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ABD Üniversitelerinde Öğrenim Gören Türk Lisansüstü Öğrencilerin Karşılaştıkları Dil Zorlukları Üzerine Retrospektif Fenomenolojik Bir Çalışma

Year 2023, Volume: 52 Issue: 1, 247 - 281, 30.04.2023
https://doi.org/10.14812/cuefd.1265080

Abstract

Türkiye, 1950’lerden itibaren ABD’ye en fazla öğrenci gönderen Avrupa ülkeleri arasında yer almıştır. Bu çalışmanın amacı, ABD üniversitelerinde burslu statüde öğrenim gören Türk lisansüstü öğrencilerin dil bariyeri kapsamında karşılaştıkları zorlukları araştırmaktır. Öğrencilerin dil kaynaklı yaşadıkları zorlukları keşfetmek amacıyla derinlemesine bilgiye ihtiyaç duyulmuştur. Bu nedenle bu çalışmada fenomenolojik araştırma metodu kullanılmıştır. Araştırmanın örneklemi için 13 katılımcı seçilmiş, görüşmeler yapılmış, elde edilen bulgular kodlanmış ve temalar şeklinde sınıflandırılmıştır. Bulgular, öğrencilerin bölümlerinde konuşma ve anlama sorunları yaşadıklarını, farklı aksanları anlamakta güçlük çektiklerini ve alan İngilizcesine hâkim olmadıklarını göstermektedir. Öğrencilerin yaşadıkları bu zorlukların temelinde; Türkiye’deki dil merkezlerinin ağırlıklı olarak sınav bazlı İngilizce öğretim programı uygulamaları, öğrencilerin İngilizceye sınırlı düzeyde maruz kalmaları ve İngilizce öğrenimine dair gerçekçi olmayan beklentileri olduğu düşünülmektedir. Yurt dışı dil eğitim süresinin kısa olması da öğrencilerin dil yetkinliklerini olgunlaştırmalarına yeterli gelmemektedir. Amerikan eğitim pedagojisinin farklı olması ve kültürel engeller de dil zorluğu ile kesişen diğer temalar olarak ortaya çıkmıştır. Türkiye genelinde rekabetçi sınavlar sonucunda seçilen öğrencilerin, öz güvenlerinin yüksek olması beklenir. Ancak dil yetersizliği, pedagojik farklılıklar ve kültürel engeller, öğrencilerin, özellikle eğitimlerinin ilk iki dönemlerinde, öz güven kaybı yaşamalarına neden olmaktadır. Son olarak bu çalışmanın bulguları, İngilizce eğitim merkezlerine, burs programı yetkililerine, öğrencilere, rehberlik servislerine ve danışmanlara öğrencilerin dil sorunları ile ilgili bilgi vermektedir.

