EXPERIENCES AND CHALLENGES ENCOUNTERED BY INTERNATIONAL

STUDENTS EXCHANGE IN TAIWAN

A RESEARCH PROPOSAL

By:

Gusti Asmarani A1B218014

Tazkia Noor El Houda C1F019046

INTERNATIONAL OFFICE

UNIVERSITY OF JAMBI 2022

 CHAPTER I

INTRODUCTION

This chapter presents several main points, namely research background, research
question, purposes of research, limitation of research, significance of the research, and
definition of the key terms.

1.1 Research Background

A number of fields, including education, are being affected by the ease of connecting
with other people in this globalization era. Specifically, Yamada (2021) stated that higher
education is strongly impacted by globalization. As a result, internationalization in higher
education is unavoidable. The concept of internationalization in higher education refers to the
process of integrating international, intercultural, or global dimensions into the objectives,
functions, and delivery of higher education (Knight, 2003). The process of
internationalization has several positive aspects, including improving academic quality,
developing internationally oriented staff and students, diversifying and improving the
learning environment, increasing public access, and establishing international networks.

The Taiwanese government, in particular, sees this as a great opportunity. Therefore,

they issued the New Sothbound Policy (Chinese: 新 南 向 政 策 ; pinyin: Xīn Nán Xiàng
Zhèngcè). New Sothbound Policy is an initiative of the Government of the Republic of China
(Taiwan) under President Tsai Ing-wen that aims to enhance cooperation and exchange
between Taiwan and 18 countries in Southeast Asia, South Asia and Australasia. This policy
resulted in a short-term study program held at National Quemoy University from September
2022 to January 2023. The New Southbound Policy is a crucial part of Taiwan's economic
and trade strategy, which aims to redefine Taiwan's important role in Asia's development,
identify a new direction and a new driving force for a new stage of economic development,
and create future value. In light of this, President Tsai Ing-wen convened a meeting on
international economic and trade strategy on August 16. During the meeting, participants
approved the adoption of policy guidelines for the New Southbound Policy. The guidelines
clearly set forth the guiding principles of the New Southbound Policy and its short, medium,
and long-term goals. They will also guide action and serve as a framework for
implementation. In the future, these guidelines will shape the direction of government
undertakings, coalesce resources and forces in our society, and make it clear to the
international community (especially the nations of ASEAN and South Asia) that Taiwan has
bona fide intentions to push forward with cooperation projects and engage in talks and
dialogue, in order to lay a solid foundation for implementing the New Southbound Policy
across-the-board.
As an international student, you will have numerous opportunities to gain knowledge
and new experiences from another country. International students are expected to build
relationships with the people of the host country, become more tolerant, appreciate other
cultures, and improve both soft and hard skills. Nonetheless, moving to a different country
with a different language, culture, and environment can be challenging. According to
Hechanova-Alampay et al. (2002), international students are more likely to face difficulties
adjusting to university life than local students who are also away from home. Because of
cultural differences, international students may find themselves in awkward situations.
International students should adjust to and cope with these challenges before they become an
impediment to their studies.

Numerous studies that look into this subject demonstrate how much attention
researchers have given to the topic of international students' adjustment. As a result, this
study seeks to fill a void by investigating the challenges faced by international students
studying in non-English-speaking countries, particularly Taiwan. The researcher will conduct
a study titled "Experiences and Challenges Encountered by International Students
Exchange in Taiwan" with the goal of discovering what challenges international students
faced while studying in Taiwan and how they dealt with them.

1.2 Research Question

Based on the research background stated above, the researcher formulates the research
questions as follows:
1. What are the challenges experienced by international students during their study in
National Quemoy University?
2. How do international students able to cope with the challenges?

1.3 Purposes of the Research

Based on the research questions above, the purposes of the research are:
1. To find out the challenges that international students experienced during their study in
National Quemoy University.
2. To describe how the international students are able to cope with the challenges.

1.4 Limitation of the Research

Based on international students' experiences during their study in Taiwan, the

research will identify and describe the challenges they faced. According to several literature
sources that will be described in chapter two, the challenges will be focused on personal,
social, and academic issues that may affect their academic performance and achievement.
Furthermore, participants will be limited to international students who are joining Youth
Exchange Elite Program (YEEP) in National Quemoy University

1.5 Significance of the Research

The research is expected to be used for theoretical and practical significance:
1.5.1 Theoretical significance
The results of this study can be used as a reference for other researchers working on similar
topics or interested in continuing this work.
1.5.2 Practical significance
a. This research can provide additional information for prospective international students who
will be coming to Taiwan, particularly Kinmen, to better prepare them.
b. This research could be used as a reference by the host university to improve preparation for
hosting prospective international students.
c. This research could be used as a reference by university staff to create a better
administration system to accommodate international students.
d. This research can provide lecturers with additional information about the problems that
international students face in their studies, allowing them to better follow the teaching and
learning process.

1.6 Definition of the Key Terms

To clarify the terms used in this study, the researchers provide the following
definitions.
1. Internationalization in higher education is the process of integrating international,
intercultural or global dimensions into the goals, functions or outcomes of Jambi universities.
2. An international student is a student who moves from her home country to her YEEP at
National Kinmen University in Kinmen, Taiwan.
3. A challenge is a difficult situation that may physically or mentally affect an international
student to study and adapt to the National Chemo University.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a literature review of several points related to the research:
students exchange, international students, international students' challenges, international
students' strategies, Berry’s model of acculturation, and previous studies.

2.1 Students Exchange

A student exchange program is a type of program that allows students, often

attending a higher education institution, to pursue some parts of their scholar work in
a foreign country. It is an agreement established between two (or more) higher
education institutions in two (or more) different countries. The common goals rooted
in these various student exchange programs are to increase the participants’
understanding and tolerance of other cultures while they interact with people in the
host country, to broaden their social horizons and thus increase their intercultural
abilities, and to improve their language skills. Students exchange program can develop
interests, talents, self confidence and expand social relations for students participating in this
program.

2.2 International Students

OECD (2007) classifies that international students as students that leave their home
country and move to another country for reason of study. Andrade (2006) defined
international students more specifically by emphasizing their characteristics as individuals
who are non-native English speakers, on temporary student visas and enrolled in higher
education institutions. Although Andrade's definition is more specific because his studies are
in the context of English-speaking universities, both definitions have something in common:
international students are students who are temporarily residing and receiving education in
another country. Both definitions refer to international students who go to another country
both in the short and long term, either to complete a degree or join a student exchange
program.

2.2 International Students Experiences: a Review of Challenges

This section provides an overview of the challenges international students face in
adjusting to their host country. To get an overview, the researcher reviewed several journals
and articles related to the challenges of international students. The researcher selected
journals that were published within the last 10 years. The researcher searched the related
journals and articles from Google Scholar which is connected to some platforms and typed
several keywords such as International Students Challenges, International Students Issues,
International Students Problems.
The journals show that there are many challenges faced by international students. The
researcher identifies and divides the challenges into four major types, each consisting of sub-
themes. The challenges include academic (courses, learning style, and language barrier in
classroom), social (culture, language, weather) and personal issues (anxiety, financial,
homesickness, food). The following table provides the summary of the review results.

