questions
• giving opinions/comments
• helping classmates
• ISs don’t participate
• sharing my/their2 country’s view on the subject
• other
Demographics of Participants
When the survey was conducted, Niagara College had 1,005 ISs
(964 full time, 41 part time). Of this population, 229 (22.6%)
2
My on the IS survey and their on the DS and Pr surveys.

responded to the survey. The median demographic was 19–25
years old. Chinese speakers made up 25% of ISs input, followed
by Hindi (19%), Punjabi (19%), Spanish (16%), Russian (16%),
Korean (14%), Gujarati (10%), and 18 other languages representing
less than 10% each. Of the population of 8,993 DSs (7,413 full time,
1,580 part time), 343 (3.8%) responded, the median being 19–25
years old. Of the full-time staff population of 287 professors, 125
(44%) responded. Although the turnout from DSs was low, the
much higher turnout from ISs and Prs indicates awareness of their
vested interest in the follow-up to this research.
RESULTS
In order to quantify data and create charts to ensure ease of
readability, we categorized the open-ended question answers (43
open-ended questions on three surveys; 6,497 responses; 347
categories). We did not add or elicit categories in the questions,
but identified patterns in the answers and classified them
accordingly. For example, in response to open-ended question IS20
as to why students don’t understand in class, responses such as
technical words, difficult words, and some slang words I don’t
understand were categorized as vocabulary, I’m not paying enough
attention, I cannot totally concentrate, not interested, and not attentive
as lack of effort/focus.
The quantitative and qualitative data obtained from all three
groups of survey participants are organized thematically by IS
challenges and suggested strategies (for improvement).
Tables 4–27 illustrate views of the three respondent groups to the
same questions, providing a varied perspective.
Challenges Facing International Students

The questions and prompts highlight observations of tangible
features of IS academic life and investigate the relationship
between the ISs, their DS classmates, and their Prs. In an effort to
uncover the perceived root causes of misunderstandings,
cooperational challenges, and differing points of view, this section
of questions covers the areas of expression of opinions,
participation, performance, understanding classroom content, and
other challenges.
10 TESOL Journal
TABLE 4. ISs Feel Free to Express Own Opinions
International students Domestic students
% %
Strongly disagree 1 1
Disagree 4 9
Neutral 10 18
Agree 32 43
Strongly agree 53 29
TABLE 5. Reasons for Not Feeling Free

International students
No. (129/229)
I’m okay, there’s no problem 45
English skills 22
I don’t know, etc. 15
Afraid, nervous, shy 10
Cultural differences 9
Logistical interference, lesson speed 7
Miscommunication with professors 7
Miscommunication with domestic students 3
Other 11
TABLE 6. Types of IS Participation

students students Professors
No. No. No.
Participating in group work 187 220 58
Asking questions 151 251 68
Giving opinions/comments 147 197 32
Helping classmates 119 87 25
Sharing my country’s view on the subject 113 148 32
Other 24 19 54
International students don’t participate 1 33 10
Freedom to express opinions. In response to the prompts “In

class, I feel free to express my opinions” (IS12) and “In class, I
think ISs feel free to express their opinions” (DS6c), most DSs
(72%) indicated their perception that ISs feel free to express their
opinions in class, and most ISs concurred (85%), although the
TABLE 7. Reasons for Lack of IS Participation
No. (%) (105/229)
I do participate, n/a 46 (43%)
Lack of understanding of 15 (14%)
content/task/expectation
Other 13 (12%)
Personal 12 (11%)
Poor English skills 12 (11%)
Health issues 5 (5%)
Class/topic not interesting 4 (4%)
TABLE 8. Tasks ISs Perform Well

