Exploring the Challenges of Cultural Shock Experienced by Foreign Students in the UK

Methodology 

For some non-Western foreign students, a new cultural context might also entail a new educational environment. Some of them adapt to an interactive teaching and critical thinking learning method based upon learning memorisation and retention of knowledge. Working overload is one of the circumstances in which worried foreign students suffer the greatest loss of emotional control. There is a considerable rise in anxiousness (Ecochard & Fotheringham, 2017). Similarly, failure in some overseas students leads to severe negative emotional reactions accompanied with a considerable rise in worry. More relations of horizontal authority. 

More horizontal connection of power, frequent cooperation, more equality between men and women, and expectations for effort and punctuality might also troublesome overseas students without an academic knowledge. The aim of the research is to recognize the challenges of foreign students who previously have lived or live in Great Britain, finding the causes, finding certain remedies to prepare future students in the United Kingdom better for cultural shock. This survey is therefore composed of a questionnaire about the problems, the sentiments and the solution used by students to overcome religion. We have followed the methodological procedures precisely to conduct this survey. We have worked closely to establish the survey goal, to create the hypotheses for the survey, to determine their dimension and the sample.

 We have also reviewed the pre-test, final questionnaire drawing and selection of the mode of delivery. We have selected the Internet to be our method of administration, exactly because of the geographical distance, the financial situation, by means of an online survey and by mail, through the social network to international students in the United Kingdom. We determined his sample once we had agreed to conduct a survey for statistics(James, 2018).  Our sample of study included 60 students who live in the UK or in the UK. The 60 participants include language levels, educational levels, duration of residence in the United Kingdom, fields studied, places resided, and language levels of the respondents. Some of them started studying English at the age of 6, through the bilingual educational program. They therefore gain a strong understanding of the English culture and a great level of language. On the contrary, immediately before their travel there are also novices who study English. That's why their level of language is quite unfortunate. Their academic level is likewise varied, either they are graduates or study for a Master or PhD. 

They also have different subjects of study, such as economy, literature, medicine, etc. Moreover, their longevity in the UK has a difference. For 5 or 6 years, some have been in the UK. They went to college and obtained a career, and others still study in a Master’s degree. However, people have also spent a year or for several years living in the United Kingdom. This is the possible audience for our poll, as they have just gone through the cultural shock period. That is also why we are not targeting those who just arrived in the United Kingdom. Since they have no expertise, they cannot give reliable cultural shock information. Finally, we have a large enough sample of our investigation. The responders' information and features are different(Nurlina et al., 2020). 

Thus, the numbers are authentic and trustworthy. 23 The questionnaire is always the most essential component of the survey. The latter allows us to accurately understand the periods of the shock, the estimations and assumptions of the students' culture. Our survey has 5 questions of various kinds: multi-choice questions, open questions, single response closed questions and combination questions between the closed question with a single answer and the question with multiple choices (MCQ). All these five issues concerned. Six aspects connect to all of these five issues. These include preliminary preparatory visit (question no. 1,2); sentiments prior to, during the phase of cultural shock (question no 3, 4), the general feeling of staying in the UK among pupils (question no 5); the length of the feelings before this phenomenon (question no. 4), the length and adaptation phase of a culturally shocking process (question no. 4); (question 1). Therefore, we have questions of several choices, open matters, closed questions.

Then we have questions of various choices, open questions, closed questions and a joint question. We have opted for a variety of reasons to utilize these sorts of questions (single answers, multiple choices, open questions). We can collect information for a particular purpose using closed questions. On the other hand, the personal views of the responders can be broadened through the open questions. In addition, our numerical, analytical and synthetic work is facilitated by both sorts of questions. With a single response for each closed question. We always have a margin of flexibility for either or many choices. The latter attempts to ensure that responders do not have a reply. The latter attempts to ensure that interrogations do not cover all the facts of the responses offered in the survey. Also, let us have nuanced replies to this choice. 

These questions provide data and an understanding of international students' position of cultural shock (O’Neill & Cullingford, 2017). Each issue has a distinct function and is classified as alignment with the cultural shock by the order of phases. The first two questions should assess preparedness and sentiments of the subjects before the journey. Two more issues help to reveal the challenges among students from outside in the UK. The two inquiries about the causes of cultural shock assist us. Both inquiries on the causes of cultural shock assist us to grasp their position better. Furthermore, before and throughout the crisis period, we included three questions on general feelings and those of individuals. It comprises three questions for each time of stay. The rest of the question is to identify your applicable culture shock approach. Based on the findings of the survey covered in the next part, we may check or affirm or disprove our initial beliefs. 



References

• Ecochard, S., & Fotheringham, J. (2017). International students’ unique challenges–Why understanding international transitions to higher education matters. Journal of Perspectives in Applied Academic Practice, 5(2), 100–108.
• James, G. (2018). A narrative inquiry perspective into coping mechanisms of international postgraduate students’ transition experiences. American Journal of Qualitative Research.
• Nurlina, L., Andayani, A., Winarni, R., & St Y, Slamet. (2020). The Ways to Develop Indonesian Learning Material Enriched by Local Culture for Foreign Students. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 1045–1055.
• O’Neill, D., & Cullingford, C. (2017). Cultural shock or cultural acquisition? The experiences of overseas students. In Globalisation, education and culture shock (pp. 107–123). Routledge.