Table 1 The Categories of Literature Review of International Students Challenges

No Key points Articles

1. Academic Learning styles Andrade (2009); Leong (2015); J. Li, Marbley,

issues Bradley, & Lan, (2016); Kentei Takaya (2016);
Baklashova & Kazakov (2016)

Courses J. Li, Wang, Liu, Xu, & Cui, (2018); Liao & Wei,
(2014) ; Hussain & Shen (2019); Milian (2015)

Language Barrier Kentei Takaya (2016 ) ; Liu (2016)

in Classrooms

2. Social Culture Mahmuda Zuria, Amata Salleh, Rahmana Saemah,

issues Ishak Noriah (2010)

Language Liu (2016); Mahmuda Zuria, Amata Salleh,

Rahmana Saemah, Ishak Noriah (2010)

Weather Rabia (2017)

3. Personal Anxiety Zhou, Frey, & Bang, (2011)

matter
Financial Maringe and Carter (2007)

Homesickness Rabia (2017); Alloh, Tait, & Taylor, (2018);

 Cowley & Sekasi, (2018); Milian (2015)

Food Alsulami (2018); Rabia (2017); Alazzi & Al-

Jarrah (2016)

2.2.1 Academic issues

The first section of international students' challenges is academic issues. The literature
review shows that many international students face some difficulties related to academics.
Academic issues involve the issue related to the major or courses, the teachers, learning
activities, learning situations in the classroom, and other issues related to the university.
Academic issues are divided into three categories, namely learning styles, courses, and
language barrier in classroom.

2.2.1.1 Learning styles

A research conducted by Liu (2016) reports that the learning style in the host country
can be a challenge for international students. As told by the participants, the pace of learning
in the host country puts more pressure because the learning rhythm is very fast, and it is hard
for them to follow. This may be not a problem for local students because they are used to this
rhythm. Besides that, grading system as one of the factors that contribute to the academic
challenges as a study conducted by Hussain & Shen (2019) mentioned the grading system as
one of the factors that contribute to the academic challenges of international students. Some
participants stated that they were not familiar with the scoring system in the host country
because they had never experienced it and did not understand it. Another challenges is
mentioned by Chou, Roberts, and Ching (2012) in their research about issues and dilemmas
surrounding international students’ experience in Taiwan, and they found that understanding
lectures, expressing opinions to teachers, and communicating in Chinese were among the
most difficult aspects of studying in Taiwan, followed by making oral presentations, working
on group projects, studying in a different educational system, completing assignments on
time, and managing their study loads. However, it can be another problem for international
students because they have to get used to it and keep up with the pace.

2.2.1.2 Courses
 A qualitative conducted by Hussain & Shen (2019) investigated the academic
challenges of international students in China. The results showed that there are some
challenges in academics related to international students' majors and courses. Chinese
universities are flexible because students who have a master’s degree, for example, in
engineering can pursue a PhD. in any other field of study. It can be concluded that the
supervisors also had this opportunity. This practice weakens the students’ content knowledge
and negatively affects their academic outcomes because supervisors may lack knowledge in a
particular field.
In addition, most international students are sponsored by the government. Therefore,
they need to fulfill the degree requirements within a certain period of time and that causes
pressure on them. One of the requirements is a research thesis, and some of the international
students come from countries that allow students to choose courses as substitutes for a thesis.
Hence, compared to local students, they face more difficulties in understanding thesis and
research material due to a lack of experience.
Moreover, another issue was found in a study conducted by Calikoglu (2018) which
explored the experience of international students in Finland. The results show that the lack of
supervision and courses is one of the issues in academic challenges. One participant shared
that in his faculty, there is only one supervisor who offered Ph.D. seminars and supervision in
English. The same issue was also expressed by other participants who studying in a doctoral
program, that there are not many English courses in their faculty. They had a hard time
because at first, they could only take a few courses.

2.2.1.3 Language Barrier in Classrooms

The exchange students were taking classes conducted in English. However, in some
classes, the instructors switched from English to Chinese from time to time during lectures,
and the exchange students were frustrated whenever this happened. It is stated in a research
conducted by Kentei Takaya (2016) he found that students said all our courses are in English,
but sometimes the professor translates things in Chinese and if he asks the students, the
students reply in Chinese. So there are times when international students don’t relate to
what’s happening in the classroom.

The Filipino students’ language-related problems were not limited to situations when
teachers spoke Chinese, but also occurred when local students spoke Chinese to them during
group discussions. it’s difficult to communicate with the people. Because when I speak in
English, sometimes they don’t understand what I am saying in the discussion. Sometimes they
talk to me in Chinese, even though I explain to them that I am from the Philippines. It’s hard.
It is show that, in courses where English is supposed to be used as the medium of instruction,
exchange students from the Philippines became frustrated whenever their instructors and
classmates unexpectedly used Chinese during the classes or group work.

2.2.2 Social issues

2.2.2.1 Culture

A research by Thamrin, Pisaniello, & Stewart, (2010) found that due to the cultural
and language barriers, fewer work choices, relatively poorer working conditions and, in many
cases, financial pressures, international students may be at the greater risk of occupational
injury. Similarly, Mills (2018) noted that international students in Australia encountered the
challenges of racism and poverty. A survey conducted by Babacan et al. (2010) concluded
that a large proportion of international students identified racial, cultural, or religious
elements as threats to their safety in Australia.

Furnham & Bochner (1982) found that students from countries nearer in distance and
culture adjust better because they are familiar with the language and values of the host
country. Students from countries dissimilar in culture often face cultural shock over the
different values. For instance, the Malaysian culture which stresses limitations in public and
direct expressions especially towards strangers can easily be misinterpreted as a form of
aloofness. Misinterpretations of certain behaviors may lead to social isolation. Statements
from the students below portray contradicting perceptions of international students regarding
the values of Malaysians. First, Values in Interaction “Their culture is quite different from
Nigeria”. “My neighbour was a lecturer here in this university. 3 months (I stay here) I never
say salam to her and she never say salam to me. Second, Values in Cleanliness Values
regarding cleanliness is also differently perceived by students from different regions.
International students like those from middle East feel that sanitation in Malaysia needs to be
improved. On the other hand others from South East Asia comply with the standards, perhaps
because they are familiar with the same values. “I think people here should upgrade their
sanitary. Sometimes in restaurants you don’t find any hand washing liquid”. Zuria Mahmud
et al. / Procedia Social and Behavioral Sciences 7(C) (2010) 289–293 “The people don’t care
about trash. This is a rich country, everyday you have lots of rain, and you must have a good
service to collect your garbage and trash. Unfortunately there is no, especially during
holidays, and your country is full of holidays”.. “Other University I don’t know, but my
university is very clean”.

International students faced significant financial pressure and difficulties in accepting and
fitting in with the culture of the UK. These challenges may leave the students feeling
disillusioned and cynical about the value of intercontinental learning (Ssekasi, Mushibwe, &
Caldwell, 2014). Wu and Hammond (2011) presented the challenges of East Asian master's
students differently. They encountered "cultural bumps" rather than "cultural shock" in the
UK. The idea of "cultural bump" rather than full-blown culture shock was introduced by
Chen in 2007.

2.2.2.2 Language

Language is not only an instrument of communication or even of knowledge, but it

also is an instrument of power. A person speaks not only to be understood but also to be
believed, obeyed, respected, distinguished” (1977, p. 648). Based on a rseearch by Andrade
(2006) International students in Australia frequently face a wide range of social and academic
transitional issues while adjusting to new learning and the social environment as well. The
language problem remains the same in Australia. International students in Australia face
language difficulties caused by loss of confidence in their linguistic skills and negative
societal attitudes towards foreign accents (Park, 2016).

While Tseng & Newton, (2002); Lin & Yi, (1997); Poyrazli & Grahame,( 2007) in
their research found that financial and language limitations add to the difficulties for the new
comers . Poor English language proficiency limits the ability of international students to be
fully involved in learning, and trying to adjust to different dialect and slangs of the local
tutors escalate the challenge for international students. Understanding local language helps
international students to interact with local folks and to better understand local culture.
Competency in the local language helps international students to start social interaction.