References

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  • Bevis, T. B., & Lucas, C. J. (2007). International students in American colleges and universities: A history. Palgrave Macmillan.
  • Burkholder, J. R. (2014). Reflections of Turkish international graduate students: Studies on life at a U.S. Midwestern University. International Journal of Advencement Counseling, 36, 43–57. https://doi.org/10.1007/s10447-013-9189-5
  • Can, A., Poyrazli, S. & Pilay, Y. (2021). Eleven types of adjustment problems and psychological well-being among international students. Eurasian Journal of Educational Research, 91, 1–20.
  • Chen, C. P. (1999). Common stressors among international college students: Research and counseling implications. Journal of College Counseling, 2(1), 49–65. https://doi.org/10.1002/j.2161-1882.1999.tb00142.x
  • Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson New International Edition, Pearson Education Limited.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications, Inc.
  • De Vaus, D. (2006). Retrospective study. In V. Jupp (Ed.), The Sage dictionary of social research method (pp. 268–270). Sage Publications Ltd.
  • Dooey, P., & Oliver, R. (2002). An investigation into the predictive validity of the IELTS test as an indicator of future academic success. Prospect, 17(1), 36–54.
  • Dugan, J. P. (2017). Leadership theory: Cultivating critical perspectives. Jossey-Bass.
  • Duru, E., & Poyrazli, S. (2007). Personality dimensions, psychosocial-demographic variables, and English language competency in predicting level of acculturative stress among Turkish international students. International Journal of Stress Management, 14(1), 99–110. https://doi.org/10.1037/1072-5245.14.1.99
  • Hofstede, G. H. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage Publications.
  • Ilhan, G. O., & Oruc, S. (2020). Studying abroad from the perspectives of Turkish graduate students in the USA. International Journal of Psychology and Educational Studies, 7(4), 213–223.
  • Institute of International Education. (2021). International student enrollment trends, 1948/49-2021/2021. Open Doors Report on International Educational Exchange. http://www.opendoorsdata.org
  • Institute of International Education. (2022). International students by academic level and place of origin, 2000/01-2021/22. Open Doors Report on International Educational Exchange. https://www.opendoorsdata.org
  • Institute of International Education. (2022). Top 25 places of origin of international student, 2001/01-2021/2022. Open Doors Report on International Educational Exchange. http://www.opendoorsdata.org
  • Karayigit, C. (2021). The impact of scholarship status on the experiences of international graduate students in the U.S. Milli Egitim, 50(1), 1121–1130. https://doi.org/10.37669/milliegitim.936918
  • Kilinc, A., & Granello, P. F. (2003). Overall life satisfaction and help-seeking attitudes of Turkish college students in the United States: Implications for college counselors. Journal of College Counseling, 6(1), 56–68. https://doi.org/10.1002/j.2161-1882.2003.tb00227.x
  • Mills, G. E., & Gay, L. R. (2019). Educational research competencies for analysis and application (12th. Ed.). Pearson Education Inc.
  • Mori, S. (2000). Addressing the mental health concerns of international students. Journal of Counseling and Development. Spring, 78(2), 137–144. https://doi.org/10.1002/j.1556-6676.2000.tb02571.x
  • Mwangi, C. A. G., Changamire, N., & Mosselson, J. (2019). An intersectional understanding of African international graduate students' experiences in U.S. Higher Education. Journal of Diversity in Higher Education, 12(1).
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  • Poyrazli, S., Arbona, C., Bullington, R., & Pisecco, S. (2001). Adjustment issues of Turkish college students studying in the United States. College Student Journal, 35(1), 52–63.
  • Poyrazli, S., Kavanaugh, P. R., Baker, A., & Al-Timimi, A. (2004). Social support and demographic correlates of acculturative stress in international students. Journal of College Counseling, Spring, 7(1), 73–82. https://doi.org/10.1002/j.2161-1882.2004.tb00261.x
  • Project Atlas. (2020). Project Atlas Infographic. https://iie.widen.net/s/g2bqxwkwqv/project-atlas-infographics-2020
  • Ra, Y. (2016). Social support and acculturative stress among Korean international students. Journal of College Student Development, 57(7), 885–891. https://doi.org/10.1353/csd.2016.0085
  • Segosebe, D. E. (2017). Acculturative stress and disengagement: Learning from the adjustment challenges faced by East Asian international graduate students. International Journal of Higher Education, 6(6), 66–77. https://doi.org/10.5430/ijhe.v6n6p66
  • Sumer, S., Poyrazli, S., & Grahame, K. (Fall, 2008). Predictors of depression and anxiety among international students. Journal of Counseling & Development, 86(4), 429–437. https://doi.org/10.1002/j.1556-6678.2008.tb00531.x
  • Tatar, S. (2005). Classroom participation by international students: The case of Turkish graduate students. Journal of Studies in International Education, 9(4), 337–355. https://doi.org/10.1177/1028315305280967
  • Wang, J. (2003). A study of the adjustment of international graduate students at American universities, including both resilience characteristics and traditional background factors [Unpublished doctoral dissertation]. Florida State University.
  • Wang, Z. (2004). Studying in the U.S.: Chinese graduate students’ experiences of academic adjustment [Unpublished doctoral dissertation]. University of Illinois at Urbana-Champaing.
  • Woodrow, L. (2006). Academic success of international postgraduate education students and the role of English. University of Sydney Papers in TESOL, 1, 51–70.
  • Yeh, C. J., & Inose, M. (2003). International students reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress. Counselling Psychology Quarterly, 16(1), 15–28. https://doi.org/10.1080/0951507031000114058
  • Yildirim, O. (2009). A study of adjustment problems of Turkish students studying in dual diploma engineering programs in the USA.: The effects of English language, education differences and academic program structure [Unpublished doctoral dissertation]. State University of New York.
  • Yurt Dışına Lisansüstü Öğrenim Görmek Üzere Gönderilecek Öğrencileri Seçme ve Yerleştirme. (2022). Yurt dışına lisansüstü öğrenim görmek üzere gönderilecek öğrencileri seçme ve yerleştirme, başvuru ve tercih klavuzu. Milli Eğitim Bakanlığı. https://yyegm.meb.gov.tr/www/2022-ylsy-basvuru-ve-tercih-kilavuzu-guncelleme/icerik/711
  • Zhou, E., & Gao, J. (2021). Graduate enrollment and degrees: 2010 to 2020. Council of Graduate Schools.
  • Zhou, Y., Frey, C., & Bang H. (2011). Understanding of international graduate students' academic adaptation to a U.S. graduate school [Unpublished master’s thesis]. Bowling Green State University.

