Rhetorical relations in university students’ presentations

This study presents a contrastive analysis of the pronominal uses of bu and su and this and that in written academic discourse within the framework of Rhetorical Structure Theory (Mann and Thompson, 1988; Marcu 2000). The comparative analysis of these pronominals is done with respect to the rhetorical relations in which they are used. Data for this study were retrieved from journal articles on linguistics and education. The results show that bu-su and this-that are sensitive to rhetorical relations. Although bu and this are used in similar rhetorical functions (i.e. interpretation, explanation and reason relations), in some occurrences they are used in different rhetorical relations (i.e textual organisation and hypothetical relations). On the other hand, su is used differently from that and this in the establishment of rhetorical relations. Su is used in the subtypes of elaboration relation (i.e. elaboration-set-member, elaboration part-whole), while that is not used in elaboration relations. That is used in antithesis, list and contrast relations, where occurrences of su are not seen. While this is used in addition, interpretation, hypothetical, summarisation and concession relations, su is not.

The COVID-19 pandemic in 2020 caused unexpected and unprecedented disruptions worldwide. University students, especially international students, underwent unique challenges during this volatile era. This secondary quantitative data analysis study aimed to investigate the experiences, stress, adjustment, and ways of coping of university students during the COVID-19 pandemic. Data from 112 international university students and 112 domestic American university students were included in the statistical analyses. The differences in Student Adaptation to College Questionnaire (SACQ), Ways of Coping Questionnaire (WAYS), COVID-19-related questionnaire, and Perceived Stress Scale (PSS) between international and domestic students were analyzed using independent samples t-tests. Multiple regression models predicting PSS by SACQ, WAYS, and COVID-19-related questionnaire subscales were estimated for international and domestic students separately. The results showed that international students and American students did not report significant differences in their university adjustment, usage of coping strategy, and perceived stress level during the peak of the pandemic. Additionally, American students reported more factors impacting their perceived stress than international students. Implications of the findings as well as limitations and future directions were discussed.

University students have been identified as a population sub-group vulnerable to food insecurity. This vulnerability increased in 2020 due to the COVID-19 pandemic. This study aimed to assess factors associated with food insecurity among university students and the differences between students with and without children. A cross-sectional survey of (n = 213) students attending one university in Western Australia measured food insecurity, psychological distress, and socio-demographic characteristics. Logistic regression analyses were conducted to identify factors associated with food insecurity. Forty-eight percent of students who responded to the survey had experienced food insecurity in 2020. International students who were studying in Australia were nine times more likely to experience food insecurity than domestic students (AOR = 9.13; 95% CI = 2.32-35.97). International students with children were more likely to experience food insecurity than international students without children (p < 0.001) and domestic students with (p < 0.001) or without children (p < 0.001). For each unit increase in depression level, the likelihood of experiencing food insecurity increased (AOR = 1.62; 95% CI = 1.12-2.33). Findings show a higher prevalence of food insecurity among international university students and students with children during the COVID-19 pandemic and that food insecurity was associated with higher levels of psychological distress. These findings highlight the need for targeted interventions to mitigate the risk of food insecurity among Australian university students, particularly among international students, students with children, and those experiencing psychological distress.

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In the current study we aim at exploiting discourse structure of Arabic text to automatically finding answers to non-factoid questions ("Why" and "How to"). Our method is based on Rhetorical Structure Theory (RST) that many studies have shown to be a very effective approach for many computational linguistics applications such as (text generation, text summarization and machine translation). For both types of questions we assign one or more rhetorical relations that help discovering the corresponding answers. This is the first Arabic Question Answering system that attempts to answer the "Why" and "How to" questions.

