A Study on International Students’ Learning Experiences andthe Process of Academic Adjustment in Taiwan–The International Undergraduate Students of National Taiwan Normal University as an Example

[[abstract]]The purpose of this study was to explore the learning experiences and the academic adjustment process of international students who studied Bachelor degree in Taiwan. Including international students’ motivations to study in Taiwan, the challenges they face and the strategies they adopt to achieve academic adjustments. An in-depth qualitative interview method was employed in this study. In- depth interview with six international undergraduate students in National Taiwan Normal University was to investigate their academic adjustment experiences and adjustment process. From international students’ learning experiences, this study was to understand the problems of academic and social cultural adjustments that they had suffered during the school life. The research results are obtained and concluded as shown below: First, six stories of academic adjustment experience are attributed into six themes: life’s transition, challenge himself, change life, breakthrough, Sweet after sweat, keep the faith and so on. Second, international students’ motivations studying in Taiwan was influenced by a combination of “push” and “pull” factors. “Push” factors include perfect Chinese-learning environment, the advantage of Traditional Chinese characters, gain the scholarships, Chinese teachers’ recommendation and encouragement, appropriate political, economic, social and educational environment; "push" factors were: like Chinese and want to learn the second foreign language, influence from original family and significant others, poor academic performance in high school and so on. Third, the factors that caused international undergraduate students the academic adjustment problems include Language proficiency, interpersonal relationship, economic support, psychology, curriculum system and social culture. Fourth, academic adjustment process of international undergraduate students included “U-curve” and “W-curve” two different types. In U-curve adjustment process, international students often undergo four periods: Euphoria, depression, adjustment and acceptance; In W-curve adjustment process, international students undergo five periods: Euphoria, depression, adjustment, crisis and acceptance. Fifth, international undergraduate students’ strategies to adapt academic learning include “internal adjustment” and“ external action”. Internal adjustment includes positive thinking and attitude, keep self-belief, self-attitude adjustment, appropriate ego request, the power of religion; External action includes seeking the support of others, participate in public affairs, the use of school resources, make good use of technological aids , ask academic adviser for help, plan blueprint for the future, and participate in extracurricular courses. Sixth, this study explored “school environment”, “ curriculum planning”, “guidance system” and “teaching evaluations” in National Taiwan Normal University .The research indicated National Taiwan Normal University is located in the convenience of the band, specialized unit supplied space and environment to communicate, school focus on living counseling, international students’ academic learning problem have not been solved. Lacking flexibility in curriculum planning caused the pressure of international students in learning. The fair assessment has been overemphasized, ignoring international students with special learning needs. Finally, according to the research result, the suggestions to future related researches and counseling are mentioned.