No. (%) (226/229) No. (%) (122/125)
Group work 159 (70%) 55 (45%)
Oral presentations 93 (41%) 10 (8%)
Written assignments 153 (68%) 42 (34%)
Multiple-choice tests 151 (67%) 60 (49%)
Online work 140 (62%) 45 (37%)
Other 20 (9%) 15 (12%)
None of the above 1 (1%) 14 (11%)
latter leaned more to the strongly agree response. In response to the

prompt “If in the classroom you do not feel free to express your
opinions, please explain why” (IS13), ISs listed English skills (22%)
first, then fear/nervousness/shyness (10%) and cultural
differences (9%).
Participation. Responding to questions Pr3 and Pr4,
approximately half of Prs indicated that ISs do not participate
significantly in class, and 70% of them indicated their perception
that ISs participate less than DSs. The perception of IS
participation frequency differs greatly between students and Prs.
On question IS16, ISs (58%) perceived that they participate as
much as DSs, and DSs agreed (in DS7) that there is an equitable
level of participation (55%). Respondents elaborated on the types
of participation in the following questions: “I participate in class
by . . . (check any that apply)” (IS15); “How do international
students participate in class? (check all that apply)” (DS8);
12 TESOL Journal
TABLE 9. Other Tasks ISs Perform Well
International students Professors
No. (%) (167/229) No. (%) (58/125)
Practical work, projects, labs, 27 (16%) 13 (22%)
research, volunteerism
Group work/team activities 23 (14%) 2 (4%)
Presentations/speeches/debate 20 (12%) 3 (5%)
Individual assignments, 19 (11%) 2 (4%)
in-class activities
Tests/quizzes 19 (11%) 5 (9%)
Other 19 (11%) 13 (22%)
Multiple choice 18 (11%) 4 (7%)
Open-ended writing/discussion 14 (8%) 4 (7%)
Memorization/fact, math-based tasks 5 (3%) 8 (14%)
Computer/online study 3 (2%) 4 (7%)
TABLE 10. ISs Misunderstand Due to Language

students students
% %
Disagree 24 16
Neutral 26 20
Agree 24 45
Strongly agree 15 12
TABLE 11. IS Perception of Understanding Teacher Talk

International
students
%
10–24% of teacher talk understood 3 (1%)
100% of teacher talk understood 24 (11%)
“International students participate in class by . . . (check all that

apply)” (Pr4); and “If you rarely or never participate in class,
please explain why” (IS18). ISs listed why their in-class
TABLE 12. ISs Understand Teacher Talk (Pr)
Professors
%
Strongly disagree 5
Disagree 25
Neutral 29
Agree 35
Strongly agree 6
TABLE 13. Reasons Why ISs Don’t Understand

No. (%) (225/229) No. (%)
Prof delivery, lesson pace 65 (29%) 18 (17%)
Lack of effort/focus 48 (21%) 0 (0%)
Student language skills 33 (15%) 68 (62%)
Vocabulary 27 (12%) 25 (23%)
Cultural gap 20 99%) 23 (21%)
Content-related 12 (5%) 3 (3%)
Other 11 (5%) 10 (9%)
No problem 7 (3%) 1 (1%)
Interference, distractions 4 (2%) 5 (5%)
TABLE 14. Why ISs Are Not Understood

International
students
No.
My professors don’t listen to me patiently 18
My classmates don’t listen to me patiently 23
My pronunciation is unclear to them 117
My vocabulary is confusing to them 80
My grammar is confusing to them 48
Other 30
None of the above 1
participation may be low: misunderstanding content, task, or

expectation ranked highest (15%), followed by poor English skills
(12%) and personal reasons (12%).
Performance. IS19 and Pr6 data show agreement that group
work, written assignments, multiple-choice tests, and online work
14 TESOL Journal
TABLE 15. Other Reasons for IS Misunderstanding
No. (%) (127/229) No. (%) (128/125)
Voice: pronunciation, 36 (28%) 55 (43%)
loudness
No problem 36 (28%) 5 (4%)
Culture/personality 15 (12%) 7 (6%)
Other 15 (12%) 9 (7%)
Vocabulary/grammar 13 (10%) 20 (16%)
General language 7 (6%) 28 (22%)
Interference 5 (4%) 1 (1%)
Don’t know 0 (0%) 3 (2%)
Note. 128 refers to number of responses; 125 refers to the number of respondents.
TABLE 16. IS Challenges

