Language Barriers and Academic Interaction of Indonesian Postgraduate Students in Abroad

Ferawaty Syam; Herman Resyadi; Nugrah Juniar Umar; Syahrir Nawir Nur; Hardianti; Widya Rizky Pratiwi

doi:10.30863/didaktika.v20i01.11651

Authors

Ferawaty Syam Politeknik Negeri Media Kreatif, Indonesia
Herman Resyadi Institut Agama Islam Negeri Bone, Indonesia
Nugrah Juniar Umar Politeknik Negeri Media Kreatif, Indonesia
Syahrir Nawir Nur Institut Agama Islam Negeri Bone, Indonesia
Hardianti Politeknik Nusantara Makassar, Indonesia
Widya Rizky Pratiwi Universitas Terbuka, Indonesia

DOI:

https://doi.org/10.30863/didaktika.v20i01.11651

Keywords:

academic interaction, international students, langauge barriers, postgraduates students

Abstract

This study explores how Indonesian postgraduate students in Queensland University cope with language barriers in academic contexts through the use of personal strategies and institutional support. The research employed a qualitative design using semi-structured interviews. Two postgraduate students were selected through purposive sampling based on their length of study and experiences as international students. Data were analyzed thematically to identify recurring patterns and themes. The results show that students adopted various self-directed strategies, such as active participation in academic and social forums, practicing spoken English with peers, and engaging in extensive reading. Both participants also emphasized the importance of institutional support, including English conversation clubs, academic workshops, and Artificial Intelligence-related training programs, which significantly enhanced their academic engagement. Preparation for advanced academic tasks varied, one participant focusing on structured training and competitions, while the other emphasized content mastery and relied on institutional services to refine language skills. The study concludes that overcoming language barriers requires a combination of individual initiative and systematic institutional support, highlighting the need for integrated approaches to assist international students in academic settings.

References

REFERENCES

Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131–154. https://doi.org/10.1177/1475240906065589

Arkoudis, S., Tran, L. (2010). Writing blah, blah, blah: lecturers’ approaches and challenges in supporting international students. Deakin University. Journal contribution. https://hdl.handle.net/10536/DRO/DU:30055902

Arkoudis, S., Baik, C., Bexley, E., & Doughney, L. (2014). English language proficiency and employability: A framework for Australian higher education institutions (CSHE Good Practice Report). Melbourne Centre for the Study of Higher Education.

Australian Government Department of Education. (2023). International education data. Australian Government. https://www.education.gov.au/international-education-data-and-research/resources/international-student-monthly-summary#:~:text=The%20Higher%20Education%20sector%20still,by%20Certificate%20IV%20(21%25).

Bai, L., & Wang, Y. X. (2024). Combating language and academic culture shocks—International students’ agency in mobilizing their cultural capital. Journal of Diversity in Higher Education, 17(2), 215. https://doi.org/10.1037/dhe0000409

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Coxhead, A. (2018). Vocabulary and English for Specific Purposes research: Quantitative and qualitative perspectives. Routledge.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.

Hyland, K. (2009). Academic discourse: English in a global context. Continuum International Publishing Group.

Kaur, D. (2007). International students and American higher education: A study of the academic adjustment experiences of six Asian Indian international students at a research level II university. The University of North Carolina at Charlotte.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Larcombe, W., Baik, C., & Finch, S. (2022). Exploring course experiences that predict psychological distress and mental wellbeing in Australian undergraduate and graduate coursework students. Higher Education Research & Development, 41(2), 420-435. https://doi.org/10.1080/07294360.2020.1865284

Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381–409. https://doi.org/10.1007/s10734-005-4508-3

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.

Marginson, S. (2014). Student self-formation in international education. Journal of Studies in International Education, 18(1), 6–22.

Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38(4), 573–603. https://doi.org/10.2307/3588281

Nastiti, R. (2023). Foreign language anxiety in and outside the classroom: A case of a non-native speaking student living abroad. LingTera, 10(1), 64-75.

OECD. (2022). Education at a glance 2022: OECD indicators. OECD Publishing. https://doi.org/10.1787/69096873-en

Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567–580.

Trenkic, D., & Warmington, M. (2019). Language and literacy skills of home and international university students. Language Learning, 69(S1), 224–254.

Ward, C., & Kennedy, A. (2001). Coping with cross-cultural transition. International Journal of Intercultural Relations, 25(4), 453–472. https://doi.org/10.1177/0022022101032005007

Wong, R., & Hyde, C. (2024). The socio-cultural experience of Chinese international students in Australian schools: challenges and opportunities. Educational and Developmental Psychologist, 41(2), 202-211. https://doi.org/10.1080/20590776.2024.2371131

Xue, W., & Kaur Mehar Singh, M. (2025). Unveiling the academic, sociocultural, and psychological adaptation challenges of Chinese international students in Malaysia: A systematic review. Journal of International Students, 15(2), 69-86. https://doi.org/10.32674/37286t88

Zhang, Z., & Mi, Y. (2010). Another look at the language difficulties of international students. Journal of Studies in International Education, 14(4), 371–388. https://doi.org/10.1177/1028315309336031