Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

Boers, Frank

2nd Supervisor

Majhanovich, Suzanne

Co-Supervisor

Abstract

Transitioning to a university abroad is often fraught with significant challenges for non-English-speaking background international (NESBI) students, especially in their first year. These challenges stem from linguistic, academic, and cultural barriers that exacerbate their integration into a new country, language, and educational system. Despite a dramatic rise in the number of international students on Canadian campuses—from 122,665 in 2000 to 807,750 in 2024, a 558.50% increase—the unique needs of these students remain under-researched. This study addresses this gap of paucity of research by examining the experiences of NESBI students transitioning from a Canadian Intensive English Program (IEP) to a Canadian university, marking one of the first research studies of its kind in this context. Employing a qualitative case study methodology, the research explores the efficacy of the IEP in facilitating this transition, using semi-structured interviews and document analysis. Underpinning the study is the newly developed Theoretical Transition Framework (TTF), which combines Schlossberg’s Transition Theory, Tinto’s Retention Theory, and Schreiner’s Thriving Construct. This integrative model provides a comprehensive approach to understanding the transition process. The research findings—from NESBI students, IEP instructors, and the program director— revealed several key themes, including experiences with initial adjustment, language proficiency, academic preparedness, and support systems. While the IEP enhances language skills and cultural adjustment, additional measures are needed to address specific academic and cultural challenges, gaps remain in preparing students for specific academic demands, cultural competency and mental health support. This study concludes that a holistic approach is paramount to supporting NESBI students, incorporating mentorship, counselling, peer networks, and inclusive teaching practices. Culturally sensitive mental health resources and targeted academic support are also eminent. Recommendations include enhanced pre-arrival orientation, ongoing faculty training in cultural competency, and increased collaboration between academic and support services. By implementing these strategies, Canadian higher education stakeholders can better support NESBI students, ultimately improving their academic success, integration, and retention.

Summary for Lay Audience

The transition to Canadian universities can be particularly challenging for international students from non-English-speaking backgrounds (NESBI), especially during their first year. These students often face difficulties related to language, culture, and academics, which can affect their ability to integrate and succeed. The Intensive English Program (IEP) mission is to improve NESBI students’ language skills and foster academic and cultural adaptation. This study explores the first-year university transition experiences of NESBI students after completing the IEP program study. The research newly designed Theoretical Transition Framework (TTF) model examines the interplay of individual, institutional, and social factors to enhance NESBI students’ integration, retention, and overall well-being. Through a qualitative case study approach, using interviews and document reviews, the research gathered insights from NESBI students, their instructors, and the IEP program director. Findings of the data analysis identified several key themes: adjusting to a new environment, improving language and academic skills, tailored support networks, and addressing cultural competency and mental health needs. While the IEP program arguably enhanced NESBI students’ language abilities and academic adjustments, further targeted support remains crucial to bridge academic and cultural adjustment gaps. The research study offers several recommendations, including pre-arrival orientation programs that are sensitive to cultural differences, targeted academic support, ongoing cultural sensitivity training for staff, stronger collaboration between academic and support services, and accessible mental health resources. The research concludes with emphasis on the importance of universities taking a proactive and inclusive holistic approach to meet the diverse needs of international students, ensuring they have a fair and supportive environment for personal growth and academic thriving.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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