Academic Problems and Needs: Voices of Vietnamese Postgraduates in Taiwan

Thai Thi Ha Tran () PhD Candidate, Graduate Institute of Educational Entrepreneurship and Management National University of Tainan

Abstract
With the target at attracting more international students, non-English-speaking higher education institutions have adopted English medium instruction for international students. In the context of increasing number of Vietnamese students in Taiwan, the paper aims to explore the voices of Vietnamese postgraduates in Taiwan universities to understand their academic problems and needs as well as propose a model for effective academic involvement. Interviews with 13 Vietnamese postgraduates from 5 Taiwan universities were undertaken. The findings reveal that the Vietnamese participants confront with 3 types of languagerelated problems in their academic learning: English language proficiency, the hosts problems in providing English medium instruction, and Chinese language. Beyond languagerelated problems, they also face with other study challenges, such as academic stress, graduation on time, and problem relating to using experimental machines. The participants needs from Taiwan universities are also identified, including providing more Anglicization in academic environment, international student support, and scholarship schemes. Based on the main findings, the study suggests that proactive collaboration between local students, university teachers, university staff and international students is likely to meet international students needs as well as enhance their academic achievement. The paper concludes by proposing a model for proactive collaboration within Taiwan academic environment (201 words). Key words: academic problems, academic involvement, Vietnamese students, Taiwan

I. Introduction Under impacts of globalization, higher education institutions in the word have planed many strategies in internationalizing their higher education. While English is the current lingua franca, higher education institutions in non-English speaking countries are increasingly offering academic programs in English to attract international students (Altbach, 2004, p.9). As a result, the emerging players in Asian countries, such as China, Japan, Singapore, Malaysia, Taiwan, and South Korea are noted (Lasanowski, 2009). In Taiwan, there has been significant increase in the number of international students, especially since Taiwan government launched the Taiwan Scholarship Program in 2004 to provide financial incentive for Taiwan universities to recruit international students (Lo, 2009). From the statistic of the Taiwan Ministry of Education, the total number of international students (including degrees and studying Chinese language) in Taiwan higher education institutions in 2010 was 21,356, of whom 13,323 (62% of the total) came from Asia (Taiwan MOE, 2010). Among origins of sending international students in Taiwan, Vietnam was ranked at the top 1 with 3,282 enrollments in 2010 (Taiwan MOE, 2010). While international students are defined by OECD as those who left their country of origin and moved to another country for the purpose of study in the 2010 edition of Education at a Glance (OECD, 2010, p.323), academic problems are not inevitably avoidable. According to Wan et al. (1992), academic problems affect not only international students experiences in the hosts academic environment but also on their ability to transfer the knowledge and skills they learn in the host to their home countries. Academic problems, which identified in such previous studies on experiences of international students, primarily are language-related problems relating to difficulties in listening and speaking English, in understanding English slang, idioms, and topics of conversations, lack of academic words, and so on (e.g., Brown, 2008; Kuiper and Tan, 2007; Pan et al., 2008; Singh, 2005; Warwick, 2006). Beyond language problems, international students also face with other academic problems such as academic workload, lacking knowledge of local education system, and academic stress (e.g., Kwan and Tang, 1999; Wan et al., 1992; Warwick, 2006). Though literature on academic problems faced by international students is wellrecognized, most of it is likely to focus on those in English-speaking countries. Therefore, exploring academic problems and needs of international students in non-English-speaking Asian countries like Taiwan must be addressed. In addition, the presences of international students are likely to contribute directly to the hosts curricula and teaching methods so that host institutions can view, review or offer appropriate programs for both international and local students. This study, therefore, aims to take the voices of Vietnamese postgraduates in Taiwan universities as examples to explore their academic problems and needs as well as propose a model for academic achievement. The paper, firstly, provides literature on academic problems faced by international students in the host. It also draws a brief on the background of Taiwan higher education in attracting international students and the portrait of Vietnamese students in Taiwan. Secondly, the research method employed for this study is demonstrated. Based on the interviews with Vietnamese postgraduates, academic problems and needs are explored and discussed. Finally, the paper proposes a model for evolving in academic achievement for local and international students as well as host university staff and institutions. II. Background, Context and Literature review