Besides that, another research conducted by Tseng et al. (2002), Lin et al. (1997),
Chen, (1999) stated that language is one of the basic aspect for adjustment process. Poor
English and Bahasa Melayu proficiency on the part of the students, and their difficulty in
understanding local dialect and slangs may hinder adjustment process “Malaysian people
don’t speak English, it is quite difficult for me to understand what they mean. But after one
year, I become better”. “The accent is just different, the people speaking English, but they
sound Malay”. “Because my course is conducted in Bahasa Melayu, I face a lot of
problems”.

2.2.2.3 Weather

An exploratory study conducted by Rabia (2017) found the processes and issues of
Arab international students in the United States. The results show one of the challenges faced
by international students is homesickness. One participant said that he had homesickness,
especially in the wintertime. He felt the weather in the winter is very cold and long. The
excitement at first arrival he felt decreased due to being unfamiliar with the weather and
being away from his family.

Onother research by Mahmud et al (2010) foud another challenge for foreigners is the
single hot season in Malaysia, which can be translated as summer all year round. Those who
enjoy the sun and outdoor activities will appreciate the simplicity of wearing light clothing
and bask in the warmth of bright sunshine all day long. Pouring rain is a welcomed cooling
process when it gets too hot, but some people may not like the surprise. On the extreme end,
prolonged exposure to the sun or the rain however, will cause fever, thus Malaysians are
cautious about this aspect. In addition, the students also complain about the Malaysian humid
climate. Adjusting to the new climate is something that international students anywhere have
to endure. Thus, international students must also have information regarding geographical
aspects of their targeted country. Unfortunately, description on paper is never equal to
personal experience. International students will not know exactly what a countries’ weather is
like until they personally experience the situation.

2.2.3 Personal matter

2.2.3.1 Anxiety

In a study conducted by Li (2016), participants shared that they had many

opportunities to form new relationships, but they also felt many barriers. One participant said
that anxiety is one of the barriers for him. When talking to local students, he always feels
anxious because of the different understanding of the context and it affects the conversation.
Another participant also shared the same concerns and it was one of the reasons they did not
like to interact with local students. In addition, Abrar & Mukminin (2016) also included
anxiety in the study. The results show that the participants felt anxious to speak, especially in
front of people.
2.2.3.2 Financial

India, currently the second largest sending country after China, is projected to become the
number one sending country by 2025 (Falcone, 2017). Kavilanz (2018) reported that common
challenges for Indian students include passing the GRE, obtaining a visa, and getting the
appropriate vaccinations. Another common theme that has emerged among Indian students is
the issue of financial problems. A majority of Indian students are self-financed through
private loans. Cost and return-on-investment calculations are major deciding factors when
choosing where to study abroad. The fluctuations of Indian currency make students
particularly sensitive to financial issues (Clark, 2013). Prospective Indian students are also
advised to complete a full body check-up because treatments are very expensive in the host
country, in particular, dental and eye care (Yocket Editorial Team, 2018). Certain countries in
Asia and Africa require students to obtain an international certificate of vaccinations before
students depart for their studies abroad (Alexander, 2012). The Times of India (2015) noted
that Indian students have immunization requirements as part of their application process.
Among the requirements for them are Measles Mumps Rubella vaccination, Hepatitis B,
Meningitis, Diphtheria, Tetanus, and other vaccinations, in addition to tuberculosis skin tests,
chest X-rays, and blood tests. However, the doctors aren't always aware of which
vaccinations are required for study abroad (Favin, Steinglass, Fields, Banerjee, & Sawhney,
2012). Even though it is very time consuming, a student needs to get more than one dose of
vaccines within 4 weeks.

The primary pre-departure challenge for Saudi students is maintaining the balance
between the program of their choice and financial sponsorship. In the Saudi context, the
program of study selection is not determined by student choice but is influenced by their
financial sponsors including the government and university employer as well as Saudi values,
culture, and religion (Hofstede, 2003; Onsman, 2012; Yakaboski, Velez, & Almutairi, 2017).
African students are subject to a number of specific challenges as they prepare for study
abroad, and it has been noted that they face the complex and frustrating process of obtaining
visas as well as the tensions they feel in leaving their communities. These challenges and
pressure points are extensive and impact their subsequent ability to adjust to life in their host
institution (Caldwell & Ssekasi, 2016). On the basis of the literature review, we developed a
model of predeparture challenges. Figure 1 represents the model of pre-departure challenges.
 The UK attracts large numbers of international students each year, second only to the US
(Shea, 2018). Concerning the difficulties challenging international students in the UK,
English language proficiency and financial problems are the initial challenges. The national
union of students (2014) noted that self-funded students in the UK are likely to experiences
financial difficulties. Further, unreliable payment schedules for international students in
higher education institutes cause financial hardship. Blake (2006) pointed out that self-funded
Black-African students reported the problem of paying for their studies. In fact, Maringe and
Carter (2007) found that all the students in their study reported facing anxieties about
finances and 91% worried about how they were going to pay their tuition and fees.

2.2.3.3 Homesickness

An exploratory study conducted by Rabia (2017) examined the processes and issues
of Arab international students in the United States. The results show one of the challenges
faced by international students is homesickness. One participant said that he had
homesickness, especially in the wintertime. He felt the weather in the winter is very cold and
long. The excitement at first arrival he felt decreased due to being unfamiliar with the
weather and being away from his family.

2.2.3.4 Food

A study conducted by Rabia (2017) reported that some participants showed feelings
of homesickness. Many factors trigger homesickness, and one participant stated that food is
one of them. In line with that, Alazzi & Al-Jarrah (2016) reported that many participants
missed their local food. One participant stated that he felt he had lost his favorite food,
perhaps because he could not find this type of food in the host country.
Moreover, Alsulami (2018) raised the issue of food because of the participants’
religion. His participants are mostly Muslim and under their religious law, certain types of
food are prohibited. Therefore, they need to look for foods that do not contain these types of
foods that are usually called halal food. The difficulty is that not all food in the host country
is halal and they always need to check the ingredients before buying it. One participant
admitted that he was surprised because all the food in his home country was halal. Therefore,
some participants always preferred to buy food from Arabic shops and did not try to adapt to
the host country's food.
2.3 International Students Experiences: a Review of Strategies
This section provides an overview of strategies used by international students to cope
with the challenges. The researcher reviews several journals relating to the international
students' coping strategies. The researcher selected the journals which were published within
the last 10 years. The researcher searched related journals from Google Scholar that
connected to some platforms and typed several keywords such as International Students
Strategies, International Students Coping Strategies, and International Students Adjustment
Strategies.
The journals indicate there are many strategies used by international students. The
researcher identifies and divides into two major types of strategies, and each consists of sub-
themes. The strategies include self-management strategies (practicing, positive activities, and
leisure activities) and seeking help strategies (university staff, friends and relatives, and
technology application). The following table provides the summary of the review results.

Table 2 The Categories of Literature Review of International Students Strategies

No Key Points Articles
Practicing Gong et al. (2020); Cao et al. (2018)
McLeod et al., (2021); Saravanan et al.,
Self- Positive (2019); Tsevi (2018); Jean-Francois (2017);
1. Management Activities Yan, (2017); Park et al., (2016); Fan & Yeoh,
Strategies (2012)
Leisure Saravanan et al. (2019); Yan (2017); Fan &
Activities Yeoh (2012)
University Gong et al. (2021); Cao et al. (2018); Jean-
Staff Francois (2017); Park et al (2016)
McLeod et al. (2021); Abrar (2019); Saravanan
Seeking Help Friends &
2. et al. (2019); Tsevi (2018); Yan (2017); Park et
Strategies Relatives
al (2016); Fan & Yeoh (2012)
Technology
Cao et al, (2018) Fan & Yeoh (2012)
Applications
2.3.1 Self-Management Strategies
The first section in the international students' strategy is self-management strategies.
Self-management strategies include all strategies used by international students in which they
rely on themselves to overcome challenges. In this section, the strategies include practicing,
positive activities, and leisure activities.

