Open AccessEducating Chinese, Japanese, and Korean International Students: Recommendations to American Professors
Author(s) -
Shelly R. Roy
Publication year - 2013
Publication title -
journal of international students
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.47
H-Index - 15
eISSN - 2166-3750
pISSN - 2162-3104
DOI - 10.32674/jis.v3i1.514
Subject(s) - emotional intelligence , psychology , pedagogy , higher education , study abroad , mathematics education , political science , social psychology , law
This paper discusses the unique barriers and learning difficulties encountered by Chinese, Japanese, and Korean international students when they study at institutions of higher education in the US. These learning difficulties arise because of inability of some American professors to use discourse markers, summarize at the end of lectures, write key concepts on the blackboard, etc. (Cox & Yamaguchi, 2010; Huang, 2004; Huang & Brown, 2009; Lee & Carrasquillo, 2006). The author argues that by using emotional intelligence (Goleman, 1998), the creating mind (Gardner, 2007), and the respectful mind (Gardner, 2007), American professors institutions of higher education in the US can enhance the learning experiences of their international students.