II.1 Taiwan higher education in attracting international students In reposes to the impacts of the globalization, Taiwan government has planned many policies to enhance education and teaching quality in its higher education institutions. A notable one is internationalizing its higher education and pursuing world world-class universities. While proportion of international students is treated as one of the internationalization students indicators in the global university ranking, the policy of attracting international students come to Taiwan has played a crucial role. To increase international student enrollments in Taiwan universities, such reforms, such as offering English taught programs, providing scholarships, , English-taught providing a friendly environment and convenience to international students life in Taiwan, and assisting Chinese language, have been adopted (Chang, 2005; Lo, 2009). With above policies launched, Taiwan aims at the target of ten times in ten years in increasing the number of international students for degrees (Chang, 2005). That is, from 1,283 in 2002 to 12,830 in 2011 (Chang, 2005; Taiwan MOE, 2008). In fact, from the statistic stated on the Ministry of Educations website in 2010, there were 8,801 international atistic student enrollments for degrees in Taiwan universities, with 1,244 enrollments for PhD; 1,244 3,100 for master; and 4,337 for undergraduate. Most of the international s students come from Asian countries, reaching a total of 6,565 or 75%; the second largest group comes from continental America for a total of 1,347 students or 15%. Vietnam was still ranked at the top 1 among origins of sending students for degrees in Taiwan higher education institutions, with 1,826 enrollments in 2010 (Taiwan MOE, 2010). II.2 Portrait of Vietnamese students in Taiwan Vietnamese students in Taiwan has been considered as a significant figure due to the fastest increase in the number, markedly after Taiwan government introduced Taiwan markedly Scholarship Program in 2004 (see Figure 1). The first year after this program launched, in 2005, the number of Vietnamese students was 671. However, 5 years later, with 3,282 enrollments in Taiwan universities in 2010, the number was around 5 times higher that that in 2005. It is also noted that Vietnamese student enrollments have grown steeply since the education collaboration agreement between Taiwan and Vietnam was signed in 2006.
3,500 3,000 2,500 2,000 1,776 1,500 1,276 1,000 836 671 500 6 1990 3 4 134 15 24 30 31 39 58 86 1995 2000 180 260 2005 2010 438 503 2,592

Enrollments
3,282

Year

Figure 1. Vietnamese Student Enrollments in Taiwan Universities (Source: Taiwan MOE, 2008 and 2010) Vietnamese student enrollments in Taiwan included those for seeking degrees (52,6%), learning Chinese language (42%), exchange (2,8%), and overseas Chinese (2,6%) (Taiwan MOE, 2010). Among 1,826 enrollments for degrees in 2010, master students accounted for 34%; undergraduates consisted of 54%; and PhD students reached at 12%. The majority of Vietnamese postgraduates studied in engineering and business management fields (Chang, 2005; Taiwan MOE, 2008). II.3 Literature on academic problems faced by international students While English far shadows other languages, the top five desirable destinations to attract international students are English speaking countries, such as the US, the UK, Australia, Canada, and New Zealand. These countries account for approximately 50% of total international students in the marketplace (Lasanowski, 2011; Kuiper and Tan, 2007). The literature on such academic problems of international students from non-English speaking background in these destinations, therefore, is also well-recognized. Among academic problems for their adjustment in the host, language-related problems are unavoidable in their academic learning (e.g., Brown, 2008; Campbell and Li, 2008; de Araujo, 2011; Hellstn and Prescott, 2004; Kwan and Tang, 1999; Ward and Masgoret, 2004). For instance, Kwan and Tang (1999) pointed out the language problems that non-English speaking background students faced in Australian universities. These problems presented in 4 skills of using English: speaking, listening, reading and writing. Their study found that international students spent much more time for preparation oral representation or seminars, appropriately 3 to 4 times, longer than the local ones. In terms of listening, they still faced with difficulties for note-taking since the lectures spoke so fast as well as had strongly Australian accent. In regards to reading, they found it difficult to cope with the vast amount of articles that they had to read for each lecture and assignment. Therefore, they could only read material supported to their own seminars and assignments. In terms of writing, since the lectures expected them to write perfect Australian English, they had to draft assignments many times to polish their writing before submission. The Kwan and Tang (1999) findings were still valid in many years later as identifying language-related problems of international students in other English-speaking countries. For example, Warwick (2006) addressed a series of language-related problems faced by international students in the U.S that were similar to what Kwan and Tang (1999) pointed out. Warwick found that Asian students confronted with language barriers in participating in academic learning. Due to lack of English language proficiency, Asian students struggled to understand the accents of local students while local students also struggled to understand Asian students. Of course, there were misunderstanding between Asian and local students in communication. As results, Asian international students seeing local students avoiding group work with them as well as finding other reasons to not sit with them or talk to them Beyond the effects of language-related problems on academic learning, international students also faced with other academic problems in the host. The first problem was lack of familiarity with the hosts education system (e.g. Campbell and Li, 2008; Kwan and Tang, 1999; Stearn, 2009). Another problem was academic stress (e.g. Wan et al., 1992; Warwick, 2006). By exploring the learning experiences of international students in the U.S universities, Wan et al. (1992) found that their academic experiences were extremely stressful. The