No. (%) No. (%) No. (%)
(172/229) (309/343) (127/125)
Expectations, 32 (19%) 20 (7%) 18 (19%)
assessments not clear
Teacher talk, delivery 30 (17%) 0 (0%) 0 (0%)
Communication, language 23 (13%) 145 (47%) 30 (24%)
No problem, don’t know 21 (12%) 6 (2%) 12 (9%)
Vocabulary 17 (10%) 0 (0%) 4 (3%)
Other 14 (8%) 64 (21%) 18 (19%)
Distractions 11 (6%) 0 (0%) 2 (2%)
Pace of course 7 (4%) 7 (2%) 0 (0%)
Personal, not seeking help 7 (4%) 8 (3%) 9 (7%)
Plagiarism, cheating 0 (0%) 6 (2%) 4 (3%)
Integration, lack of interaction 0 (0%) 39 (13%) 13 (10%)
Note. 127 refers to number of responses; 125 refers to the number of respondents.
are task formats that ISs perform well in. ISs expressed confidence
in their academic work in four performance areas, whereas Prs did
not identify IS strengths as clearly. The questions “I perform well
in these other kinds of tests/activities (please list)” (IS20) and
“Describe any other kinds of assessments/activities ISs perform
TABLE 17. ISs Treated Differently in Class
students students
% %
Disagree 36 36
Neutral 23 24
Agree 16 17
Strongly agree 8 5
TABLE 18. Collaboration Challenges

No. (%) (191/229) No. (%) (264/343)
Language 84 (43%) 204 (77%)
Domestic student attitude 33 (17%) 0 (0%)
No challenges 28 (14%) 22 (8%)
Other 27 (14%) 21 (8%)
Cultural differences 19 (9%) 0 (0%)
Plagiarism 0 (0%) 7 (3%)
Work ethic 0 (0%) 10 (4%)
TABLE 19. Experienced Cultural Misunderstandings

students students
% %
Disagree 25 27
Neutral 18 26
Agree 36 27
Strongly agree 10 7
well in” (Pr7) elicited contrary opinions as to which activities ISs

perform well in. Furthermore, only 43% of Prs responded, whereas
72% of ISs did. Both ISs and Prs perceived that ISs perform best in
practical work (projects, labs, volunteerism), but after that there are
significant differences. ISs selected group work as the second-
highest task format that they perform well in, whereas Prs ranked
this eighth. In response to the questions “I have experienced
16 TESOL Journal
TABLE 20. Strategies for ISs to Improve Own Study Experience
No. (206/229)
Study more, work harder, attend more 51
Join activities, social life 37
Communicate/spend time with 29
domestic students
Improve English/communication 27
Adapt behaviour 18
Learn more about life in Canada 7
Communicate with professors 6
No problem 3
Other 35
TABLE 21. Strategies for DSs to Improve IS Study Experience

No. (%) No (%) No. (%)
(190/229) (192/343) (107/125)
Adjust (domestic students’) 61 (32%) 7 (4%) 24 (22%)
attitude
Increase interaction/help 54 (28%) 112 (58%) 35 (33%)
Learn from and about 21 (11%) 18 (9%) 17 (16%)
international students
Adjust (domestic students’) 18 (9%) 2 (1%) 1 (1%)
language
Don’t change 14 (7%) 9 (5%) 11 (10%)
Support participation in 11 (6%) 13 (7%) 6 (6%)
events/activities
Don’t know 7 (4%) 13 (7%) 1 (1%)
Other 4 (2%) 18 (9%) 12 (11%)
misunderstandings with my Canadian classmates because of

language difficulties” (IS32) and “I have experienced
misunderstandings with international students because of
language difficulties” (DS14), almost double the number of DSs
(agree 45%, strongly agree 12%) cited experiencing language
difficulty misunderstandings as ISs (agree 24%, strongly agree 15%).
Understanding classroom content. When Prs were asked if
they felt ISs understand what they say in class (Pr8), 30% showed
TABLE 22. Strategies for Professors to Improve IS Study Experience
No. (%) No. (%) No. (%)
(173/229) (221/343) (105/125)
Improve student–teacher dialogue 48 (28%) 0 (0%) 7 (7%)
Adopt proactive behaviour 42 (24%) 113 (51%) 32 (30%)
Learn from and about international 35 (20%) 11 (5%) 13 (12%)
students (increase cultural awareness)
Reduce one-way teacher talk 26 (15%) 16 (7%) 4 (4%)
Continue this way 14 (8%) 11 (5%) 10 (10%)
Make an accommodation 8 (5%) 58 (26%) 22 (21%)
Other 0 (0%) 12 (5%) 17 (16%)
TABLE 23. Institutional Strategies to Improve IS Study Experience

