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Carmen Ortiz Thesis.Pdf International student adjustment in Irish universities: Language-related challenges and the role of EAP Carmen María Ortiz Granero A thesis submitted in fulfilment of the requirements for the degree of Doctor in Philosophy, Centre for Language and Communication Studies Trinity College Dublin The University of Dublin 2021 Declaration I declare that this thesis has not been submitted as an exercise for a degree at this or any other university and it is entirely my own work. I agree to deposit this thesis in the University’s open access institutional repository or allow the Library to do so on my behalf, subject to Irish Copyright Legislation and Trinity College Library conditions of use and acknowledgement. I consent to the examiner retaining a copy of the thesis beyond the examining period, should they so wish (EU GDPR May 2018). _________________________ Carmen María Ortiz Granero Acknowledgements First of all, I would like to express my deepest gratitude to my supervisors, Dr Sarah Sheridan and Dr Bronagh Ćatibušić for their invaluable support, guidance, and infinite patience. This thesis would have not been possible without your constant encouragement and guidance. I cannot thank you enough for all your time and dedication. It has been an honour and privilege to learn from you throughout this academic and personal journey. I am truly grateful to Universities Ireland for awarding me with the North/South Scholarship, which gave me the opportunity to undertake this research and experience life in the Republic of Ireland. Special thanks go to the students that took part in the research. I truly hope that your valuable insights can, throughout the findings of my study, lead to some new understanding of issues relevant to all international students in higher education. Thank you to my family, friends, and colleagues who kept cheering me from near and afar, especially to Mabel and Alejandra, for always being there for me. I would also like to thank my partner, Kris, whose sense of humour, motivation, and patience made this journey more bearable. Finally, I must express my eternal gratitude to my parents, Agustín y Dolores, for their unconditional support, encouragement, and love. Thank you for allowing me to realise my dreams and for teaching me that with effort and resilience, anything is possible. Somos los mejores. ii 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. iii Table of Contents List of Figures ___________________________________________________________ viii List of Tables ____________________________________________________________ ix List of Abbreviations ______________________________________________________ xi CHAPTER 1: Introduction ___________________________________________________ 1 1.1. Background to the Study _________________________________________________ 1 1.2. Research Aims and Questions _____________________________________________ 3 1.3. Methodological Approach ________________________________________________ 4 1.4. Research Motivation and Value ___________________________________________ 5 1.5. Thesis Structure ________________________________________________________ 6 CHAPTER 2: Internationalisation of Higher Education in Ireland ___________________ 7 2.1. Chapter Introduction ____________________________________________________ 7 2.2. Internationalisation of Higher Education: Framing the Concept __________________ 7 Internationalisation of higher education __________________________________________ 7 Dimensions of internationalisation ______________________________________________ 9 Rationales for internationalisation _____________________________________________10 What makes higher education international? _____________________________________12 2.3. Internationalisation of Irish Higher Education _______________________________14 Origins and development _____________________________________________________14 Internationalisation at the supranational level ____________________________________16 Internationalisation at the national level_________________________________________17 Internationalisation at the institutional level _____________________________________19 2.4. International Students in Irish Universities _________________________________21 2.4.1. Characteristics and figures ____________________________________________________21 2.4.2. The impact of international students____________________________________________23 2.4.3. Motivations and interests: Why Ireland?_________________________________________24 2.4.4. Challenges for international students in Ireland ___________________________________25 2.5. Chapter Summary______________________________________________________27 CHAPTER 3: Adjustment Issues Faced by International Students __________________ 29 3.1. Chapter Introduction ___________________________________________________29 3.2. Research on International Students’ Adjustment ____________________________29 3.2.1. Acculturation, adaptation and adjustment _______________________________________29 3.2.2. Early perspectives on adjustment ______________________________________________30 3.2.3. Acculturation as a learning experience and the ABC model __________________________31 3.2.4. Towards a more specific approach for international students ________________________33 3.3. The Role of Language on International Students’ Adjustment __________________36 3.3.1. Language and academic adjustment ____________________________________________37 3.3.2. Language and sociocultural adjustment _________________________________________40 3.3.3. Language and psychological adjustment _________________________________________44 3.4. Preliminary Model to Study the Impact of Language on International Student Adjustment _________________________________________________________________45 iv 3.5. Chapter Summary _____________________________________________________ 47 CHAPTER 4: EAP and International Student Adjustment _________________________ 48 4.1. Chapter Introduction __________________________________________________ 48 4.2. Internationalisation and EAP ____________________________________________ 48 4.2.1. EAP as an expanding global phenomenon _______________________________________ 48 4.2.2. The role of EAP in HE: International student support service or academic discipline? _____ 50 4.2.3. Appropriateness of international tests as measures of academic English proficiency _____ 51 4.3. EAP as a Research-Based Discipline _______________________________________ 52 4.3.1. Main approaches to EAP research _____________________________________________ 52 4.3.2. Needs analysis in EAP _______________________________________________________ 54 4.4. EAP in Irish Higher Education ____________________________________________ 55 4.4.1. The status of EAP in Irish higher education ______________________________________ 55 4.4.2. EAP programmes in Irish universities ___________________________________________ 56 4.5. Chapter Summary _____________________________________________________ 56 CHAPTER 5: Methodology _________________________________________________ 58 5.1. Chapter Introduction __________________________________________________ 58 5.2. Research Aims and Questions ___________________________________________ 58 5.3. Methodological Approach ______________________________________________ 60 5.4. Population and Research Context Overview ________________________________ 61 5.5. Researcher’s
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