authors also stated that academic stress not only resulted in negative experiences of international students in the host but also affected on the knowledge and skills they learned and transferred to service for their home country. Warwick (2006) also found academic stress on international students in the U.K due to heavy academic workload. He stated that international students did not have enough time to relax due to reading many textbooks though they really want to spend time to make friends or engage in such outdoor activities. To reduce academic stress, Wan et al. (1992) also proposed that students with stronger English language skills and strong support networks are likely to be more capable to deal with academic situation. This proposal was still valid in nearly 20 years later. In 2011, as reviewing 21 empirical studies on international students adjustment in the U.S, de Araujo also pointed that support network had significant role in predicting and reducing academic stressors for international students. Though academic problems have been identified in higher education literature on international students in English speaking countries, the more positive experience of collaboration in solving these problems through involving international, local students, university staff in successful academic environment is really wanted. More interestingly to be noted is that other global languages, such as Arabic, Chinese (Mandarin) and Spanish, are predicted to be going to change the role of English in the future. International students will seek to learn more languages or enroll in English medium universities in non-English speaking countries to seek for multilingual education (Lasanowski, 2011). Given this, exploring the voices of Vietnamese postgraduates toward their academic problems and needs would add another perspective to think on the collaboration in reducing problems faced by international students in non-English speaking Asian countries. III. Research Method III.1 Research Design While in-depth interviews use individuals as the point of departure for the research process and yield rich insight into peoples experiences, values, attitudes and feelings (Hesse-Biber and Leavey, 2006, p.119), the study employed them to understand perceptions of the Vietnamese students that the current literature has not revealed. A purposive sampling method was employed in this study since it is suited to smallscale and in-depth qualitative studies (Ritche and Lewis, 2003, p.78). At first, the researcher contacted with one Vietnamese graduate student in each university and informed the purposes of the study as well as had her/him introduced other her/his co-national students to take part in the research. The interview schedule then was sent to the participants in advance thanks to the first contacts. Participation in the research was voluntary. The interviews were conducted during the period from March to May 2011 and in Vietnamese, the first language for both the researcher and participants. Based on purposes of the study, the interview outline was semi-structured mainly around 3 following topics: 1. What language-related problems in academic learning have you faced? How they affect on your academic life? 2. What study challenges have you experienced in Taiwan beyond language-related problems? 3. What are your suggestions toward Taiwan higher education institutions in supporting for international students?

III.2 Participants A sample of 13 Vietnamese postgraduates (7 PhD and 6 master students) was undertaken from 5 Taiwan higher education institutions, from the North to the South of Taiwan. The 13 postgraduates comprised 8 males and 5 females with ages ranging from 24 to 35 at the time of the interviews. All participants obtained scholarships as international students in Taiwan. They were almost single, except for the 3 participants. Their stay in Taiwan was from 7 to 43 months. The details of participants are listed in Table 1. Table1. The profile of participants
Participants code name Doc1 Doc2 Doc3 Doc4 Gender Female Female Female Male Age 29 33 35 33 Marital status Married Married Single Single Discipline Educational Administration Polymer Materials Chemical Engineering Automatic Control Systems Geospatial measurement techniques System Engineering Mechanical Engineering International Comparative Education Educational Policy and Administration Material Science Material Science Applied Math Mechanical Engineering Degree level Doctorate Year at university 1st Finance Partscholarship Fullscholarship Fullscholarships Fullscholarship Fullscholarship Fullscholarship Fullscholarship Partscholarship Partscholarship Fullscholarship Fullscholarship Fullscholarship Fullscholarship

Doctorate 2nd Doctorate 3rd Doctorate 4th

nd

Doc5 Doc6 Doc7 Mas1

Male Male Male Female

33 27 31 27

Single Single Married Single

Doctorate 2

Doctorate 3rd Doctorate 2nd Master 1st 2nd 2nd 2nd 2nd 2nd

Mas2 Mas3 Mas4 Mas5 Mas6

Male Female Male Male Male

27 24 24 24 28

Single Single Single Single Single

Master Master Master Master Master

III.3 Data analysis Each transcript was coded by employing a line-by-line analysis (microanalysis). According to Strauss and Corbin (1998), this was of coding was the most time-consuming form of coding but often the most generative (p.119). The question What is going on here was employed to identify phenomena emerging from each transcript (Strauss and Corbin, 1998). The phenomena then were labeled to concepts. The concepts emerging from responses of each participant to each question subsequently were listed together and ensured inter-

coded reliabilities. They were then put in categories or sub-categories whose labels were into categories chosen by the researcher based on the literature and the pool of concepts discovered in data s (Strauss and Corbin, 1998). There were three main categories capturing the perspectives of Vietnamese postgraduates toward their academic involvement as international students in English-taught programs (ETPs) in Taiwan. They included (1) double language barrier the taught participants experienced in academic learning (2) their study challenges; and (3) the voices learning; ; their toward suggestions for Taiwan higher education institutions and faculties faculties. IV. Research Findings IV.1 Language-related problems faced by Vietnamese postgraduates: double language related : barrier Through the interviews, the Vietnamese participants experienced with double language barrier in their academic learning. The double language barrier derived from problems cademic learning. relating to English language proficiency, the hosts problems in offering English medium of instruction, and Chinese language deficiency of the participants (see Figure 1). The details of ese factors recognized by each participant are listed in Appendix 1. Double language barrier
Chinese language issue
Differences in using English Chinese language deficiency