2.3.1.1 Practicing
The literature review indicates that several participants tried to overcome the
challenges by practicing on their own. A qualitative study by Gong et al. (2020) examined the
challenges and strategic responses of New Zealand students in China. The results showed that
the participants who had language difficulty tried to overcome the challenges by practicing
and learning vocabulary especially used in daily conversations. It helps them to develop their
daily communication. Others attempted to improve their language knowledge by repeating,
writing, and memorizing the vocabulary.
Furthermore, a qualitative study by Cao et al. (2018) explored coping strategies of
Chinese international students in dealing with academic issues. The results showed that some
of the participants overcome the language barrier in classes by doing note-taking. Participants
also stated that they faced difficulties in academic writing. One participant managed to
overcome the problem through a lot of reading, writing, and memorizing practice. While
others mentioned memorizing sentence structures and imitating journal articles.

2.3.1.2 Positive Activities

Most international students experience psychological symptoms in adjusting to a new
culture, such as stress, loneliness, and anxiety. These issues can affect their academic
performance and activities. The literature review shows that international students overcome
this issue by engaging in several positive activities. Positive activities include all useful
activities that help international students divert their negative thoughts or emotions. The
activities are religious activity (McLeod et al., 2021; Saravanan et al., 2019; Park et al.,
2016), exercise (McLeod et al., 2021; Saravanan et al., 2019; Yan, 2017; Fan & Yeoh, 2012),
and volunteering (Tsevi, 2018; Jean-Francois, 2017).
One participant in a qualitative study conducted by McLeod et al. (2021) stated that
his religion has a role to overcome some psychological symptoms, especially stress.
Similarly, Park et al. (2016) conclude that religion and the religious communities help
international students to see other perspectives in dealing with stressful environments. In a
study conducted by Saravanan et al. (2019), participants said that they went to a religious hall
to pray, read and pick important words to get positive messages from the religious book.
These activities help them to increase their self-confidence, relieve their negative thoughts
and think positively.
The literature review indicates that some participants mentioned exercise as a
strategy for managing and relieving stress (McLeod et al., 2021; Yan, 2017). Moreover, in a
study conducted by Saravanan et al. (2019), participants stated that physical exercise such as
jogging, walking, and indoor games is effective to reduce the sad mood and homesickness.
Furthermore, Fan & Yeoh (2012) pointed out that exercise helped the participants to maintain
their health. Maintaining a healthy body is very important especially when they are away
from home.
Another positive activity used by international students is participating in on-campus
and off-campus activities. In a study conducted by Tsevi (2018), several participants involved
themselves in the activities outside the classroom. One participant worked part-time on
campus and it improves his communication skills as he can interact with many people.
Another participant volunteered for a number of activities related to his major. In line with
that, Jean-Francois (2017) found that the strategies of social integration by the participants
are volunteering or participating in student organizations and other events. Participating in on
and off-campus activities provide opportunities for international students to interact with
more people, especially local students, and understand more about their culture.

2.3.1.3 Leisure Activities

Another strategy used by international students is leisure activities, where the
international students entertain themselves with various activities. Saravanan et al. (2019)
reported that the participants engaged in various activities to entertain themselves, such as
watching movies, listening to music, dancing, and going out with friends. Similarly, Yan
(2017) reported the same activities used by his participants but one participant added a short
break or vacation as an effective one. In a study conducted by Fan & Yeoh (2012), one
participant also mentioned outdoor activities such as fishing, hiking, and gardening. These
activities helped international students to keep themselves busy, avoid negative thoughts and
sad moods, and reduce their sadness.
2.3.2 Seeking Help Strategies
The second section in the international students' strategy is seeking help strategies.
Seeking help strategies include all strategies used by international students in which they seek
help and assistance from others to overcome challenges. The other parties that help
international students are university staff, friends & relatives, and technology applications.

2.3.2.1 University Staffs

A study conducted by Gong et al. (2021) found that one participant sought help from
a teacher to improve his language proficiency. In another study, the participants asked the
teacher for guidance directly in dealing with communication and academic workloads (Cao et
al., 2018). Moreover, in a study conducted by Park et al (2016), several participants identified
that their mentors are very helpful because they are concerned about the academic and
personal concerns of international students. Apart from the mentors, participants also
mentioned campus resources such as the university's writing center which assist the
international students with their academics. Jean-Francois (2017) also mentioned that the
international faculty on campus gave additional motivation to the participants, especially in
facing difficult times.

2.3.2.2 Friends & Relatives

The literature review indicates that seeking out help from friends is one of the most
common ways that international students use. Saravanan et al. (2019) found that some
participants like to talk and share problems with their friends because they provide
encouragement and feedback that helps them to stay positive. Likewise, Yan (2017)
explained that some participants get help from their friends when they talk about academic or
personal problems. In both of these studies, the participants mentioned their friends that came
from the same country or ethnicity.
In a study conducted by Tsevi (2018), one participant mentioned that keeping in touch
with local friends helped improve his language. Moreover, local friends can help them
understand the norms and social system of the host country (Park et al, 2016). In addition,
Abrar (2019) conducted narrative research with Indonesian graduate students in a United
Kingdom university about their speaking experiences. Participants ask for clarification and
repetition from their friends to overcome difficulties in understanding the conversations.
Apart from their friends, family is an important factor for international students to
overcome culture shock (McLeod et al., 2021). A study conducted by Fan & Yeoh (2012)
indicated that family is one of the main support for international students when they are
emotionally unstable. In a study conducted by Saravanan et al. (2019), one participant stated
that talking to his parents helped them reduce the feeling of homesickness. Meanwhile, Park
et al (2016) stated that one of their participants still received financial support from his family
even though he had a scholarship. The participant said this was his family's way of helping
him reduce the financial burden and showing their support.

2.3.2.3 Technology Applications

The literature review indicates that international students are also seeking and getting
help from technology. A qualitative study conducted by Cao et al, (2018) showed that to
overcome language issues in class, some participants recorded the class sessions so that they
could listen to them again. Furthermore, Fan & Yeoh (2012) found that one participant
reduces his homesickness by reading websites about his home country. These strategies help
international students overcome some issues and survive in their host country.

2.4 Berry’s Model of Acculturation

Acculturation is a common term that has been widely used in discussions related to
immigrants. According to Berry, the concept of acculturation grew because the people and
the natives were concerned about the influence of European domination on the native people.
Furthermore, it focused on the changes of immigrants after entering and settling in the
receiving community. Many fields have been involved in how ethnocultural groups relate to
each other, and change. These changes are the result of their means to live together in a
diverse society (2005). In the simplest sense, Sam and Berry view acculturation as a concept
that includes all changes that occur as a result of contact between individuals and groups of
different cultural backgrounds (2006). Berry also suggested that acculturation changes can
occur in various aspects, either physical, biological, political, economic, social, cultural, or a
combination, at the group level.
Sam and Berry stated that the acculturation process takes place according to the extent
to which individuals simultaneously participate and mingle in the life of a new society that
has a different culture and maintains its original cultural identity. The participation and
maintenance of these two cultures can lead to several outcomes. There are four distinct
outcomes that Berry categorizes as assimilation, integration, separation, and marginalization.
These outcomes are referred to as acculturation strategies (2006). The categories of
acculturation strategy depend on the degree to which the individual balances the maintenance
of the original culture and contact with the new culture (Sam & Berry, 2010). The following
is the definition of each strategy described by Sam & Berry (2006).
1. Assimilation
Assimilation refers to a strategy when individuals from different cultures do not want to
maintain their cultural identity and seek daily interactions to adopt a new culture.
2. Integration
Integration refers to a strategy when individuals maintain their original culture while at
the same time they seek and have daily interactions with other cultural groups.
3. Separation
Integration refers to a strategy when individuals hold on to their original culture and
retain it while avoiding interaction with other cultural groups.
4. Marginalization
Marginalization strategies are defined when individuals have little possibility or lack of
interest in maintaining their original culture and little interest in interacting with other
cultural groups.
Sam & Berry argue that these four outcomes are not the end of the acculturation
process. They are considered strategies, because acculturation itself is a continuous process.
Individuals may use one strategy at a time, then use other strategies at different times, or deal
with different problems. Therefore, these strategies can be considered as phases that an
individual can go through over and over again (2006). In this inquiry, the researcher will use
this theory as the umbrella of the study.

