Voiceless Experiences: Stress and Coping of International Students with Language Barriers
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| Title: | Voiceless Experiences: Stress and Coping of International Students with Language Barriers |
|---|---|
| Language: | English |
| Authors: | Jungeun Lee, Hongryun Woo, April Nguyen, Melissa C. Henry |
| Source: | Journal of Comparative and International Higher Education. 2026 18(2):232-260. |
| Availability: | Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://digitalcommons.lib.uconn.edu/jcihe/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Students, Stress Variables, Stress Management, Coping, Language Proficiency, Barriers, College Students, English (Second Language), Student Attitudes |
| ISSN: | 2151-0393 2151-0407 |
| Abstract: | International students' difficulties and unique needs have been increasingly explored in professional literature, reflecting the expanding number of international students enrolling in the United States' higher education institutions. Language difficulties appear to be the most challenging issue for international students from non-English speaking countries as they become marginalized as a linguistic minority on campus. Few researchers have focused specifically on understanding international students' experiences of being voiceless due to language barriers, nor have they postulated the nature of their adaptation process. This grounded theory study aimed to investigate international students' stress and coping experiences with language barriers and develop a theoretical model for the core elements to reach adaptation. The interview data revealed a 5-stage developmental theory illuminating international students' stress and coping process. Implications for academic and administrative personnel and mental health practitioners, including best practices and advocacy, are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506440 |
| Database: | ERIC |
| Abstract: | International students' difficulties and unique needs have been increasingly explored in professional literature, reflecting the expanding number of international students enrolling in the United States' higher education institutions. Language difficulties appear to be the most challenging issue for international students from non-English speaking countries as they become marginalized as a linguistic minority on campus. Few researchers have focused specifically on understanding international students' experiences of being voiceless due to language barriers, nor have they postulated the nature of their adaptation process. This grounded theory study aimed to investigate international students' stress and coping experiences with language barriers and develop a theoretical model for the core elements to reach adaptation. The interview data revealed a 5-stage developmental theory illuminating international students' stress and coping process. Implications for academic and administrative personnel and mental health practitioners, including best practices and advocacy, are discussed. |
|---|---|
| ISSN: | 2151-0393 2151-0407 |