English language proficiency

The host's issues

English academic issues

Lack of fluency in using English

Insufficient information in English

Incomplete ETPs

Figure 1 Double language barrier faced by Vietnamese students IV.1.1 Problems relating to English language proficiency Problems relating to English language proficiency are considered as the first challenges for non-English-speaking backg speaking background students to study aboard. This study, therefore, is consistent with such previous studies on challenges felt by international students in English Englishspeaking countries (e.g., Brown, 2008; Campbell and Li, 2008; Hellstn and Pre n Prescott, 2004; Kwan and Tang, 1999; Warwick, 2006). That is, Vietnamese students also faced with such ; language-related problems due to lack of English language proficiency. Eight (8) participants said that they face with English academic problems relating to lack of English academic words and academic writing. While the Vietnamese participants faced with difficulties to get enough scores of English language proficiency to enroll in enough English-speaking countries, they received a second chance to study in Taiwan thanks to speaking such promoting policies launched by Taiwan government and universities. As a result, they certainly confronted with English academic problems as Vietnamese students in Taiwan, especially at the first days of arrival. For instance, they spent much time for reading textbooks due to lack of academic words. In academic writing, the participants confirmed that they faced with difficulties in writing English papers for submitting journal papers or ed

conferences. Though some of them had experienced academic writing at the home, writing English papers were really their concerns due to lack of academic writing skills. Another problem was the fluency in use of English as involving class discussion or participating in team-groups. Six (6) Vietnamese postgraduates confirmed that they felt less confident in expressing their opinions in classes or representing in front of classmates due to lack of fluency in using English. This problem affected participants in social disciplines more strongly than those in natural sciences and technology. The participants, therefore, spent more time for preparing their reports in advance. Notably, the engineering participants, though, still limited in speaking skills as their confirmation, they somewhat felt confident in using English in their academic involvement. As a 2-year PhD participant said,
Certainly, English is my challenge, but it is not too big problem for me. Because my major belongs to science and technology, it is different from social sciences. I think language is used less in my major, and the experiments are really more important. (Doc5)

IV.1.2 The hosts problems in offering English medium instruction Since English is used as a second language for both international students and instructors, the Vietnamese participants in Taiwan experienced differently from those in English-speaking countries in terms of continuing facing other problems from the host in offering English medium instruction for international students. The insufficient information in English was the first problem of the host within academic environment. Insufficient English information, identified by ten (10) participants, was related to lack of English language stated on universities websites, information from faculties passing to international students, course registration forms, and notice boards within campuses. While academic-related information is important for any students, the Vietnamese participants stated that they were still in passive states in receiving information from their official departments due to this kind of problem. A PhD participant (Doc4) told that his friend lost chance to continue to study due to receiving information insufficiently and passively.
My friend comes from GermanyHis department requires PhD students must finish qualified exams within the first 2 years. But he had not heard about this. He took qualified exam on the fourth semester, the last semester for him to take qualified exam as stated in the requirements. Unfortunately, he failed and he only had once chance by taking that exam. As a result, he stopped his study.(Doc4)

The second problem was the incomplete ETPs offered to international students, recognized by seven (7) participants. The Vietnamese postgraduates said that they encountered some courses, even up to 70% of their courses, in which class discussion and representation were in Chinese. Incomplete ETPs was also related to the difficulty in using full English instruction in classes where the majority of students were Taiwanese students since it would cause English language barrier for local students. Therefore, professors only had enough time to translate some main points of lectures into English for international students. The participant (Mas1) offered the following example, she said,
Both English and Chinese are used in my department. In classes, teachers and students speak Chinese, slides are in Chinese, representations are in Chinese, and teachers also speak Chinese. The only thing I can get knowledge is English materials.(Mas1)

While both instructors and international students use English as a second language, the problem of differences in using English between Taiwanese and Vietnamese people, especially in accents and pronunciation, was also present in the Vietnamese postgraduates academic involvement. Six (6) participants confirmed that they felt strange with Taiwanese accents at the first days of arriving in Taiwan and this took them few weeks to get familiar with Taiwanese accents in speaking English. While most of the Vietnamese participants had learned British English in their home education system, they faced with problems relating accents and pronunciation since Taiwan higher education followed American English. As a result, differences in using English really challenged the participants academic adjustment, especially at the first days. IV.1.3 Chinese language problem Due to the hosts problems in providing English academic environment for international students, 7 out of 13 Vietnamese participants said that they confronted with Chinese language problem in their academic learning due to their Chinese language deficiency. As the participant (Mas1) shared her feeling as encountering this kind of language problems when she attended in classes, she said,
I really felt uncomfortable, somewhat disappointed, as attending in classes. I had never experienced with the situation of getting in classes without understanding anything. I even cried at the first timeI got boredThen I talked to every people (Vietnamese students) here. They said that they are the same to me (Mas1).

