Educating Chinese, Japanese, and Korean International Students: Recommendations to American Professors

Authors

  • Shelly R. Roy Fairmont State University, United States

DOI:

https://doi.org/10.32674/jis.v3i1.514

Keywords:

international students, adjustment issues, adaptation experiences, Asian students

Abstract

This paper discusses the unique barriers and learning difficulties encountered by Chinese, Japanese, and Korean international students when they study at institutions of higher education in the US. These learning difficulties arise because of inability of some American professors to use discourse markers, summarize at the end of lectures, write key concepts on the blackboard, etc. (Cox & Yamaguchi, 2010; Huang, 2004; Huang & Brown, 2009; Lee & Carrasquillo, 2006). The author argues that by using emotional intelligence (Goleman, 1998), the creating mind (Gardner, 2007), and the respectful mind (Gardner, 2007), American professors institutions of higher education in the US can enhance the learning experiences of their international students.

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Author Biography

Shelly R. Roy, Fairmont State University, United States

Shelly R. Roy is a third year student in the Doctor of Executive Leadership program at Mountain State University, in Beckley (USA). 

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Published

2013-01-01

How to Cite

Roy, S. R. (2013). Educating Chinese, Japanese, and Korean International Students: Recommendations to American Professors. Journal of International Students, 3(1), 10–16. https://doi.org/10.32674/jis.v3i1.514

Issue

Section

Research Articles