The article reveals the foreign experience to form the communicative competence of foreign students in universities of construction and architecture. Scientists emphasize the importance of classifying communication skills according to such groups as oral, written, interpersonal, and visual communication. Oral communication included such important skills as preparing an oral presentation, meeting, participating in a telephone conversation, briefing, discussion, etc.; written communication includes the ability to create e-mails, reports, memos. Instead, it is appropriate, according to scientists, to include such skills as perceiving information from brochures and advertisements, technical drawings, illustrations, photos, drawings, diagrams, tables, catalogs, and presentations to the system of visual communication skills. Along with this, it makes sense, from the researchers’ point of view, to include participation in team activities, resolution of conflict situations, transmission of non-verbal signals, realization of self-concept and management of one’s emotional state as interpersonal communication skills. The leading methods to form the communicative competence of foreign students are brainstorming, mini-interviews, discussion of scenarios for the use of grammatical forms and lexical units, analysis of different communication styles, and body language characteristics. In addition, the use of presentations allows you to assimilate the correct intonation, sentence rhythm, basic idioms, and terms. It is pedagogically expedient to systematically acquaint students with the main components of planning, evaluation and reporting of their educational activities. The analysis of foreign experience in the formation of communicative competence of future foreign students in universities of construction and architecture allows for the formulation of recommendations to improve the effectiveness of their training in the domestic system of higher technical education, for example, to take into account the peculiarities of oral, written, interpersonal, visual communication; create an atmosphere of immersion in the English language; develop flexible educational plans; take into account the specifics of professional communication situations; increasing the specific weight of interactive learning methods; active use of information and communication technologies.

Purpose The purpose of this study is to examine the socialization experience of international doctoral students in the field of biology. Design/methodology/approach Using a sequential mixed-methods approach, with a primary focus on qualitative analysis, the authors analyzed survey and interview data from the first two years of biology doctoral students across 53 research-intensive US universities. By the end of year 1, the authors’ analytical sample contained surveys from 285 students and interviews from 18 international students. By the end of year 2, the authors’ sample included surveys from 247 students and interviews from 14 international students. Findings Quantitative findings show that international students report lower levels of interaction with faculty and peers but a stronger sense of belonging in their research communities. Qualitative insights from 32 in-depth qualitative interviews with international students highlight the work-centered nature of their socialization, challenges of limited social networks and the central role of labs for support and validation. Originality/value While research generally documented the challenges faced by international students, there is a significant gap in understanding how their socialization experiences evolved over time. Much of the existing literature lacks a comprehensive examination of the longitudinal socialization process of international doctoral students. This study challenges assumptions about uniformly negative experiences among international students and offers implications to improve doctoral education.

International education and university study exchange programs are now widely established around the world. Yet little is known about possible cultural differences in international and local students' goals and perceptions, and about how international students adapt to the specific academic requirements of the host country. The mediating role of student's goals and perceptions, as well as the dynamic and adaptive nature of those cognitions have been emphasised in theories of self-regulation of learning and empirical research on student learning. The present study examined the extent to which international students' ways of thinking about learning, learning goals and perceptions of the usefulness of typical university study contexts differ from local students at the beginning of their study in the host university, and then become similar to that of local students after a period of time. Comparisons of matched groups of international students (from South-east Asia) and local (Australian) students revealed evidence of cultural/educational differences between their conceptualisation of goals at the beginning of their university study but this difference disappeared after one semester. At the start of their university study, South-east Asian students displayed higher levels of goals than local students, but neither group was certain yet which study settings would be most useful for achieving their personal goals. After one semester, South-east Asian students had become more like local students but the two groups' overall patterns of change over time were similar, providing further support for the view that the specific characteristics of study environments have a strong impact on students' learning. South-east Asian students' clear differentiation of the usefulness of typical study settings for the achievement of high vs low level goals however, contrasted with local students' undifferentiated view that individual study is the most useful form of learning.

