Nowadays, an increasing number of worldwide people go study abroad to have a foreign higher educational experience. According to the research by Smith and Khawaja (2011), the statistics show the following: In 2008, there were more than 3.3 million tertiary international students
worldwide (as cited in OECD, 2010). Over half of all tertiary international students choose to study in the United States of America (U.S.A.) (19%), the United Kingdom (U.K.) (10%), Germany (7%), France (7%), and Australia (7%) (as cited in OECD, 2010). Other countries hosting significant numbers of international students include Canada, Japan, Italy, and Russia (as cited in OECD, 2010). (p. 700)
Those people who are not English native-speaker and study in global campuses are called international students. It’s a common phenomenon that international students experience a series of cultural in-adaptation, but the problem more serious than that is the academic in-adaptation, especially for students who …show more content…
College students care about they pass or fail, and an objective issue of different teachers’ rating of the ESL students’ English writing should not be ignored. As the report of Shi (2008), in her article Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing, she points out that native and nonnative EFL (English as a Foreign Language) teachers could evaluate students’ writing differently: The analysis of the qualitative comments suggest that NES (native-English-speaker) teachers attended more positively to content and language, whereas NNS (non-native- English-speaker) teachers attended more negatively to organization and length, although both groups appeared more positive towards content but negative toward intelligibility of the language of the essays. (Shi, 2008, p.
Those people who are not English native-speaker and study in global campuses are called international students. It’s a common phenomenon that international students experience a series of cultural in-adaptation, but the problem more serious than that is the academic in-adaptation, especially for students who …show more content…
College students care about they pass or fail, and an objective issue of different teachers’ rating of the ESL students’ English writing should not be ignored. As the report of Shi (2008), in her article Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing, she points out that native and nonnative EFL (English as a Foreign Language) teachers could evaluate students’ writing differently: The analysis of the qualitative comments suggest that NES (native-English-speaker) teachers attended more positively to content and language, whereas NNS (non-native- English-speaker) teachers attended more negatively to organization and length, although both groups appeared more positive towards content but negative toward intelligibility of the language of the essays. (Shi, 2008, p.