A Retrospective Phenomenological Study on the Language Challenges Faced by Turkish Graduate Students at U.S. Universities

Year 2023, Volume: 52 Issue: 1, 247 - 281, 30.04.2023
https://doi.org/10.14812/cuefd.1265080

Abstract

Turkey has always been among the top European countries that have sent the highest number of students to the U.S. This study aims to investigate the language incompetency and language-related challenges faced by Turkish graduate students studying at US universities with scholarship status. For this purpose, the phenomenological research method was used, and 13 participants were selected for the sample. After the interviews, the findings were coded, classified as themes, and evaluated. The study findings show that the students have speaking and listening problems, have difficulty understanding different accents, and have problems understanding concepts related to their studies' field in their departments. Learning English through exam-oriented strategy, unrealistic expectations of the students about learning English in the U.S., and the lack of social environment where the students can be exposed to English in Turkey have been identified as the main themes leading the students to experience language incompetency in their departments. The findings also show that it is not sufficient to overcome the language deficiency of the students due to the time restriction of language education abroad. Also, the pedagogy of the U.S. educational system and cultural barriers have emerged as other areas of challenge that intersect with language inadequacy. The students selected through competitive exams throughout Turkey are expected to have high self-confidence. However, it has been determined that the students experience a loss of self-confidence, especially in their first two semesters, due to language inadequacy and pedagogical and cultural differences. The findings of this study provide information to English education centers, Turkish Scholarship Program, students, counselors, and advisors in Turkey and the US.