IV.1.4 The effects of double language barrier on academic learning Double language barrier, both English and Chinese, really affected the Vietnamese postgraduates academic learning. Due to lack of English version on university websites, ten (10) participants said that they did not use university database effectively since they could not read Chinese characteristic in academic environment. Therefore, they confided that this was somewhat considered as waste of online materials. Due to incomplete ETPs offered by Taiwan universities, participants stated that they were less active in class, even got bored, as encountering too much Chinese language in classes, particularly those in social science disciplines. Consequently, the cross-cultural opinions between international and local students were not shared meaningfully within academic environment as well as some valuable ideas might be ignored. The problem of Chinese language proficiency affected Vietnamese participants in terms of losing chance to join in their professors projects, recognized by the three (3) PhD engineering students. They confirmed that Taiwan technology has been well-recognized in Asian region but they were lack of chance to approach it through doing projects with their professors due to Chinese language deficiency. Therefore, their research topics were different from what their professors had concerned. Given this, it seemed to them that the trial university-company-research relationship was lack of reality. With regard to problems relating to English language proficiency, the Vietnamese participants stated that they spent more time for improving their English language, particularly at the first days. With their presences in Taiwan higher institutions, the bilingual (English and Chinese) was used in classes for both international and local students. However, it was also noted that international students only accounted small percentage of total students in classes and, in some cases, Taiwanese professors used more time in explaining for the

international students due to their English language proficiency deficiency As a result, the deficiency. participants somewhat felt sorry for bordering their classmates and their professors. their
My professors taught for the whole students in classes and then they explain specifically for explained three of us (in English). This made my Taiwanese classmates somewhat not understand e understand... And I also felt that we were annoying them. (Mas4)

IV.2 Study challenges felt by Vietnamese postgraduates Beyond language-related problems, the Vietnamese participants also experienced with related , other study challenges as international students in Taiwan higher education institutions. These problems included academic stress, graduation on time, and lack of experience in using demic experimental machines (as displayed in Figure 2). The details of study challenges recognized by each participant are listed in Appendix 2. Study challenges

Academic stress

Graduation on time

Lack of experience in using experimental machines

Figure 2. Study challenges felt by Vietnamese postgraduates beyond language language-related problems (11) participants. The substantive challenge was academic stress, confirmed by eleven ( Academic stress identified by these participants relating to the workload, submitting assignments on time, the stress on publications, doing dissertations, academic performances, publications, and stress from professors. They said that the requirements for postgraduate students in Taiwan are higher than those in Vietnam therefore they feel stress with their study. For the PhD participants, the stress on publications was considered as big challenge for them, especially those in engineering disciplines since their requirements were papers must be submitted on Science Citation Index journals. Academic stress was also because they had to report to their professors periodically while their research results somewhat depended on luckiness, particularly in doing experimental research. In contrast, the participants in social sciences faced with the heavy workload in reading textbooks. While all the pa participants obtained scholarships as international students in Taiwan, academic performances or scores were really stressed for them to renew scholarship status. Academic stress was also relevant to the psychology of the participants when they saw their sen senior co-national students had national withdrawn due to academic problems. The two following PhD participants told about their academic challenges, they said,
Too much workload! As far as I know, Vietnamese students in my university have not graduated yet. If they can graduate, Ill have more motivations to follow them In fact, academic stress is full here because I think Taiwan universities follow American styles so they put high requirements for PhD students ( equirements (Doc7).

10

I know how difficult to have papers to be published. I have friends studying PhD in Europe, they dont feel pressure on publishing many journal papers like me(Doc2). me(Doc

The factor of graduation on time was the second academic challenge for seven (7) Vietnamese postgraduates due to financial supports, family problems or personal problems supports, (e.g., time, age, money), especially for female married participants. However, they also confirmed that graduation on time considered as their motivation to finish their programs and go back their home country. As a PhD participant said,
Academic challenges put on many things, particularly on scholarship. Another one is I cannot study too long! I must go back home and start my own work. Ive spent too much time for study here as full-time students(D time students(Doc4).

The lack of experiences in using experimental machines was the third problem for the f three (3) participants in natural sciences. They confirmed that they had not chances to use these machines in Vietnam while the main instructions for using them in Taiwan universities were somewhat written in Chinese language. A master student told about this acade academic problem as follows,
Those machines are very expensive so buying them is really the matter and knowing how to use them is also another matter because it is very hard to use. Therefore, I cannot use them directly to reduce unexpected problems although I really want to use them(M 4). them(Mas

IV.3 Academic needs proposed by Vietnamese postgraduates While facing with such academic problems, most of the Vietnamese postgraduate participants confirmed that Taiwan higher education institutions (HEIs) are quite good in ) terms of having modern infrastructure for study and research They, therefore, also proposed research. , some suggestions for HEIs in Taiwan in providing more enjoyable environment for international students as displayed in Figure 3. The details of suggestions are listed in Appendix 3.

Suggestions for Taiwan HEIs

Anglicization in academic environment

International student supports

Scholarship programs

Figure 3. Suggestions for Taiwan HEIs proposed by the Vietnamese participants The most important thing was the Anglicization in academic environment recognized environment, by ten (10) participants. They said that Taiwan HEIs should increase the number of full English courses for international students as well as English version on departments websites, universities websites.