2.5 Previous Study

There is a research conducted by Basri (2015) about international students in
Malaysia entitled “Multicultural Benefits and Challenges for International Students during
Period of Their Study: Case Study in Malaysia”. The aim of the research is to identify the
multicultural benefits and challenges of international students during their study in Malaysia.
This research is qualitative and uses semi-structured interviews to collect the data. The result
showed that studying overseas offers benefits in terms of career perspective, cultural
familiarity, and self-development. While the challenges are related to facilities, social
environment, education system, financial problems, and international office programs.
Next, also a research conducted by Emehinola et al. (2020) entitled “International
Students’ Adjustment Challenges in Indonesia”. The goal of this research is to identify the
types of problems faced by international students in Indonesia, particularly in Universitas
Pendidikan Indonesia. This research is a case study research that uses interviews, individually
and in groups, to collect the data. The results showed that participants had difficulty adjusting
due to language barriers, isolation from classmates, financial and technical problems, cultural
differences, and problems with punctuality.
Then, Rhein (2018) also conducted research to explore the adjustment process of
African American international students in Thailand. The title of the research is “African
American Student Sociocultural Adjustment to Thai International Higher Education”. This
research is case study research that uses semi-structured interviews to collect the data. The
results showed that the participants had difficulty adjusting because of the sense of isolation,
the excessive attention from local people, responding to that attention appropriately, and
academic cultural differences.
The similarity between the previous research and this research is on the topic of the
research, that is the challenges or adjustment strategies by international students. The
research was also conducted in a non-English-speaking country. Nevertheless, there are
differences between the previous research and this research. The focus of this research is on
the challenges and strategies used by exchange students programs at one university in
Taiwan. Moreover, the researcher will use interviews and audio diaries to collect the data.
 CHAPTER III
RESEARCH METHODOLOGY

In this chapter, there are several sections related to the method of the research,
research design, participants of the research, data collection, data analysis, and
trustworthiness and ethical consideration.
3.1 Research Design

This research is going to describe the challenges of international students and

how they cope with them. The researcher will explore the information from the
participants to collect the data, hence the qualitative method is used in this research.
According to Creswell (2007), Qualtative research is a means for exploring and
understanding the meaning individuals or groups ascribe to a social or human problem.
The process of research involves emerging questions and procedures, data typically
collected in the participant’s setting, data analysis inductively building from particulars
to general themes, and the researcher making interpretations of the meaning of the data.
In addition, Castleberry & Nolen (2018) states that the aim of qualitative research is to
gain a better understanding of a phenomenon through individuals who have
experienced it. Therefore, the researcher uses qualitative research to get in-depth
information regarding individuals' experiences and perspectives.

The method used in this research is qualitative research with case study
approach. The final written report has a flexible structure. Those who engage in this
form of inquiry support a way of looking at research that honors an inductive style, a
focus on individual meaning, and the importance of rendering the complexity of a
situation. According to Bogdan and Biklen (in Syamsudin, 2009:175) “ a case study is
a detailed examination of one setting or one person, subject or document, repository or
a partcular event”. The researcher chooses this category because it suits the purpose of
the research, which is to describe the challenges of international students' adjustment.
3.2 Participants of the Research
In this research, the researcher uses the purposive sampling technique to determine
the participants. Purposive sampling is a technique in which the researcher purposefully
selects individuals, who are considered capable of providing rich and relevant information
about the research problem, as participants of the research (Creswell, 2013). The purpose
of selecting the participants is to get the most relevant and plentiful information about the
required data (Yin, 2016). In order to select the participants, the researcher made several
criteria. First, they are not a permanent resident of Taiwan, and second students who are
participated in Youth Elite Exchange Program at one public university in Taiwan.
Therefore, the participants of this research are all international students who are currently
participated in Youth Elite Exchange Program at one public university in Taiwan.
3.3 Data Collection

In this study, the step that the researcher will use interview as a technique in
collecting the data. According to Banister et al (in Basuki, 2006) “interviews are
conversations and questions and answers that are directed to achieve certain goals”.
Qualitative interviews are conducted when the researcher intends to gain knowledge about
the subjective meaning understood by the individual regarding the topic under study, and
intends to explore the problem, something that cannot approaches.
In conducting interviews, the researcher prepares the questionnaire beforehand, but
there is a possibility that the researcher will ask further questions based on the participants'
answers. The interviews will be carried out face-to-face with each participant, at different
times and locations, depending on the willingness of the participants. Each participant will
be interviewed in English for approximately 20-30 minutes. During the interview sessions,
the researcher will record all conversations between the interviewer and participants. The
use of the recording is to help the researcher to collect the data.
3.4 Research Instrument
According to Creswell (2013), the researcher as a key instrument is one of the
characteristics of qualitative research. He explains that qualitative researchers collect the
data by themselves through examining documents, interviewing the participants, and
other methods. It means that the researchers have an important role in conducting
qualitative research. In this research, the researcher also will be accompanied by a device
to record the interviews. The second instrument is the interview protocol. According to
Creswell (2012), an interview protocol is a guide designed by the researcher that contains
instructions for conducting the interview, the questions that need to be asked to
participants, and a place to take notes on participants’ responses. He also stated that the
purpose of the interview protocol is to remind the researcher of the questions.
In the interview protocol, there are ii items questions that have been prepared by the
researcher. The questions were constructed by looking at previous study conducted by Alazzi
& Al-Jarrah (2016) and the literature review described in chapter two. These questions are
expected to answer two research questions about the challenges and strategies of international
students. The specification of the questions can be seen in the following table.

Table 3 Specification of Interview Question

No. Research question Question item

1. What are the challenges experienced by international
students during their study in National Quemoy Question no. 4, 5, 6, & 7
(Challenges)
University in Taiwan?

Question no. 8, 9, 10, & 11

2. How do international students able to cope with the (Strategies)
challenges?

3.4 Data Analysis

This study use qualitative data, so it will be analyzed using qualitative analysis

techniques. Qualitative analysis gives the predicate of the studied variables according to

the actual conditions.

a. Data reduction

Miles and Huberman (1994) describe this first of their three elements of

qualitative data analysis as data reduction. Data reduction refers to the process of

selecting, focusing, simplifying, abstracting, and transforming the data that appear in

written up field notes or transcriptions. Not only do the data need to be condensed for the

sake of manageability, they also have to be transformed so they can be made intelligible

in terms of the issues being addressed. In qulitative analysis, the analyst decides which

data are to be singled out for description according to principles of selectivity.

b. Data display

Miles and Huberman (1994) model of qualitative data analysis. Data display goes

a step beyod data reduction to provide an organized, compressed assembly of

information that permits conclusion drawing. A display can be an extended piece of text

or a diagram, chart, or matrix, that provide a new way of arranging and thinking about

the more textually embedded data.

