Abstract:
While studying abroad, international students face numerous difficulties, which forces host universities to provide such students with additional assistance and support. However, research about the various types of support employed by university teachers to international students is limited. The current research was undertaken to identify what type of additional support university teachers used and what categories of teachers were more likely to assist overseas students. The main method was a descriptive survey where a quarter of faculty (N=92) of the Belarusian-Russian University participated. The analysis revealed that the most popular activities to enhance learning outcomes of international students were providing them with easier and simpler assignments, using an interactive projector to deliver lectures, and encouraging international students to seek personal guidance. University teachers were also aware of psychological and socio-cultural problems of international students and did their best to create friendly classroom environments, demonstrate tolerance to their low language proficiency and speech errors, and facilitate intercultural interactions. More active positions in supporting international students were taken by middle career teachers. The study highlights the importance of providing additional support to international students and recommends that host universities organize special training within faculties with significant numbers of such students.