Onshore international students in universities, are often ascribed a deficit identity. This is associated, in the literature, with stereotyping and discrimination in the host countries. However, alternative perspectives are emerging that challenge such views and focus instead on the central role of students’ agency in shaping their own educational identities. Although valuable, this latter body of research is limited because it generally does not address the identities of offshore international students; those who pursue an overseas programme in their home country. How agential are they? This study explores the manner in which international students’ identities are formed in the transnational education (TNE) market. It focuses specifically Australian courses and programs in Vietnam. It examines this transnational education market, the principles upon which it operates and the manner in which it seeks to shape students’ identities via processes of commodification and colonisation through the promotion of what I call Western dreams. It also shows how offshore international Vietnamese students engage this market, and how they respond to such process of commodification and colonisation. It identifies the mismatches between the ways offshore international students position themselves and how ATNE institutions position them. Two main research methods are employed; in-depth interview and semiotic analysis. The former are used to draw out students’ experiences of consuming ATNE products and the structures of feelings involved. The latter is employed to discover how Western dreams and ideologies are embedded in the ATNE promotional materials. In bringing these two methods together, I offer a picture of the ATNE market from both sides: production and consumption. My interviewees are undertaking their studies in transnational educational programs in Vietnam. Understanding these programs required me to identify the manner in which they intersect with various economic, cultural, political dimensions of globalisation and colonialism. I show that these intersections help to shape students’ identities by offering a new set of alluring attributes while also putting traditional Vietnamese identities under pressure to change. Specifically I illustrate how these global education market forces and their associated ideologies morph with local forces (culture, traditions and the Vietnamese nation-state) to displace students’ identities and evoke in them highly contradictory feelings. They are excited and disappointed, they feel exploited but at the same time they feel creative and fulfilled. Ultimately, their education leaves them feeling very ambivalent. My research contributes to the body of knowledge known as ‘international education studies’. It offers insights into the identity formation of offshore international students in Vietnam and confirms that they are strong self-forming agents. While challenging the consumer and production fetishism of the transnational education market, it also indicates that students are, what I call, agonised consumers who identify the exploitation they are subject to in this market while also experiencing some exhilaration. This study offers a fresh approach to interpreting offshore international student identities, thereby enriching understandings of not only of student identities but also of the practices of the ATNE institutions.

Internationalism and globalisation bring university students to different parts of the world. However, international students may face stress, discrimination, bias, and challenges from the hosted environment due to cultural and social differences. Based on the social stigma and sociocultural and psychological racism theory, the current study aims to understand and explore the sources of stress and challenges of gay and bisexual international university students in South Korea. 40 gay and bisexual international university students currently enrolled at one of the South Korean universities were invited to share their stories. The finding indicated that othering, boycotting from school personnel, and ineffective psychological counselling services in the university health centres and university hospital health facilities played significant roles in their sources of stress, challenges, and sense-making processes. This study filled the research and practical gaps in the areas of stress and challenges of gay and bisexual international university students in South Korea. Also, university leaders, government officials, non-profit organisational administrators, and public health professionals may use this study as their reference to reform and polish the current policies and regulations for LGBTQ individuals and groups, particularly for gay and bisexual international university students.&#x0D; &#x0D; Received: 8 March 2022 / Accepted: 13 April 2022 / Published: 5 May 2022

Introduction International students pursuing neuropsychology training in the U.S. face unique and multifaceted challenges that impact their academic, clinical, and professional development. This paper provides an overview and definitions of issues relevant to international students, with special focus on those enrolled in doctoral programs with an emphasis on neuropsychology. Methods To complement a review of guidelines and issues, an online survey sampled 37 students from different regions. Participants provided information about their experiences and recommendations to improve the climate of support and outcomes for international doctoral students in clinical neuropsychology programs. Results Key challenges include navigating visa regulations, financial constraints, cultural adjustment, language barriers, and limited institutional support. Notably, 75% of participants reported difficulties with visa and immigration requirements, whereas 78% highlighted financial challenges as significant obstacles. Language-related issues, including academic writing and oral communication, were reported by 48% of the participants, which were exacerbated by limited institutional resources. Participants also identified gaps in mentorship and opportunities compared to domestic students, with many perceiving low preparedness for securing clinical placements, internships, and postdoctoral fellowships. Participants utilized strategies such as networking, self-driven research, and mentorship to overcome barriers. Recommendations for improving the training experience include increased support for visa navigation, responsive mentorship, and supportive language resources at program and institutional levels. Advocacy for policy changes, such as designating clinical psychology as a STEM discipline to expand OPT eligibility, is also critical. Conclusions The findings underscore the critical need for systemic changes within graduate programs and broader policy frameworks to support international students in adhering to visa stipulations, managing financial burdens, overcoming language barriers, and securing internships and fellowships. Addressing these barriers would benefit international trainees and strengthen the field by broadening perspectives and improving practice and research.

Stress and poor sleep quality are serious and common problems among university students that could have detrimental effects on their academic performance. International students may experience greater difficulty than domestic students because they also need to deal with the challenges associated with moving to a new culture. The present study aimed to investigate the relationship between stress (perceived and acculturative), sleep quality and academic performance by comparing them between international and domestic students. Perceived stress negatively correlated with sleep quality. However, no relationship was found between acculturative stress and sleep quality, between sleep quality and academic performance, and between stress (perceived and acculturative) and academic performance. Differences on perceived stress and sleep quality between international and domestic students were found. Perceived stress was found to be an important factor that requires the university to focus on effective stress management programs that could be useful for achieving better sleep quality.