No. (%) No/ (%) No. (%)
(183/229) (192/343) (96/125)
Continue this way 34 (19%) 20 (10%) 5 (5%)
Plan events/activities 32 (17%) 25 (13%) 4 (4%)
Increase assistance 21 (11%) 9 (5%) 17 (18%)
Reduce costs 17 (9%) 5 (3%) 0 (0%)
Learn from and about 8 (4%) 20 (10%) 10 (10%)
international students
Offer courses 7 (4%) 16 (8%) 7 (7%)
International students meet 7 (4%) 3 (2%) 3 (3%)
domestic students (group)
Improve transportation 6 (3%) 2 (1%) 0 (0%)
Accommodate (access to special service) 5 (3%) 28 (15%) 9 (9%)
International students meet 0 (0%) 10 (5%) 6 (6%)
domestic students (peer system)
Review admission standards 0 (0%) 16 (8%) 23 (24%)
Improve college facilities and housing 12 (7%) 0 (0%) 0 (0%)
Other 33 (18%) 41 (21%) 12 (13%)
that they disagreed or strongly disagreed, and 41% agreed or strongly

agreed. In contrast, more than half of ISs (IS21; 51%) indicated that
they understand 90% or more of what their Prs said, 11% of them
stating 100%. Only 6% of ISs responded that they understand less
than 70% of what their Prs say in class. Whereas ISs identified Pr
18 TESOL Journal
TABLE 24. Fair Accommodations to Improve IS Study Experience
No. (%) No. (%) No. (%)
(199) (323) (119)
Dictionary use in class 112 (56%) 240 (74%) 99 (83%)
Dictionary use during 102 (51%) 150 (46%) 67 (56%)
tests/exams
Lecture notes given before class 81 (41%) 83 (26%) 55 (46%)
Extra time to complete tests 50 (25%) 123 (38%) 59 (50%)
Separate marks for grammar/spelling 50 (25%) 88 (27%) 13 (11%)
Extra time to complete take 38 (19%) 42 (13%) 14 (12%)
home assignments
The use of a proofreader, editor 36 (18%) 123 (38%) 51 (43%)
Separate tests (in own language) 17 (9%) 80 (25%) 4 (3%)
Separate classes for international 8 (4%) 46 (14%) 7 (6%)
students
Other 18 (9%) 25 (8%) 8 (7%)
TABLE 25. Other Accommodations to Improve IS Study Experience

students students
No. No.
Nothing 32 45
In class help/extra time, dictionaries 21 19
Extra classes 10 15
Tutor, domestic students partner 10 33
Help with grading, testing 7 10
Online/technical support 2 11
Faculty internationalization 2 3
Better orientation/IED support 2 2
Financial help 2 2
Stricter admission requirements 0 2
Other 21 27
No answer, n/a 21 12
IED, International Education Department.
delivery and lesson pace as the number one reason they don’t
understand in class (IS22), Prs cited student language skills and
vocabulary (Pr9). The data also reveal that ISs rank lack of effort/
focus highly (21%) as to why they don’t understand, whereas no
TABLE 26. Helpfulness of Tools for Success
No. a b c d e % a b c d e
Helpful 57 64 72 65 62 Helpful 92 80 69 62 77
Neutral 32 28 20 31 30 Neutral 8 18 25 32 20
Not helpful 12 8 8 5 8 Not helpful 0 2 6 7 3
a, extra English lessons, i.e., pronunciation, grammar, vocabulary; b, extra coaching for courses I
have trouble in; c, meeting with a counselor to discuss my situation; d, meeting with a group of
classmates to discuss things; e, having a senior student partner to help me study.
TABLE 27. Other Helpful Strategies