 Data displays, whether in word or diagrammatic form, allow the analyst to

extrapolate from the data enough to begin to discern systematic patterns and

interrelationships. At the display stage, additional, higher order categories or themes may

emerge from the data that go beyond those first discovered during the initial process of

data reduction.

c. Conclusion drawing and verification

Conclusion drawing and verification are the final analytical activities for

qualitative researchers. Here, the researcher begins to decide what is meant by

something. Researchers try to draw conclusions and verify by looking forthe meaning of

each symptom derived from the field, nothing possible sequences and figurations, causal

paths of phenomena, and prepositions. In a study, data analysis is carried out on

statements or statements made by informants. This was done by means of the researcher

reading the entire transcript of the interview and describing all the experiences found in

the field. So, researcher draw conclusions and verify based on the results of the study.

Researchers draw conclusions and verify from student interviews, researchers will

compare the data with several previous studies about challenges faced by international

students in National Quemoy University.

3.5 Trusworthiness and Ethical Consideration

In this study, the researcher applies the concept of trustworthiness. According to

Lapau (2012) the credibility test is a test of the trustworthiness of the data that has been

generated during the qualitative research process. These are 5 things that are carried out

in this credibility test, they are extension of observations, increasing persistence in

research, triangulation of data, analysis of negative cases, and member checking.

Meanwhile, according to Yusuf (2017) the accuracy, and correctness of data that has
been collected and analyzed since the beginning of qualitative research will determine

the truth and accuracy of research result according to the research focus.

In this study, researcher use the member check method. Member checking,

namely by testing the possibility of different allegations and develop tests to check the

analysis, with apply it to the data as well as by asking questions about the data. The

purpose of member checking is to determine the suitability of the data provided by the

data source. Member check according to Yusuf (2017) the data that has been collected is

then analyzed, categorizing, and drawing conclusions can be tested again using other

members in the group. The data were re-examined from other group members where the

data will collected. The researcher will ask some questions to the participants about this

research, such as whether the statement is true and complete or not.

In conducting this research, ethical considerations were strictly adhere to during

the research process. Research ethics plays an important role because it relates to

manners in socializing. Babbie & Mouton (2001) state that several ethical considerations

are taken to ensure that research is conducted in an appropriate manner. In order to fulfill

ethical considerations in conducting the research, all participants will be asked by the

researcher with written consent to participate in the study, especially prior to the

interview. The researcher will explain to the participants the purpose and the process of

the research. Permission to record the interview will also obtained from the participants.

The researcher will explain to the participants that their information will remain

confidential. In the final report, the identity of the participants will be removed and

anonymous is used for the participants.

CHAPTER IV

FINDING AND DISSCUSSION

 This chapter is organized into two main sections. The first section is the findings of
the research which describes the themes and sub-themes found from the interviews. The
second section is the discussions which highligths the prevalent findings and relate them with
theories or previous studies.

4.1 Findings

The research was conducted at National Quemoy University involving eight participants
who participated in Youth Elite Exchange Program. The research findings consist of two
main points which are based on the research question. The first research questions focused on
exploring students’ challenges during this program. The second question focused on students’
solutions or strategies to overcome the problems.

4.1.1 International students challenges during their study in National Quemoy

University

According to participants of the research, the participants faced several challenges

during this program including, challenge in learning acticity, culture, language,
homesickness, health, and time management.

4.1.1.1 Learning activity

After conducting interviews with eight participants who are participated in this
program, the researcher found that there are some problem in learning activities that faced by
students as international students. One of the participants, S1 said:

“Studying here is quite difficult for me, especially when I am attending my bussines
classes because they speak mostly in Mandarin, so there is language barrier but somehow the
professor give the project in English so I can easily understand.” (interview, S1)

In the interview, S1 said that she has problem in her class, her lecturer explain the
material almost full in Mandarin, she can not understand the material and can not active to
participated in lecture. Another students, S2 stated:
“Masalah di kelas, saya merasa sangat kesulitan dalam mandarin dan saya gagal
dalam belajar bahasa mandarin karna saya tidak telaten dalam belajar dan latihan, bahasa
manadarin ini hambatan terbesar saya”. (interview, S2)
This is clear that S1 has a big problem in the class, especially when she learn
mandarin in her mandarin class and it affect her another class because the teacher speak in
mandarin and she can not speak mandarin and do not understand. In other hand, S3 also has
same problem in her learning activity, she stated:
“My fropesor provide us material in english because I cannot understand in chinese,
Chinese language is very difficult, but we have a great teacher who extreamly understand of
the fact that I have slow progress in learning language, she very helpful”. (interview, S3)

In the interview, S3 mentioned her problems in her class is hard to learning mandarin, she do
not understand when teacher explain the material, and she also has slow progress in learning
language. Same as another participants, S4 also mentioned her challenges in the class:
“The big problem is language, we are from english major but the lecture explain in
chinese, I just sit and listen and do not understand , and another challenge is I can not
communicate with my friend in the class.” (interview, S4)
In the interview, S4 stated that her big challenges in class is language, she choose
English major but the lecture still explain in mandarin, it makes her do not understand
everything in the class. Besides that, S5 also said:

“...it is dificult for me to communicate with them especially in my class because my

teacher use mandarin, and also ifficult to communicate with my classmates,I always use
google translate to communicate with them. I just look in the PPT and just learn in my own , I
have language problem in class but good thing that my lecture know how to speak in English,
I just ask for more lesson that we have more material that I can learn, This affect my study
here because the language I dontundesrand when my lecture explain the material.“
(interview, S5)

In the interview, S5 stated that her challenges in class is language, it is difficult to

communicate in class, the lecture still explain in mandarin, it makes her do not understand
everything in the class. Besides that, S6 also said:

“..yang bikin agak susah itu 2 dari 3 kelas aku dosennya tidak pakai bahasa Inggris
saatmenjelaskan, Jadinya ada language barrier ke teman dan Laoshi nya selama di kelas.”
(interview, S6)
In the interview, S6 said that same problem with another students, although she can
speak chinese, but to undesrtand the material it still difficult for her. In other hand, S7stated:

“when going to the class everyday I insist on listening to the teacher, and also insist
on communicating with classmates and sometimes in class I just sit there do not know what
happened, sometimes I can not even participate in the discussion.” (interview, S7)
In the interview, S7 said that when she going to the class everyday she just listening
to the teacher, she can not communicate with classmates and sometimes in class she just sit
there do not know what happened, and can not even participate in the discussion. Another
students, S8 stated:
 “We have to study and participate in many activities every month. We are very busy
every day, and the teacher still gives me homework, so my homework is not very good. But I
think it's just a minor problem and I can work it out.” (interview, S8)
It is clear that challenge in learning activity become one of the common problem
faced by students. All of students mentioned that they have challenges about language and
understanding material in the class.

4.1.1.2 Culture

Culture is the most important thing during this program. Every country has different
cultures, including food, wheather, trash, and other rules. Culture become one of challenge
faced by students during this program. S1 said that:
“I have challenges in cultural differences, but I always make friends with other for
instance Indonesian students and Indian students, I am be able to communicate with them
because they can speak English. Although we have different culture but we also have
similarity for example, in Indonesia we have the same word like kambing, anak, dua, payung.
We always find way to find common ground, and get know well each other.” (Interview, S1)

in the interview, S1 stated that she has challenges in cultural differences, but she
always make friends with other, she not only find the differences but also find the similarities
between each countries. In other hand, S2 stated:
“.. untuk makanan, karena makanan di Indonesia lebih kaya rasa jadi ketika saya
datang kesini saya mengalami culture shcok karena makanannya tidak ada rasanya, tidak
pedas sama sekali, dan untuk sampah, saya kaget karena di Indonesia kalau mau buang
sampah tinggal buang saja, tapi kalau disini mereka punya sistem recycle, jadi sampah harus
dipisah berdasarkan jenisnya, dan jarang sekali ditemukan tong sampah, tetapi
lingkungannya sangat bersih.” (Interview, S2)
In the interview, S2 said that culture challenges that she faced here is food and trash.
She mentioned the food here makes her shock, the taste is very blend. And also the trash here
have to separated based on each types, becuse they have recycling system. Besides that, S4
also said:
“The food here is big cahllenge for me, is not so delicious and so different from
vietnam, there is no spicy food. And the weather here sometimes very cold, rain, I never
experienced before in vietnam, but I already prepare the coat for winter here.” (Interview,
S4)

In the interview, S4 stated that food become the big challenge for her, she miss her
hometown food and her mom food. The food taste not too delicious but healthy. In other
hand, S5 said:
 “We far from home and we got sick because of culture shock but because of friend
and teacher here are great made us happy to continue this program. The food here make me
culture shock, in the pilifina, iusually eat heavy food, rice for breakfast but here i just eat
pancake and milk, and also the taste is blend different from filipin, but now i dont have any
choice, soi eat it every day and enjoy the food.” (Interview, S5)

From the interview, it is clear that culture become one of the challenge faced by
students during program here.