Purpose – The purpose of this paper is to analyze the influences of different variables on the dietary adjustment process of international university students. More specifically, the authors investigate how ethnocentrism, perceived risk, and external influences affect their adjustment processes by considering three different temporal stages and exploring adjustment in relation to dietary practices. Design/methodology/approach – After performing an in-depth review of the relevant literature, a structural equation analysis is conducted. This analysis relies on data from a sample of 139 international students enrolled in a Spanish university. Findings – The results reveal that ethnocentrism is significant only in the second stage of the adjustment process. The level of perceived risk decreases during the adjustment process but also depends on the features international students have in common with the host culture; in contrast, external influences are important in all stages. Research limitations/implications – International students should not be treated the same way during different stages of their adjustment. For example, during the first stage, the focus should be on minimizing their perceived risk and guaranteeing a safe environment in which they feel comfortable with buying. The role of the media and the training of salespeople should be highlighted in the second stage of adjustment. Practical implications – The dietary adjustment for this group of short-term migrants is different than other groups, which tend to return to their country of origin. In contrast, international university students try to assimilate the host culture and be part of it. Social implications – In the context of consumption, because international university students are influenced by all constructs detailed in this study, it is necessary to formulate a specific approach for each stage. Originality/value – This research evidences how there is a great opportunity for diverse operators (e.g. universities, food retail chains) to influence the consumption habits of international university students, because they are more receptive than other migrant groups.

The author, emphasizing the necessity of updating the content of the language education of non-philological foreign students of Ukrainian universities, performs a linguo-didactic analysis of the subject side of the content of the system of teaching Ukrainian as a foreign language to non-philological students. Within the modern linguistic paradigm, the subject content of teaching a foreign language, in particular UFL, is considered a system of linguistic means (phonetic, lexical, grammatical, stylistic, socio-cultural, speech etiquette, rhetorical). In the conditions when the modern linguodidactic paradigm is dominated by communicative-activity and intercultural approaches and the consciously-practical method of teaching, aimed at ensuring that foreign students would master the content component of their language education, the following units of learning are recognized: sentences, expressions, texts, and dialogues. The need for updating the content component of the teaching system of UFL arises in connection with the requirements of the modern information society and new requirements for the tasks and results of teaching foreign languages. It has been found that the achievements of a relatively new theory of language communication will allow refining the components of the content of foreign language teaching, which will have an impact on improving the quality of language education of foreign non-philological students of Ukrainian universities. The submitted scientific research substantiates the choice of such a unit of study as a communicative act, which in the future allows reforming the educational process to attract foreign students to Ukrainian discourses. The author describes the structural-semantic components of the personal, verbal-cognitive, verbal and extraverbal levels of the communicative act as a fragment of the communication process within a certain communicative situation. The conclusion is made about the potentialities of the described parameters of the communicative act as a basis for updating the steady methodical principles of language material selection.

This chapter explores how adopting a multicultural approach to studying overseas can support international students in their lifelong learning journey, emphasising the development of global competencies. In today’s interconnected world, the need for enhanced global competence has become increasingly critical, particularly for students navigating diverse and intercultural environments. Australia, home to one of the highest proportions of international students, especially from the Asian region, presents a unique context for examining the impact of multiculturalism on students’ personal and academic growth. In 2019, nearly 83% of postgraduate students in Australian universities were from the Asian region, predominantly China and India, highlighting the necessity for diversity and inclusion policies in Australian higher education. This sector already offers a wide range of courses, research and collaborative learning opportunities to accommodate this cultural diversity. Through a self-reflective ethnographic approach, this chapter examines personal experiences as an international postgraduate student in Australia during the 2020–2021 period. By analysing the journey of building social, cultural and psychological capital, the chapter highlights how international students can leverage multicultural environments while developing a deeper sense of belonging and understanding. Using three vignettes, the author illustrates how this process shapes one’s multicultural identity and personal resilience by building and utilising psychological capital. The chapter suggests that for multiculturalism to flourish, both host institutions and international students must actively engage in mutual cultural exchange, fostering inclusive and collaborative learning environments. This chapter demonstrates how adopting a multicultural perspective can promote lifelong learning, personal growth and leadership potential among international students.