No. (%) (145/231) No. (%) (71/125)
Access to services 20 (14%) 7 (10%)
In class, in program 19 (13%) –
More chances to interact, integrate, 18 (12%) 12 (17%)
socialize
Increase in personal effort 17 (12%) –
Offer additional classes, tutoring, 14 (10%) 10 (14%)
workshops, sessions
Tuition assistance 13 (9%) –
Facilities 8 (6%) –
Work opportunities 4 (3%) –
Other academic, methodological – 21 (30%)
admin. suggestions
Higher entrance requirements/ – 14 (20%)
improve English
Increase awareness of Canadian – 2 (3%)
academic requirements
Professional development for – 1 (1%)
professors
Nothing 17 (12%) 4 (6%)
Miscellaneous/unclear 15 (10%) 2 (3%)
Prs cited this. Both ISs (28%) and Prs (43%) reported IS clarity of
voice (projection/loudness or pronunciation) as the primary
reason why they are not understood in class by their classmates
and Prs (IS23, IS24, Pr10). Twenty-eight percent of IS respondents
indicated that, generally, misunderstandings do not occur, and 6%
of ISs indicated general language issues (other than pronunciation,
20 TESOL Journal
grammar, and vocabulary) to be causes of misunderstanding.
Twenty-two percent of Prs cited general language, and 16%
indicated vocabulary and/or grammar as causes of
misunderstanding.
Other challenges. Prs and DSs responded that language and
communication is the greatest challenge in the classroom (Pr11,
24%; DS10, 47%) regarding interaction with ISs. ISs (IS25) listed a
wide variety of types of difficulty, including lack of clarity of
course expectations and assessments (19%) and teacher talk and
delivery (17%). Interestingly, Prs and DSs cited IS integration and
lack of interaction as a high-ranking type of challenge (Prs third-
ranked, DSs second-ranked), whereas zero ISs cited this type of
challenge.
A quarter of ISs indicated that they agree or strongly agree (24%)
they have been treated differently in class because they are ISs
(IS27b). Half chose disagree or strongly disagree (52%), and 23%
were neutral. The DS response to this question (DS11b) about
perceived IS treatment very closely mirrors the IS response.
Both ISs (IS40; 44%) and DSs (DS22; 77%) identified language
as the biggest challenge in working together. The ISs’ response
was more spread out, however, and included DS attitude (17%;
zero DSs identified this as a challenge), cultural differences (10%),
and no significant challenges (15%). The data indicate that ISs
experienced slightly more cultural misunderstandings in their
interactions with DSs than vice versa (IS42a, DS24a).
Strategies
The later portion of the survey focuses on educational strategies
that were perceived by participants as having the potential to be
effective. The combination of quantitative (multiple-choice, Likert
scale) and qualitative (open-ended) elements in the survey offer an
extensive range of accommodations and suggestions that the three
participant parties suggested as stratagies for ISs to succeed in
their courses. The survey elicited what ISs themselves, DSs, Prs,
departments, and the college as a whole could do to improve
academic success. Similarities and contrasting differences in the
three subjective points of view are evident in the answers. This