References

  • Alsahafi, N., & Shin, S. C. (2017). Factors affecting the academic and cultural adjustment of Saudi international students in Australian universities. Journal of International Student, 7(1), 53–72.
  • Bevis, T. B., & Lucas, C. J. (2007). International students in American colleges and universities: A history. Palgrave Macmillan.
  • Burkholder, J. R. (2014). Reflections of Turkish international graduate students: Studies on life at a U.S. Midwestern University. International Journal of Advencement Counseling, 36, 43–57. https://doi.org/10.1007/s10447-013-9189-5
  • Can, A., Poyrazli, S. & Pilay, Y. (2021). Eleven types of adjustment problems and psychological well-being among international students. Eurasian Journal of Educational Research, 91, 1–20.
  • Chen, C. P. (1999). Common stressors among international college students: Research and counseling implications. Journal of College Counseling, 2(1), 49–65. https://doi.org/10.1002/j.2161-1882.1999.tb00142.x
  • Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson New International Edition, Pearson Education Limited.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications, Inc.
  • De Vaus, D. (2006). Retrospective study. In V. Jupp (Ed.), The Sage dictionary of social research method (pp. 268–270). Sage Publications Ltd.
  • Dooey, P., & Oliver, R. (2002). An investigation into the predictive validity of the IELTS test as an indicator of future academic success. Prospect, 17(1), 36–54.
  • Dugan, J. P. (2017). Leadership theory: Cultivating critical perspectives. Jossey-Bass.
  • Duru, E., & Poyrazli, S. (2007). Personality dimensions, psychosocial-demographic variables, and English language competency in predicting level of acculturative stress among Turkish international students. International Journal of Stress Management, 14(1), 99–110. https://doi.org/10.1037/1072-5245.14.1.99
  • Hofstede, G. H. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage Publications.
  • Ilhan, G. O., & Oruc, S. (2020). Studying abroad from the perspectives of Turkish graduate students in the USA. International Journal of Psychology and Educational Studies, 7(4), 213–223.
  • Institute of International Education. (2021). International student enrollment trends, 1948/49-2021/2021. Open Doors Report on International Educational Exchange. http://www.opendoorsdata.org
  • Institute of International Education. (2022). International students by academic level and place of origin, 2000/01-2021/22. Open Doors Report on International Educational Exchange. https://www.opendoorsdata.org
  • Institute of International Education. (2022). Top 25 places of origin of international student, 2001/01-2021/2022. Open Doors Report on International Educational Exchange. http://www.opendoorsdata.org
  • Karayigit, C. (2021). The impact of scholarship status on the experiences of international graduate students in the U.S. Milli Egitim, 50(1), 1121–1130. https://doi.org/10.37669/milliegitim.936918
  • Kilinc, A., & Granello, P. F. (2003). Overall life satisfaction and help-seeking attitudes of Turkish college students in the United States: Implications for college counselors. Journal of College Counseling, 6(1), 56–68. https://doi.org/10.1002/j.2161-1882.2003.tb00227.x
  • Mills, G. E., & Gay, L. R. (2019). Educational research competencies for analysis and application (12th. Ed.). Pearson Education Inc.
  • Mori, S. (2000). Addressing the mental health concerns of international students. Journal of Counseling and Development. Spring, 78(2), 137–144. https://doi.org/10.1002/j.1556-6676.2000.tb02571.x
  • Mwangi, C. A. G., Changamire, N., & Mosselson, J. (2019). An intersectional understanding of African international graduate students' experiences in U.S. Higher Education. Journal of Diversity in Higher Education, 12(1).
  • OECD. (2021). Education at a Glance 2021: OECD Indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en
  • Open Doors. (2021). Fast Fact 2021. https://opendoorsdata.org/fast_facts/fast-facts-2021
  • Open Doors. (2022). Presentation 2022. https://opendoorsdata.org/annual-release/international-students
  • Poyrazli, S., & Grahame, K.M. (2007). Barriers to adjustment needs of international students within a semi-urban campus community. Journal of Instructional Psychology, 34(1), 8–45.
  • Poyrazli, S., Arbona, C., Bullington, R., & Pisecco, S. (2001). Adjustment issues of Turkish college students studying in the United States. College Student Journal, 35(1), 52–63.
  • Poyrazli, S., Kavanaugh, P. R., Baker, A., & Al-Timimi, A. (2004). Social support and demographic correlates of acculturative stress in international students. Journal of College Counseling, Spring, 7(1), 73–82. https://doi.org/10.1002/j.2161-1882.2004.tb00261.x
  • Project Atlas. (2020). Project Atlas Infographic. https://iie.widen.net/s/g2bqxwkwqv/project-atlas-infographics-2020
  • Ra, Y. (2016). Social support and acculturative stress among Korean international students. Journal of College Student Development, 57(7), 885–891. https://doi.org/10.1353/csd.2016.0085
  • Segosebe, D. E. (2017). Acculturative stress and disengagement: Learning from the adjustment challenges faced by East Asian international graduate students. International Journal of Higher Education, 6(6), 66–77. https://doi.org/10.5430/ijhe.v6n6p66
  • Sumer, S., Poyrazli, S., & Grahame, K. (Fall, 2008). Predictors of depression and anxiety among international students. Journal of Counseling & Development, 86(4), 429–437. https://doi.org/10.1002/j.1556-6678.2008.tb00531.x
  • Tatar, S. (2005). Classroom participation by international students: The case of Turkish graduate students. Journal of Studies in International Education, 9(4), 337–355. https://doi.org/10.1177/1028315305280967
  • Wang, J. (2003). A study of the adjustment of international graduate students at American universities, including both resilience characteristics and traditional background factors [Unpublished doctoral dissertation]. Florida State University.
  • Wang, Z. (2004). Studying in the U.S.: Chinese graduate students’ experiences of academic adjustment [Unpublished doctoral dissertation]. University of Illinois at Urbana-Champaing.
  • Woodrow, L. (2006). Academic success of international postgraduate education students and the role of English. University of Sydney Papers in TESOL, 1, 51–70.
  • Yeh, C. J., & Inose, M. (2003). International students reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress. Counselling Psychology Quarterly, 16(1), 15–28. https://doi.org/10.1080/0951507031000114058
  • Yildirim, O. (2009). A study of adjustment problems of Turkish students studying in dual diploma engineering programs in the USA.: The effects of English language, education differences and academic program structure [Unpublished doctoral dissertation]. State University of New York.
  • Yurt Dışına Lisansüstü Öğrenim Görmek Üzere Gönderilecek Öğrencileri Seçme ve Yerleştirme. (2022). Yurt dışına lisansüstü öğrenim görmek üzere gönderilecek öğrencileri seçme ve yerleştirme, başvuru ve tercih klavuzu. Milli Eğitim Bakanlığı. https://yyegm.meb.gov.tr/www/2022-ylsy-basvuru-ve-tercih-kilavuzu-guncelleme/icerik/711
  • Zhou, E., & Gao, J. (2021). Graduate enrollment and degrees: 2010 to 2020. Council of Graduate Schools.
  • Zhou, Y., Frey, C., & Bang H. (2011). Understanding of international graduate students' academic adaptation to a U.S. graduate school [Unpublished master’s thesis]. Bowling Green State University.
There are 40 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Article
Authors

Huseyin Tutar 0000-0002-9861-3053

Publication Date April 30, 2023
Submission Date March 14, 2023
Published in Issue Year 2023 Volume: 52 Issue: 1

Cite

APA Tutar, H. (2023). A Retrospective Phenomenological Study on the Language Challenges Faced by Turkish Graduate Students at U.S. Universities. Cukurova University Faculty of Education Journal, 52(1), 247-281. https://doi.org/10.14812/cuefd.1265080

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