Regardless of their level of academic preparedness, international students face distinct challenges that arise from language issues as well as ones of a personal and social nature, all of which can lead to frustration and failure (Bossio & Bylyna, 2006b). This article discusses an online survey carried out in a Canadian college that identified academic and sociocultural issues faced by international students and highlighted current or potential strategies from the input of 229 international students, 343 domestic students, and 125 professors. Findings reveal that counterproductive behavior may obstruct academic achievement and communication, and there is evidence of disagreement about international students’ academic strengths. A disconnect between participants was also found regarding academic expectations. Moreover, findings reveal that English language abilities are not the sole hindrance to academic success. Responses highlight the need for, and list steps toward, a more proactive and continual pedagogical evolution for faculty and postsecondary institutions to enhance the academic experience and success of international students.

中文翻译：

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高等教育国际学生教学的最佳实践：问题和策略

无论他们的学术准备水平如何，国际学生都面临着来自语言问题以及个人和社会性质的不同挑战，所有这些都可能导致挫折和失败（Bossio & Bylyna，2006b）。本文讨论了在加拿大大学进行的一项在线调查，该调查确定了国际学生面临的学术和社会文化问题，并从 229 名国际学生、343 名国内学生和 125 名教授的意见中重点介绍了当前或潜在的策略。调查结果显示，适得其反的行为可能会阻碍学业成就和交流，并且有证据表明国际学生的学业优势存在分歧。在学术期望方面也发现参与者之间存在脱节。而且，调查结果表明，英语语言能力并不是学业成功的唯一障碍。回应强调了教师和高等教育机构更积极和持续的教学改革的必要性，并列出了朝着这些方向发展的步骤，以提高国际学生的学术经验和成功。