Studying challenges faced by international students enrolled in English Medium Instruction programs at Russian University
Studying challenges faced by international students enrolled in English Medium Instruction programs at Russian University

Summary/Abstract: Introduction. The article examines the problem of integrating international students pursuing English Medium Instruction (EMI) programs into the academic environment of the Russian University. The study aims to identify the discrepancies in the attitudes of international students and their professors to the challenges faced by international students that intervene with the successful integration. Materials and Methods. In order to identify the main groups of challenges faced by international students, general scientific methods were used: analysis, synthesis, and generalization of the existing research. To determine the consistency in the views of international students and their professors a diagnostic method was applied: a survey in the form of Likert scale. The reliability of the data obtained was verified using triangulation approach in its two forms: method triangulation (literature analysis on the research problem and the survey method in the form of a Likert scale) and data triangulation (answers to a survey were given by two different groups of respondents). Results. It was revealed that the successful integration of international students into the academic environment of the Russian University is aggravated by four groups of challenges: linguistic, academic, social and cultural ones. Analysis of the research findings showed a number of inconsistencies in the views on the challenges of international students demonstrated by international students and their EMI professors. The attitudes of international students and their EMI professors do not match on the following issues: the level of English language proficiency; the level of analytical skills of international students; the degree of adaptation to a new cultural environment; the perception of culture shock; the communicative abilities of international students in social and academic interaction; the level of awareness of the social and cultural life demonstrated by EMI professors. Conclusions. The authors summarize the differences in the views of international students and their teachers on linguistic, academic, cultural and social difficulties. It is concluded that increasing the degree of consistency between the views of teachers and international students will make it possible to adjust the design and implementation of EMI programs and support the successful integration of international students into the academic environment of the Russian University.

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