4.1.1.3 Language barrier

Language barrier is one of the most challenge faced by students in Taiwan. We can
communicate with other participants in this program easily but not for taiwanese here.
Taiwanese can not speak in English, makes it difficult to international students who are the
beginner of mandarin language to communicate with people here. From eight participants, six
of them mentioned that they had problems in language barrier. Here, S2 mentioned:
“Banyak sekali tantangan yang saya hadapi terutama bahasa, orang taiwan kurang
memaahami bahasa inggris yang membuat kita kesulitan berbicara, kalau ingin
berkomunikasi kita meminta bantuan orang indonesia yg sudah lama disini seperti senior.”
(Interview, S2)

In the interview, S2 she faced challenge in language barrier. She can not communicate
with local people here because people here can not speak in English at all. Sometimes she
need others help. In other hand, S3 also faced the same thing, she stated:
“Language barrier is an obstacles for me, I can not ask people, or greet people
here.” (Interview, S3)

In the interview, S3 she faced challenge in language barrier. She can not communicate
with local people here because people here can not speak in English at all. In other hand, S4
also faced the same thing, she stated:

“I have language barrier here, I cannot communicate with my friend in the class.”
(Interview, S4)

In the interview, S3 she faced challenge in language barrier. She can not communicate
with people in the class because most of her classmates are local people here and can not
speak in English at all. Besides that, S5 also stated:
“Language barrier, because i am a filipino and here in taiwan they find it difficult to
communicate in english because they have mother tongue, it is dificult for me to communicate
with them especially in my class because my teacher use mandarin.” (Interview, S5)
In other hand, S7 also mentioned in the interview that she has a challenge in language barrier,
she stated:

“With the international students I think there's some sort of automatic solidarity that
comes about because none of us not artifice speak Chinese so you just interact with them for
the medically unfit the ex incident of because that's a different yeah we all know each other
that even at this point so no hesitation so then but obviously you know when you go to class
every day and that other kids also this and even though sometimes you might want to talk to
them insisted you gun because that language language but it of not knowing English this is
not.“ (Interview, S7)
From the interview, S7 said that langguage barrier make she difficult to communicate
with people here, besides that S8 also has the same challenge:
“My English is not very good so sometimes when I say it, they don't quite understand
me. However, this is also very good, and it gives me a lot of motivation to learn English.”
(Interview, S8)
In the interview, S8 mentioned that he has challenge in language but not in mandarin,
he has problem to communicate in English. he can easily communicate with people here but
difficult for him to communicate with other international students and also all member of this
program.

4.1.1.4 Homesickness

The results show one of the challenges faced by international students is

homesickness. Two participant said that they have homesickness, especially in the winter
time. S1 state that:

“When i miss my parents I usually call them, I always send picture to them, thanks for
the ne technology and good wifi here.” (interview, S1)

In the interview, S1 mentioned that she has homesickness, she miss her mom, her dad
and her family, she just can see them on video call. Another participants S4 stated:
“ I have homesickness since the first time I come here, I have sick in this weather, I
need my mom, I miss my mom, I dont know what to do, I hope I can back to Vietnam as soon
as possible to eat my mom food”. (interview, S4)

It is clear that S4 really miss her mom in Vietnam, she mentioned that she had sick
and she had homesickness since she arrived here.
4.1.1.5 Health

Health certainly greatly affects the mood and fluency of studying abroad. However,
unfortunately sick is unavoidable. Whether it is because of the weather, the season of
coughing colds or other reasons. At home there is family who take care, but if when we are
far from family it is become a challenge. S4 stated:

“I have sick here because of the weather and so many activities here, I am so tired
and miss my family” (Interview, S4)

in the interview, S4 said that she had sick during this program because of the weather
and so many activities, makes her miss her mom. Besides that, S5 also has a challenge in her
health, she said:

“I have a problem with my health, in the filipina I was in 55 kg but here it just two
weeks I lost 3 kg, I am very sad, thats why I am trying my best to eat more and more.
“(Interview, S5)
In the interview, S5 mentioned that she lost her weight here, it because of the food
here make her do not have appetitie to eat a lot. And besides that S6 also stated:
“juga masalah kesehatan sih, kemarin aku sakit mata. Karena ternyata aku alergi
sama udara sini.” (Interview, S6)
In the interview, S6 said that she has alergic with the air here, it makes her eyes not so
good and sick.
4.1.1.6 Time management

Time management become one of the challenge faced by students during this
program. From eight participants, three from them mentioned in the interview that it is
difficult for them to manage her time. Participants S6 stated:

“Kita kan kalau di Indonesia jamnya tidak punctual, gak tepat waktu. Kalau di sini
tuh benar-benar tepat waktu banget. Jadi habit telatnya harus dikurangi. Time management
karena kita exchange student jadi kegiatannya selain akademik. Ada yang non akademik juga
yang kayak event kita di luar begitu.” (Interview, S6)
In the interview, she mentioned that she has a problem to manage her time, because in
Indonesia the time is not punctual, but here they are very ontime. In other hand, S4 also faced
the same thing:

“I cannot manage my time here, I just let it flow, sometimes I come late to the class, I
prepare so long, I sleep until I wake up and eat, and then study.” (Interview, S4)

In the interview, S4 said that she can not manage her time. Sometimes she sleep all
day and wake up for eat and study. Besides that, S2 also stated:
“Masalah time management, sangat sulit mengatur waktu saya disini karna sangat
sibuk, misal saya ingin belajar jam 2, tapi sampai jam 3 dan sampai jam 2 besoknya lagi
saya belum juga belajar. Jika waktu bisa diputar saya ingin mengatur waktu saya lebih baik
lagi.” (Interview, S2)

In the interview, S2 said that she faced a challenge in time management, she can not
manage her time well, sometime if she want to learn, she forgot to learn and just sleep all
day.

4.1.2 Students Strategies to Solve the Challenges

There were 5 identified strategies used by the participants to handled their

speaking challenges including, self learning, positive activities, asking friends/relatives,
university staff’s help and technology applications.

4.1.2.1 Self-Management

Self-management is self-control or effort of words, actions that are within one.

It is also can be defined as a solution that comes from the participants themselves to
manage or handled their challenges, in this case speaking challenges. As identified theme,
self-management was used by the participants as a way for them to solve their challenges.
The results of data indicated that there were three intertwined subthemes which are self
learning, and positive activities.