11

Another suggestion was scholarship programs, proposed by four (4) participants. While most of the participants had been independent in finance from their parents, financial supports were really attractive factors pulling them come to Taiwan. However, the requirements for renewing scholarships were high and, to some universities, scholarships were not enough for participants to cover necessary things. Therefore, to some participants, they said that they really need supports from universities in finding part-time jobs.
The most important thing is also scholarships For example, it is established new policy for granting scholarships in my university, that is international students must be ranked at top 40% of classes. But we are international students, our Chinese language can not be as good as local students. If there is full English medium instruction, I think we still have chances to get. (Mas2).

In addition, three (3) participants also proposed the universities should provide the international student supports in which advisors can speak English and communication with international students. For example, in helping international students adjust to Taiwan academic environment, Taiwan HEIs could provide tutors for international students to teach Chinese language and support students to solve their homework. V. Addressing academic problems and needs: Proactive collaboration between local students, university staff, instructors and international students Through the views of thirteen (13) Vietnamese postgraduate participants, academic problems and needs of international students in Taiwan toward Vietnamese perspective were identified. As studying overseas, there were unavoidable problems for the Vietnamese students in their academic learning, such as language-related problems, academic stress, graduation on time, and so on. However, it is also noted that Taiwan government and universities have started attracting international students in recent years; there would be unexpected and expected problems from the host that international students have to encounter. Exploring voices of international students toward academic problems would reflect on programs and teaching methods offered by Taiwan higher education institutions. Based on the main findings, the study, therefore, creates a proposed model for local students, university staff, teachers and international students engaging in effective academic environment due to the following relationships. V.1 Relationship between English language proficiency and language-related problems English language proficiency is related to language-related problems. In this study, the Vietnamese participants faced with language-related problems that affect their academic learning due to lack of English language proficiency. Several studies on experiences of international students in the host also confirm that English language proficiency causing difficulties for the students in participating academic environment (e.g., Campbell and Li, 2008; de Araujo, 2011; Hellstn and Prescott, 2004; Kwan and Tang, 1999; Warwick, 2006). The study, therefore, is consistent with other studies (e.g., de Araujo, 2011; Wan et al., 1992) in proposing that high level of English language proficiency will reduce academic problems facing international students in Taiwan. As a result, the study proposes that English language proficiency will be negatively related with language-related problems. V.2 Relationship between international student support and language-related problems

12

The Vietnamese participants in this study proposed their need from Taiwan higher education institutions. That is, there should be international student support throughout Taiwan universities. In fact, support networks for international students have been suggested in such studies on problems faced by international students in the host (e.g., Butcher and McGrath, 2004; de Araujo, 2011; Wan et al., 1992). For example, Butcher and McGrath (2004) stated that proactive pastoral care, in which predict and reduce potential problems faced by international students, will enhance their academic achievement in the host. This study, therefore, also proposes that international student support is likely to reduce languagerelated problems at first, and then enhance the students academic outcomes. In the context of Taiwan higher education in adopting English medium instruction for international students, there should be English Corners in Taiwan universities to assist both international and local students in English proofreading. Since English is used as a second language for both instructors and international students, it is suggested that English-native advisors should be invited in English Corners to reduce language-related problems faced by international students in Taiwan. Through the perceptions of Vietnamese students in Taiwan, the problem of insufficient English information was present in their academic learning. Given this, the study suggests that universities should offer international student support centers in which advisors feel free to communicate in English. International students could go these centers and make appointment in advance to advisors to receive advices about their academic procedures, such as registering the course at the beginning of each semester, applying for scholarships, oral exams, qualified exams and so on. Due to insufficient English information, the Vietnamese students faced with difficulties in Chinese language. Assisting Chinese language for international students is likely to reduce language-related problems for international students. For example, Taiwan universities may offer Chinese tutors for international students to learn the local language. The following hypothesis, therefore, proposes that Chinese tutors are likely negatively related with language-related problems faced by international students in Taiwan. V.3 Relationship between Anglicization and language-related problems In this study, the Vietnamese postgraduates also needed more English academic environment for international students throughout Taiwan higher education institutions. In fact, there would be difficult for Taiwanese instructors to use more English for both international and local students in classes. In some cases, there were only few international students, even 1 or 2, in classes. If English is used much in classes, the local students will get troubles. As a result, international students have to experience with Chinese language in their classes. Therefore, it is suggested that there should be appropriate polices encouraging Taiwanese teachers and students joining in English-taught programs (ETPs). For example, Taiwanese students who study with international students in ETPs will get degrees as attending international programs that are different from the other local ones. While Taiwan is also well-recognized as origin of sending students to English-speaking countries, establishing appropriate policies will also attract Taiwanese students choose their home institutions as well as master their English academic environment for international students in Taiwan. Meanwhile, teachers who teach in ETPs also receive deservedly evaluation on their teaching

