Employing new academic strategies and adjusting to a new classroom style requires maximum attention. Many countries education systems value different academic and social skills than the United States’ higher education system, Street (p.6). She continues to say, “In some countries the most important thing is to master the text. American students just don’t work that way. The American students suss out the professor, get a sense of what the demands are for each course. They anticipate class discussion.” Due to this it takes time for the international students to adjust to the classroom method of discussion and engaging with the professor.
Due to the discussions in the U.S system, it may be difficult for international students to participate effectively as needed. Different cultures put more or less value on oral communication, and it is consequentially important not to assume that interpretation of a concept or experience is the same across cultures (Kearney, McCroskey & Richmond 1986). Research has supported the existence of communication distinctions between individualistic, low-context and collectivistic, high-context cultures.
The concept “willingness to communicate” (WTC) describes the extent that individuals w...
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Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal
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McOmie, W. (1990). Expanding the intercultural perspective. Cross Current, 40 (3),
McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communication. In J. C.
McCroskey and J. A. Daly (Eds.), Personality and interpersonal communication. (pp.
129-156). Beverly Hills, CA: Sage.
Peggy Street (Director of the ELS Language Center at Barry University in Miami) Recruitment Retention; Roadblocks to international Student Success, (p.6).Retrieved March 3rd 2014.
Plax, T. G., Kearney, P., McCroskey, J. C., & Richmond, V. P. (1986). Power in the classroom
VI: Verbal control strategies, nonverbal immediacy, and affective learning.
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