section of questions covers the areas of action by ISs, DSs, Prs and
the institution, as well as accommodations.
IS action. Responding to the question “To improve my study
experience at Niagara College, I must:” (IS48), ISs indicated that
they need to study harder and improve their English (first- and
fourth-ranked), but they ranked joining activities and social life
(second) and communicating with DSs (third) as significant factors
that contribute to improving their study experience.
DS action. The highest ranked ISs (32%) and 22% of Prs
(second-highest) comment was that changing DS attitude is a
major way to improve study experience of ISs at Niagara College
(IS49, DS29, Pr17). Comments from ISs such as be patient, be kind, be
friendly, be understanding, be nice, and be positive appeared
repeatedly; among Prs, the comments be patient and be inclusive
appeared frequently.
Professor action. Responses varied to the questions “To
improve my study experience at Niagara College, my professors
could/should” (IS50), “To improve the study experience of ISs at
Niagara College, professors could/should” (DS30), and “To
improve the study experience of ISs at Niagara College, I could
change/do” (Pr16). Twenty-eight percent of ISs responded it
would improve their study experience if Prs enhanced the
student–teacher dialogue. Comments repeatedly included talk to us
more and be helpful. Only 7% of Prs and 0% of DSs registered this
response type. All three groups supported the implementation of
proactive pedagogical behavior by professors (e.g., give more
practical examples, share slides with students, provide notes
before class, offer more time).
Fifteen percent of ISs indicated teacher talk as an issue, largely
that Prs speaking more slowly would be helpful; 7% of DSs
agreed. The 4% of Prs who agreed noted that speaking speed was
the main teacher talk issue. ISs (third-highest ranking) and Prs
(third-highest) recorded learning from and about ISs (increasing
cultural awareness) as a key to improving the study experience,
but DSs ranked this low.
Institutional action. Responding to the questions “To improve
my study experience at Niagara College, NC could/should:” (IS51)
and “To improve the study experience of ISs at Niagara College,
22 TESOL Journal
NC could/should:” (DS31, Pr18), 24% of Prs, 8% of DSs, and 0% of
ISs stated that if the college reviewed admission standards it
would improve the study experience of ISs. Both groups of
students ranked holding events and activities second highest,
whereas Prs ranked this as second lowest.
Prs and DSs ranked making accommodations (e.g., translators,
mentors, tutors, test centre use) highly, whereas ISs ranked this
potential improvement ninth. Arguably, the key finding of this
question of improvements the institution could make is that ISs
are satisfied with the status quo. The response continue this way
had their highest ranking. To some extent, DSs agreed (ranked
third); Prs ranked this choice seventh. Prs ranked increase assistance
second; ISs ranked it third. Pr comments in this category were
mostly concerned with language help, whereas ISs asked for
general help in studies.
Accommodations. Responding to the question “In my opinion,
it would be fair to make the following accommodations for
international students (check all that apply)” (IS28, DS12, Pr13),
ISs, DSs, and Prs showed agreement that dictionary use in class
and during tests/exams, extra time to complete tests, and lecture
notes given before class are fair accommodations to make for ISs.
Both groups of students agreed that separate marks for grammar/
spelling is a fair accommodation, but Prs did not agree. Of note,
ISs did not opt for separate tests in their own language, and DSs
felt allowing extra time to ISs for tests was fair, but not on
homework assignments. Extra classes and the use of a tutor or DS
partner were the highest-ranked non prompted responses.
In response to the questions “Describe any other
accommodations for ISs you think would be fair” (IS29, DS13), “To
help me/ISs succeed at Niagara College, the following would be
helpful” (IS52, Pr20), and “What else would help ISs succeed at
Niagara College?” (IS53, Pr20), both Prs and ISs indicated
agreement on most accommodations. In addition, ISs listed (in
descending order) access to services, in-class or program changes,
increase in opportunity to interact/integrate/socialize, increase in
personal effort, and tuition assistance. Prs added academic/
methodological/administrative changes and higher entrance
requirements.
DISCUSSION AND CONCLUSION
In light of increasing numbers of ISs, the purpose of this research
was to identify issues ISs encounter and to identify strategies they,
DSs, professors, and institutions can activate to support ISs and
contribute to their academic success. To achieve a wide
perspective, we asked the same questions to three groups of
stakeholders: ISs, DSs, and professors. The data reveal a healthy,
respectful classroom environment where ISs feel free to express
opinions (Tables 4, 5, 17). The survey data also reveal
disagreement on specific academic strengths and abilities in
certain learning tasks and assessment types (e.g., oral, written,
practical, and group), and the quality (Tables 6–8) and amount of
ISs participation (questions IS16, DS7, Pr3, Pr4). This last key
finding of contradictory perceptions could be a result of individual
bias in prior academic expectations.
A core incongruence in views between participating groups
stems from the findings relating to understanding of course
content (Table 13). Professors and ISs blame each other for
breakdowns of this type. Although among ISs self-blame is
evident, they recognize their area of improvement as being in the
domain of proactive academic behavior more than language
(Table 10). Professors attribute most IS issues to poor English skills
(Table 13), although the findings speak clearly that many obstacles
ISs encounter are not only language-related, but mostly tied to
pace and delivery (Tables 13–15). A key finding is that the lack of
clarity of academic expectations of assessments and participation
hinder IS success (Table 16). IS input suggests professors could
respond by providing clear guidelines for task expectations, aims,
and instructions in multisensory formats (simplify the message
without changing the material), clarifying content/format
expectations with exemplars, and collecting exemplars of
outstanding student work and substandard student work from
past terms and using them as examples to clarify expectations
(Table 22).
IS, DS, and Pr feedback lists a number of effective strategies,
including increased and improved interaction between professors
and students (Tables 20, 22); improvement in communication
24 TESOL Journal
through enhancement of language skills (Tables 23, 25, 26);
exemplification and understanding of expectations;
implementation of sound pedagogical strategies (Table 22); set-up
of departmental paths to facilitate ISs’ natural tendency to support
each other (Table 23), as investigated by Chavajay (2013), who
observed that ISs seek each other’s support on campus;
implementation of additional and remedial language courses
(Tables 25–27); raising the profile of ISs on campus; and support of
learning more about ISs and their context (Tables 22, 23). All of
these should include continual staff and faculty training.
Implications for Faculty