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quality that is different from those who teach in local language. For instance, there should be promotions on salary, teaching quality, research evaluation if teachers work in ETPs. This study, therefore, proposes that promotion for local students and teachers in evolving ETPs is probably negatively related with language-related problems. V.4 Relationship between Collaboration and academic problems Through the voices of Vietnamese participants, academic stress extremely represented in their experiences, especially PhD participants. Among factors causing academic stress, the pressure on publication was considered as the big challenge for those in engineering disciplines. Therefore, the study suggests that the partnership between Taiwan higher education and overseas institutions in teaching and research should be promoted. For example, international conferences or workshops between Taiwan universities and overseas partners should be held periodically to exchange academic activities as well as to create more chances for international students submit their papers. Postgraduate student exchange should be noted to offer international and local students experience in oversea partners academic environment as well as get global learning experiences. Therefore, the study proposes that collaborating with overseas institutions is probably negatively related with academic problems faced by international students in Taiwan. While Taiwan technology has been well-recognized in Asian region, it would be good chances for international students, particularly Vietnamese students in engineering disciplines approaching Taiwan high technology. Therefore, the trial relationship between universities, research, and companies should be paid more attention. In this study, due to lack of Chinese language proficiency, the Vietnamese participants were somewhat limited in joining their professors projects that are more applied to Taiwan technology. If international students are offered more chances to participate in these projects, they would get more research experiences in reality as well as get more knowledge to deal with academic problems. The study proposes that trial university-company-research relationship is likely negatively related with academic problems. V.5 Relationship between Finance and academic problems As international students in Taiwan, all Vietnamese participants in this study obtained scholarships. However, the types of scholarships were different for each international student. To some participants, especially those who obtained part-scholarships, financial problems were considered as one of the factors causing their academic problems, especially stress on academic scores and graduation on time due to financial statuses. To some extents, the amount of scholarship is not likely more important than the means of scholarships. For example, a part-time scholarship student may choose Taiwan if he knows that there are also other kinds of internships or fellowships for him. While many Vietnamese students had experienced with writing dissertations for final exams at undergraduate level in Vietnam, it is easy to understand that how they prefer to join in projects with their professors to get fellowships or assistant positions. Given this, the students will get more research experiences that are somewhat more important for their study purposes. Therefore, the study proposes that scholarships will be negatively related with academic problems.

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Based on the relationships above, this study creates a proposed model for Taiwan students, teachers, universities and international students involving in effective academic environment as shown in Figure 4.
English language proficiency

International student support English Corners Advisors Chinese tutors Anglicization in academic environment Promotion for local students Promotion for local teachers

Languagerelated problems
Reducing

Academic outcomes Collaboration Collaborating with overseas institutions Trial university-companyresearch relationship

Reducing

Study challenges

Scholarships

Figure 4. A model for addressing academic problems and needs faced by international students Figure 4 proposes that proactive collaboration between international students, university staff, local students and Taiwanese teachers is probably reduce language-related problems and study challenges faced by international students as well as enhance their academic achievement. For international students, there should be improvement on their English language proficiency to lessen language problems. Meanwhile, universities should offer international student support for international students, such as establishing English Corners, advisors who communicate in English with international students, and Chinese tutors. In addition, local students and teachers should be promoted in English-taught programs to enhance Anglicization within Taiwan universities to meet international students needs as well as benefit for them in experiencing in English academic environment. In reducing study challenges, universities could enhance collaboration with overseas partners to offer more chances for both local and international students to experience in overseas academic environment as well as increase chances for them to take part in international conferences. Along with this, Taiwan universities and professors should be active in collaboration with

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companies to benefit the students in approaching applied research and technology as well as find some extra funding supporting for international students through such means of scholarships, such as fellowships, internships, or assistant positions.

VI. Conclusion This study has identified academic problems and needs that international students studying in English-taught programs in Taiwan, a non-English-speaking Asian country, experienced. By interviews with 13 Vietnamese postgraduates in 5 universities, the study has found that language-related problems, relating to English language proficiency, the hosts problems, and Chinese language, affect the Vietnamese participants in their academic learning. Beyond language-related problems, they also faced with other study challenges, such as academic stress, graduation on time, lack of experiences in using experimental machines. Based on the findings, the study suggests that proactive collaboration between local students, university teachers, university staff and international students is likely to meet international students needs as well as enhance their academic achievement. This study also creates a proposed model for this collaboration. It is hoped that the proposed framework, though it is still restricted in academic aspect and the sample size of the study, may offer more insights for empirical investigations on international students in non-English speaking Asian countries like Taiwan. References Altbach, P. G. (2004). Globalisation and the university: Myths and realities in an unequal world. Tertiary Education and Management, 10 (1), 3-25. Brown, L. (2008). Language and anxiety: An ethnographic study of international postgraduate students. Evaluation and Research in Education, 21 (2) 75-95. Butcher, A. & McGrath, T. (2004). International students in New Zealand: Needs and responses. International Education Journal, 5 (4), 540-550. Campbell, J., & Li, M. (2008). Asian students voices: An empirical study of Asian students learning experiences at a New Zealand University. Journal of Studies in International Education, 12 (4), 375-396. Chang, Q. (2005). Internationalization of higher education from the perspective of globalization. Retrieved December, 2008, from http://english.moe.gov.tw/fp.asp?xItem=7166&ctNode=512&mp=1. De Araujo, A. A. (2011). Adjustment problems of international students enrolled in American colleges and universities: A review of the literature. Higher Education Studies, 1 (1), 2-8. Hellstn, M., & Prescott, A. (2004). Learning at university: The international student experience. International Education Journal, 5 (3), 344-351. Hesse-Biber, S. N., & Leavy, P. (2006). The Practice of qualitative research. Thousand Oaks: Sage Publications. Kuiper, A. & Tan, C. (2007). Communication in a foreign environment: The speaking of English by international students at a New Zealand university. Retrieved March 3, 2009, from http://www.businesscommunication.org/conventions/Proceedings/2007/HongKong/11AB CAsiaPac07.pdf.

