International student adjustment in Irish universities: Language-related challenges and the role of EAP

Abstract

The present study explores the role of language in non-native English speaking (NNES) international students adaptation in Irish universities, as well as the role of EAP in-sessional programmes in adaptation. This is achieved by a thorough examination of the language-related challenges faced by NNES international students across the three adjustment domains academic, sociocultural and psychological together with the views of EAP students on an EAP in-sessional programme. The research is divided into two phases, both consisting of a convergent parallel design (i.e., QUAN + QUAL). These are connected through an exploratory sequential design, in which the qualitative component of Phase I leads to Phase II. Phase I aimed to identify the language-related challenges faced by NNES international students in Irish universities, and includes a large-scale questionnaire directed towards NNES international students in the nine public universities on the island of Ireland (n=330) as well as a first set of interviews directed towards NNES international students taking part in an EAP in-sessional programme at an Irish university (n=24). Results from Phase I identified language-related challenges across the three adjustment domains. These include challenges relating to academic reading, writing, speaking and listening skills pertinent to the academic domain; challenges relating to basic needs, social skills, adaptation to college, and cultural empathy and relatedness regarding the sociocultural domain; and lastly, challenges relating to stress, anxiety, and sadness and depression included in the psychological domain. Phase II aimed at identifying the role of EAP in-sessional programmes in student adaptation based on students views, and involved a needs analysis questionnaire directed towards EAP in-sessional students at an Irish university (n=34), and a second set of interviews (i.e., follow-up interview). Results from this phase indicated that EAP programmes may contribute to students adaptation by following a practical approach, the use of authentic materials that allowed them to put academic skills into practice and receiving individual feedback from EAP tutors.