4.1.2.1.1 Self Learning

One of the solutions put forward by exchange students is independent study
activities. In attending quite a lot of lessons, they are often left behind either because
the material is too fast or absent due to illness and so on. One way to overcome this is
to study independently. As mentioned by S1 in her interview that need to study harder
to solve her challenges, S1 expressed:
“I just need to study harder, listen, read more and practice everyday so that i
can understand mandarin, but it is really good.”(Interview)
And in her interview, S5 also stated that she need to ask teacher for another
materian to study by herself.
“I just ask for more lesson that we have more material that I can learn.”
(Interview)
4.1.2.1.2 Positive Activities
 In solving various problems faced, sometimes bored and also tired. However,
those international students have several ways, one of which is to take a break and do
positive activities. As S8 stated on his interview:

“If there are a lot of things to do in study or life, but I don’t know where to
start, I will take a break, listen to music, and then come back and write down
the things I have to do, and then write them down one by one.” (Interview)

S4, S3 and S2 also stated that they used to walk around the school or strolling
through the city to handle their stressed.

“When i have problem i need silent area to sit and think, sometimes go around
the school alone, so many peacful place to take a breath.” (Interview)

“..... when it comes to activities, sometimes I go for walks, hangouts to

refresh.” (Interview)

“I do my positive activities such as listen to music, watch films, go out for

walks, hangout with friends.” (Interview)

From the data above, it can be concluded that one of the solution used by a
participant to handle their challenges is take a break and strolling around.

4.1.2.2 Help from Others

Aside from self-management, the researcher found that help from others was the
second theme. As mentioned in the self-management theme that it was self-control or effort
of words, actions that are within one, or a solution that comes from the participants
themselves to manage or handled their challenges. However, in this second theme, the
participants asked for help from others so that they could find the solution for solving their
challenges. According to the data, there were three related sub-themes including university
staff’s help, asking friends/relatives and technology applications.
4.1.2.2.1 University Staff
One of the statements from an exchange student who had experienced illness
was that he asked university staff for help regarding a clinic he could go to for
treatment. As mentioned by S6:
 “There was something I explained earlier because I didn't know which doctor
to go to. I told Laoshi that name is Mr. Gatsby here is just like our father,
that's how it is. So he continues to help find a doctor.” (Interview)
4.1.2.2.2 Asking Friends/Relatives
Other problems they usually discuss with fellow exchange students, or their
friends from their home countries via telephone. In addition, sometimes they also tell
stories and ask for opinions from their relatives in their country of origin. S1
mentioned that she used to manage by herself, but when it comes to a problem she
couldn’t handle, she will ask her family member or firend.
“I can manage my problem with my self but sometime i need to talk with my
trusted family member or friend.” (Interview)

S2 and S8 also mentioned that they will ask for their friends for help.
“I solve problems myself, but sometimes I ask for the opinions of other people
and my friends, when it comes to activities, sometimes I go for walks, hangouts
to refresh.” (Interview)

“If there are any difficulties that I can't solve by myself, I will ask my friends
or teachers for help.” (Interview)

S5 also mentioned that if she has a problem or wants to talk, she can tell his
story and ask her boyfriend’s opinion.
“I can talk to my boyfriend about all of my problems and my friends.”
(Interview)
4.1.2.2.3 Technology Applications

Another theme found by the researcher about the participant’s ways to solve
the challenges is technological support. In this theme, the roles of technology could
help the participants to solve their challenges. The results of data identified that there
were two consecutive subthemes which are food application and language application.

4.1.2.2.3.1 Food Delivery Application

In dealing with daily life, we need adequate nutrition from food.

Sometimes the difficulty of accessing transportation to the nearest restaurant
or the nearest minimarket makes exchange students need an online food
delivery application. One of them is the food panda application that S6
mentioned in the interview:

“There is Foodpanda here, it is like gofood in Indonesia. I use it

several times to buy food.” (Interview)

4.1.2.2.3.2 Language Application

The last sub-theme for technological support to solve participant’s

challenges is language application. Along with the development of technology
in various aspects, applications for learning a language are also growing
rapidly such as Google translate, Pleco or other online dictionaries that can
help students to develop language skills, especially speaking which is the
focus of this research. All of the participants used language applications to
solve their challenges. As mentioned by S2 in her interview that she used
language application to solve her challenges, S2 expressed:

“Technology is important, when we go to a shop we only know the

names of colors, so we use Google Translate to communicate.”
(Interview)

Another participant also said that language applications help her to

solve the challenges, for instance, S3 stated:

“Be able to communication simple, study more, and use google

translate.” (Interview)

S4 and S5 also stated:

“Google translate and google maps very helpful, because it isdifficult
for taianese to sepeak engish, so we have to speak chinese. And we
want to goout we use google translate.” (Interview)

“Google translate and google maps very helpful because it is my first

time go abroad. “ (Interview)

S6 also mentioned that she used the application called Pleco:

 “It's the same name as Pleco, but I've been using this Pleco from the
start when I learned Mandarin, actually. So Pleco is like an online
dictionary, that's really helpful here.” (Interview)

The last participant who also answered that language application help a
lot in his translations, by language application he can know the right caharcter
and pronunciation, S8 said that:

“There are many Chinese characters in Chinese, and some Chinese

characters are hard to remember. so what? The software I usually use
is Hanzii Dictionary to translate Chinese to Vietnamese, and another
software is Pleco to translate Chinese to English.” (Interview)

It can be inferred from the explanation above that language application

can be a problem solver for some participants, in this case an exchange
students, to handle their challenges.

4.1.2.2.3.3 Media Social

In communicating, social media is no less important and exchange

students here use social media to communicate either with fellow exchanges,
local residents or friends and family from their country of origin. As
mentioned by S2 in her interview:

“...... Social media helps me communicate with friends in my country

and other friends here outside of this yeep program.” (Interview)

4.1.2.2.3.4 Google Maps

Living in a new place means we are dealing with new locations and
geographic areas that we don't recognize. The exchange students at National
Quemoy University chose to get help from applications and technology to
solve these challenges. As stated by S4 in her interview:

“Google translate and google maps very helpful, because it isdifficult

for taianese to sepeak engish, so we have to speak chinese. And we
want to goout we use google translate.” (Interview)
 S5 also mentioned in her interview that it’s her first time go abroad,
and google maps help her that much.

“Google translate and google maps very helpful because it is my first

time go abroad.“(Interview)
4.2 Discussion
The research discussions are written based on the order of the research
question given. The researcher will discuss the findings of the research and correlate
them with the previous studies. There were two sections that will be discussed. The
first section will discuss about what challenges are faced by students in exchange
program in National Quemoy University Taiwan and the second section will discuss
about the potential strategies used by students to overcome their problems in speaking
during this program.

4.2.1 International students challenges during their study in National Quemoy

University
The findings of this study confirmed that there are many aspects that
influenced students during their study in Taiwan including challenge in learning acticity,
culture, language, homesickness, health, and time management. Based on the data obtained,
students faced several challenges in during this program. The findings in this study indicated
that there were three major themes of problems emerged including linguistics, psychological,
and environment.

4.2.1.1 Challenges in language

Language is not only an instrument of communication or even of knowledge, but it

also is an instrument of power. A person speaks not only to be understood but also to be
believed, obeyed, respected, distinguished. The findings of this research revealed language is
one of the most important elements because language is the key to communicate in daily life.
Therefore, students should master the chinese language so that they can speak easily. From
eight participants who have participated, all of them mentioned that they had a problem with
language.

The findings of this study has similarity with the result finding of Andrade (2006)
stated that international students in Australia frequently face a wide range of social and
academic transitional issues while adjusting to new learning and the social environment as
well. The language problem remains the same in Australia. International students in Australia
face language difficulties caused by loss of confidence in their linguistic skills and negative
societal attitudes towards foreign accents (Park, 2016). And also supported by research
conducted by Kentei Takaya (2016) he found that students said all our courses are in English,
but sometimes the professor translates things in Chinese and if he asks the students, the
students reply in Chinese. So there are times when international students don’t relate to
what’s happening in the classroom.