Faculty emerge as a starting point toward activating initiatives and
accommodations (Table 24) and maintaining positive status quo
where present. The presence of ISs in North American
postsecondary classes is increasing, and instructors should take
into consideration the diverse nature of this student group. Faculty
are often overwhelmed and may lack training in how to deal in an
effective manner with second language learners and the issues
they bring with them (Bossio & Bylyna, 2006a). It is notable that
“many faculty members are inadequately prepared” (Xu, 2015,
p. 10); therefore, culturally relevant pedagogy, focusing on both
the dominant culture and the ethnic students, will be beneficial for
both DSs and ISs (Xu, 2015).
In the last decade, research on communication barriers for ISs
seems to have reached a turning point, particularly for shifting the
focus from ISs’ language ability to instructors’ language and
delivery modes. In addition, Grabove (2009) supports “targeted
teaching and learning strategies,” in which a college must “integrate,
foster international competencies among faculty, and actively
participate in professional development activities” (p. 20); continual
staff training and professional development for faculty are vital.
There is “strong evidence supporting learner-centred, culturally
and linguistically responsive pedagogical practices” (Lin & Scherz,
2014, p. 30). Teachers should also form positive student–teacher
relationships (Table 22) and provide opportunities for language
development within the curriculum (Akanwa, 2015). Furthermore,
the level of trust that arises in the student–teacher relationship is
vital to an inviting learning environment. Teachers should
emphasize that they are available during office hours, where and
when; avoid fostering students’ fear of errors; and reinforce
students’ strengths (Little, 2004).
As survey respondents do (Table 23), Davies (2007) encourages
educators to learn from and about ISs, and become informed about
their culture, politics, and customs. Similarly, Dolan and Macias
(2009) suggest increasing IS motivation by allowing them to
contribute information from their country. Educators would assist
greatly by having task goals and instructions written down clearly
and presented in multisensory formats and by providing both oral
and written feedback with suggestions for improving work. Dolan
and Macias emphasize the importance of teachers being structured
—give explicit summaries and clear transitions between sections,
and make the values and skills of group work explicit to all
students.
Additionally, curricula should be internationalized with
content and topics, material with international perspectives, and
activities that require interaction with students from diverse
backgrounds. When it comes to references and lexicon, culturally
aware teachers are conscious of the amount of North American
context, local issues, slang, and colloquialisms in their delivery
and make an effort to provide clear guidelines, being realistic
when it comes to expectations (Arkoudis, 2006). Likewise,
grammar mistakes must not be ignored in evaluation (Ransom,
Larcombe, & Baik, 2005); a fair accommodation would be for a
teacher to use separate evaluations for target skills different from
the one for grammar and spelling (Collingridge, 1999).
Posting assignments, readings, and technical vocabulary ahead
of time (e.g., at least 2 days prior to class) and providing sample
assignments completed by past students to clarify content/format
expectations proves to be of great value for ISs. In addition, a
successful lecture is one delivered at a clear and normal pace with
clear articulation, in which the presenter uses visual aids such as
board, pictures, diagrams, video, bullets, numbering, and
highlighting. ISs benefit greatly from instructors’ additional
assistance with organizational formats and practical
demonstrations and examples (Bossio & Bylyna, 2006a). Instructors
26 TESOL Journal
can be unaware that they are not being fully understood in the
classroom, so it is vital that they ask students to demonstrate,
rather than just acknowledge, understanding of directions and
assignments (Little, 2004).
Educators can display an outline that shows how to organize
time and prioritize, and teach academic skills that are typical in
Western contexts—expressing opinions; paraphrasing and
summarizing; referencing; analysis, evaluation, and argument
structure. Finally, it is beneficial to encourage peer explanation in
whatever language can ensure better understanding of content
(Carroll, 2002) and to organize collaboration, including peer
support, in and out of class (Hemerik, 2008).
Implications for Institutions

