Journal of Comparative & International Higher Education
International students from developing Asian countries where English is the second and foreign language are marginalized in some American Universities due to language barriers. Native English speakers often assume that whoever comes to the United States should be able to speak and write English perfectly. In developing Asian countries, such as South Asia, however, the English language belongs to the families of the Middle and Upper classes. They can get admission in English spoken countries’ higher education institutions. However, when those students come to English-speaking countries, they feel othered, left alone, and disappointed. This study utilizes a phenomenological research method to tell the
students' lived experiences from several Asian countries, including some isolated nations. Specifically, this study focuses on the writing challenges of students and how they utilize the limited resources to help them succeed.
0000-0002-4178-4812 (Niroo), 0000-0002-7838-7490 (Williams)
Original Publication Citation
Niroo, W. T., & Williams, M. R. (2022). “Native speakers do not understand me”: A phenomenological study of student experiences from developing Asian countries at an American university. Journal of Comparative & International Higher Education, 14(2), 66-84. https://doi.org/10.32674/jcihe.v14i2.3215
Tabasum Niroo, Wolayat and Williams, Mitchell R., ""Native Speakers Do Not Understand Me": A Phenomenological Study of Student Experiences from Developing Asian Countries at an American University" (2022). Educational Foundations & Leadership Faculty Publications. 96.