International Student Coping Strategies to Inform Pedagogical Approaches in EAP

Ross, M. (2021) International Student Coping Strategies to Inform Pedagogical Approaches in EAP. BALEAP Conference 2021: Exploring Pedagogical Approaches in EAP Teaching, 06-10 Apr 2021.

Abstract

All learners use coping strategies to navigate the complexities of their university studies. For international students, these complexities can be especially challenging. This is reflected in the literature as, for example, perceived problems with language proficiency and unfamiliar academic conventions (Heng, 2018), unfamiliar pedagogies (Chen and Bennett, 2012), and even racism (Brown and Jones, 2013). Although this paints a bleak picture, in fact, most international students ultimately attain their desired qualifications (HESA, 2020). More impressively, however, many implement effective coping strategies that facilitate positive experiences of learning. This paper reports on a research project that identified coping strategies used by international students at a UK university. The coping strategies identified were the results of an investigation that constructed data from 18 qualitative interviews and a grounded theory analysis (Charmaz, 2014). All participants were postgraduate students in the dissertation stage of their studies at the time of interview. They were asked to reflect upon and discuss their experiences of learning over the academic year. Constructed data resulted in the identification of several theoretical categories, pointing to coping strategies. These strategies included finding familiarity, building support networks, working it out later, and leading community action. This paper goes on to discuss these results in relation to a multi-disciplinary literature. In doing so, it brings to the fore the importance of coping strategies to a successful experience of learning. As a result, it strongly suggests two wider points to inform pedagogical approaches. The first is the necessity of teaching practitioners to be able to identify coping strategies during teaching practice. This could lead to better understandings of learners, and therefore, targeted actions in real time to enhance learning. The second is the necessity of identifying, planning, and implementing interventions in designing a wider pedagogy that can provide structures that foster effective coping. Approaching pedagogy in these ways could potentially lead to enhanced experiences of both teaching and learning.

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Ross, Dr Micky
• Authors: Ross, M.
• College/School: College of Arts & Humanities > School of Modern Languages and Cultures > Language Centre

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