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Kwan, T.; & Tang, T. (1999). Learning experiences of overseas non-English speaking background students: A case study of an Australian university. New Horizons in Education, 39 (3), 88-95. Lasanowski, V. (2009). International Student Mobility: Status Report 2009. London: OBHE. Lasanowski , V. (2011). Can Speak, Will Travel: The Influence of Language on Global Student Mobility, in Bhandari, R. & Blumenthal, P (eds). International Students and Global Mobility in Higher Education: National Trends and New Directions, New York: Palgrave Macmillan. Accessed from The Observatory on Borderless Higher Education, February 2011. Lo, W. (2009). Reflections on internationalization of higher education in Taiwan: Perspective and prospects. Higher Education, 58 (6), 733-745. OECD (2010). Education at a Glance 2010. Paris: OECD. Pan, Y.; Wong, D.; Joubert, L.; and Chan, C. (2008). The protective function of meaning of life on life satisfaction among Chinese students in Australia and Hong Kong: A crosscultural comparative study. Journal of America College Health, 57 (2), 221-231. Ritchie, J., & Lewis, J. (2003). Qualitative research practice: A guide for social science students and researchers. London: SAGE Publications. Singh, M. (2005). Enabling transnational learning communities: policies, pedagogies and politics of educational power, in P. Ninnes & M. Hellsten (eds). Internationalizing Higher Education, Dorthrecht: Springer. Stearns, P. N. (2009). Educating global citizens in colleges and universities: Challenges and opportunities. New York: Routlege. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. London: SAGE Publications. Taiwan MOE (2008). Foreign students in R. O. C (Statistic in English and Chinese). Retrieved August 30, 2009, from http://english.moe.gov.tw/public/Attachment/86101201771.xls. Taiwan MOE (2010). Department of Statistic. Retrieved May 14, 2011, from http://www.edu.tw/statistics/content.aspx?site_content_sn=25760 Wan, T.; Chapman, D. W.; and Biggs, D. A. (1992). Academic stress of international students attending U.S universities. Research in Higher Education, 33 (5), 607-623. Ward, C.; & Masgoret, A. (2004). The experiences of international students in New Zealand: Report on the results of the national survey. Prepared for the Ministry of Education. Retrieved September, 16, 2010 from http://mudface.net/IEC_NewZealandInternationalStudentExperience.pdf Warwick, P. (2006). International Students in the UK : How can we give them a better experience? Working Paper. Department of Management Studies, University of York, York. Retrieved from http://www.york.ac.uk/media/tyms/documents/research/workingpaper/wp26warwick.pdf.

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Appendixes Appendix 1. Language-related problems identified by each participant

Problems/ Participants

Doc1

Doc2

Doc3

Doc4

Doc5

Doc6

Doc7

Mas1

Mas2

Mas3

Mas4

Mas5

Mas6

TOTAL

Problems relating English language proficiency English academic problems V V V Lack of fluency in using English V V The hosts problems Insufficient English information Incomplete ETPs Differences in using English Chinese language Chinese language deficiency

V V

V V

V V

V V

8 6

V V V V

V V

V V V

V V V

V V

V V V

V V

10 7 6

Appendix 2. Study challenges confirmed by each participant

Problems/ Participants
Academic stress Graduation on time Lack of experimental experience
Doc1 V V Doc2 V V V Doc3 V V Doc4 V V Doc5 V Doc6 V Doc7 V V Mas1 V V V Mas2 V V V Mas3 Mas4 Mas5 V Mas6 V TOTAL

11 7 3

Appendix 3. Suggestions proposed by each participant

Suggestions/ Participants
Anglicization in academic environment Scholarship programs International student supports
Doc1 V V V Doc2 Doc3 Doc4 V Doc5 V Doc6 V V Doc7 Mas1 V V V Mas2 V V V Mas3 V Mas4 V Mas5 V Mas6 V TOTAL

10 4 3

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