1. Best Practices in Teaching International Students in Higher Education: Issues and Strategies MacGregor, A., & Folinazzo, G. (2018). Best practices in teaching international students in higher education: Issues and strategies. TESOL Journal, 9(2), doi: /tesj.324
Alex + Giacomo
Alex MacGregor ESL Professor (B.A., M.A., TESL)
Giacomo Folinazzo ESL Professor (PhD candidate)
TESL Ontario: November 1st, 2018

2. MacGregor, A., Folinazzo, G. 2018
Two questions: What are the barriers international students face? (Description of the problem) How can we help international students achieve success? (Response)
MacGregor, A., Folinazzo, G. 2018

3. MacGregor, A., Folinazzo, G. 2018
International student issues identified in Literature Review
Language: vocabulary, reading, listening, writing, speaking, presenting
Academics: intimidated, unclear of expectations, unadjusted to classroom dynamic (i.e. role play, independent learning, open discussion)
Sociocultural: isolation, alienation, adjustment
MacGregor, A., Folinazzo, G. 2018

4. MacGregor, A., Folinazzo, G. 2018
The Surveys
Method: three views
question types: Likert, MC, open
categories
Delivery: online form, BB link, homeroom, , personal invitation
Questions: linked to issues, threaded
Participants: ISs: 229, DSs: 343, Pr: 125
Limitations: Perceptions, opinions
MacGregor, A., Folinazzo, G. 2018

5. MacGregor, A., Folinazzo, G. 2018
Survey questions derived from issues
Issue (lit. review): i.e. “I can’t understand my profs.”
MacGregor, A., Folinazzo, G. 2018

6. MacGregor, A., Folinazzo, G. 2018
Survey questions derived from issues
Issue (lit. review): i.e. “I can’t work in groups.”
MacGregor, A., Folinazzo, G. 2018

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Threading
MacGregor, A., Folinazzo, G. 2018

8. Threading

9. Description (in class)
Q.12.6c.00 In class, I fee free to express my opinions.
MacGregor, A., Folinazzo, G. 2018

10. Description (in class)
Q If in the classroom you do not feel free to express your opinions, please explain why.
MacGregor, A., Folinazzo, G. 2018

11. Description (in class)
Q On average IS participate __________ DS.
n.b. 53% of DSs responded (Q.0.7.0) that their participation was ‘as much as’ ISs.
MacGregor, A., Folinazzo, G. 2018

12. Description (in class)
Q If you rarely or never participate in class, please explain why.
MacGregor, A., Folinazzo, G. 2018

13. Description (in class)
Q Please describe any other way IS participate in class.
MacGregor, A., Folinazzo, G. 2018

14. Description (in class)
Q When Iss don’t understand the reasons are
MacGregor, A., Folinazzo, G. 2018

15. Description (in class)
Q ISs perform well in these other kinds of tests/activities (please list):
MacGregor, A., Folinazzo, G. 2018

16. Description (in class)
Q When I don’t understand in class the reasons are:
MacGregor, A., Folinazzo, G. 2018

17. Description (in class)
Q When my classmates or professors don’t understand me in class,
the reasons are:
MacGregor, A., Folinazzo, G. 2018

18. Description (in class)
Q Please list other reasons your professors or other students may not
understand you in class.
MacGregor, A., Folinazzo, G. 2018

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Responses
Q In my opinion, it would be fair to make the following accommodations for
international students (check all that apply).
MacGregor, A., Folinazzo, G. 2018

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Responses
Q Describe any other accommodation for International students you think
would be fair.
MacGregor, A., Folinazzo, G. 2018

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Responses
Q To improve my study experience at Niagara College, I must:
MacGregor, A., Folinazzo, G. 2018

22. MacGregor, A., Folinazzo, G. 2018
Responses
Q To improve my study experience at Niagara College, my classmates
could/should:
MacGregor, A., Folinazzo, G. 2018

23. MacGregor, A., Folinazzo, G. 2018
Responses
Q To improve my study experience at Niagara College, my professors
could/should:
MacGregor, A., Folinazzo, G. 2018

24. Responses
Q To improve my study experience at Niagara College, Niagara College
could/should:

25. Key Findings: Description
Expressing Opinions
ISs feel free to express opinions in class.
Participation
ISs and Pr disagree on frequency, quality, type of ISs participation.
Performance
ISs and Pr disagree on ISs’ English being the major culprit of ISs misunderstanding
ISs and DS disagree on types of tasks ISs perform well in (written, M/C,online work, groupwork )
MacGregor, A., Folinazzo, G. 2018

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Understanding Classroom Content
ISs indicate Prs’ delivery and lesson pace as reasons for not understanding, as well as own lack of effort/focus. Prs see language skills as the major factor.
ISs identify own pronunciation (Pr agree) and vocabulary as reasons for not being understood by others.
Overall English -> Pr, not ISs
Challenges: Expectations (ISs; Pr)
Teacher Talk (IS; 0% Pr)
Language (+Pr; DS;-ISs)
Other Challenges
ISs integration/interaction (Pr, DS, not IS)
Language (Pr)
DS attitude (IS; PR 0%)
Cultural differences (IS; Pr 0%)
MacGregor, A., Folinazzo, G. 2018

27. Key Findings: Response
International student action
study harder
improve English skills
join more activities and social life with DSs
Domestic student action
develop open attitude towards ISs
higher level of IS-DS-IS interaction involving exchange of opinion/culture
student initiated peer/buddy system
MacGregor, A., Folinazzo, G. 2018

28. Key Findings: Response
Professor action Broken down into six areas (36 strategies): 1. Course design and building a community of learners, i.e.: • infuse course with international topics and perspectives • design instruction to support active student engagement 2. Student support and skill development, i.e.: • schedule routine recaps of main points • establish ground rules for successful group work 3. Adjust expectations, i.e.: • provide clear. multisensory guidelines and instructions for tasks • carry out evaluated tasks in class only

29. Key Findings: Response
Professor action (cont’d) 4. Adjust delivery, i.e. • give practical demonstrations and concrete examples • avoid slang, idiomatic expressions, local references 5. Build empathy and motivation, i.e. • 1:1 time with students • learn from and about international students 6. Make accommodations, i.e. • allow dictionary, translator, editor use • encourage peer explanations
MacGregor, A., Folinazzo, G. 2018

30. Summary of Findings: Response
Institutional action
• establish peer tutor/buddy system
• expand support system
• reduce costs
• improve housing and transportation systems
• support events/activities
• establish higher entrance requirements
MacGregor, A., Folinazzo, G. 2018

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35. Thank you so much for attending!
If you’d like to invite us for a workshop or seminar, please let us know.
MacGregor, A., & Folinazzo, G. (2018). Best practices in teaching international students in higher education: Issues and strategies. TESOL Journal, 9(2), doi: /tesj.324
A. MacGregor, G.Folinazzo, 2018