The institution can effect change strategies to facilitate the
nurturing and development of an international organizational
community on campus in which all students can thrive. As Kezar
and Eckel (2002) describe, although senior and administrative
directors can launch and provide support for programs, it is
collaborative leadership that is a required element of any
institution’s developmental culture. In addition, studies have found
that first-year experience courses, designed to help students
integrate and acclimatize to school culture, make friends, learn
expectations, and discover their own strengths and weaknesses
improve academic performance, as reported by domestic and
international students (Yan & Sendall, 2016). According to
Akanwa (2015), the first step for institutions is to set up a
committee to plan for the curriculum, delivery, and
implementation of these courses for all first-year students. The
various academic departments could also allocate additional
resources to create events and employment opportunities for ISs.
There is need for continued research on the issue of how to
ensure the success of international students. This article
contributes findings to the discussion and inspires further
investigation and reflection, noting that many of the pedagogical,
personal, and institutional strategies presented are applicable to all
students.

ACKNOWLEDGMENTS
We would like to thank Professor Malcolm Howe for offering his
expertise in data collection and analysis, the International
Department at Niagara College for continued support of our
research, and the reviewers and editor of TESOL Journal for their
valuable and encouraging feedback.
THE AUTHORS
Alexander MacGregor has been a professor in the School of
English Studies at Niagara College for 10 years, and has taught
English as a second language for 37 years in Canada, Mexico,
Japan, and Saudi Arabia. He is co-author of Have Your Say 3
(Oxford University Press).
Giacomo Folinazzo is a professor in the School of English

Language Studies at Niagara College and the academic
representative on the Board of Governors. He has taught in
colleges and universities in Canada and Japan for 14 years.
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SUPPORTING INFORMATION
Additional Supporting Information may be found online in the
supporting information tab for this article:
Appendix A Survey Questions.

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Feature Article

Best Practices in Teaching

Regardless of their level of academic preparedness, international

As the number of international students (ISs) seeking education 1

in Canada increases because they feel that Canadian education is

TESOL Journal 0.0, xxxx 2017 1

Skill Area Weaknesses Perceived as Language Issues

Isolation and Adjustment

Differences in Classroom Environment

Design and Context

This exploratory study adapted Hemerik’s (2008) six-step

Three survey questionnaires were designed, one each for DSs,

Teaching International Students: Issues and Strategies 7

was intended to generate quantitative data, but at the same time

DS8: How do international students participate in class? (check

Pr4: International students participate in class by . . . (check all

• participating in group work

Teaching International Students: Issues and Strategies 9

Challenges Facing International Students

TABLE 5. Reasons for Not Feeling Free

TABLE 6. Types of IS Participation

Freedom to express opinions. In response to the prompts “In

TABLE 8. Tasks ISs Perform Well

latter leaned more to the strongly agree response. In response to the

TABLE 10. ISs Misunderstand Due to Language

TABLE 11. IS Perception of Understanding Teacher Talk

“International students participate in class by . . . (check all that

TABLE 13. Reasons Why ISs Don’t Understand

TABLE 14. Why ISs Are Not Understood

participation may be low: misunderstanding content, task, or

TABLE 16. IS Challenges

TABLE 18. Collaboration Challenges

TABLE 19. Experienced Cultural Misunderstandings

well in” (Pr7) elicited contrary opinions as to which activities ISs

TABLE 21. Strategies for DSs to Improve IS Study Experience

misunderstandings with my Canadian classmates because of

TABLE 23. Institutional Strategies to Improve IS Study Experience

that they disagreed or strongly disagreed, and 41% agreed or strongly

TABLE 25. Other Accommodations to Improve IS Study Experience

TABLE 27. Other Helpful Strategies

Teaching International Students: Issues and Strategies 21

Implications for Faculty

Implications for Institutions

Teaching International Students: Issues and Strategies 27

Giacomo Folinazzo is a professor in the School of English

Teaching International Students: Issues and Strategies 31

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