



































Renewing Pedagogical Research and Practices: Helping International Students Succeed Post-COVID-19


    

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BUILDING A MORE INCLUSIVE AND WELCOMING LEARNING 

ENVIRONMENT FOR INTERNATIONAL STUDENTS 
  

 
1John David Smith, 2Maria Guadalupe Garcia  
1Southern Methodist University, USA  
2Texas Tech University, USA  

  

Abstract: This paper explores the challenges of connecting with a cohort when there are significant cultural and 

linguistic differences. The author, who is an international student, describes how their first birthday in their new 

country was a lonely experience due to difficulty communicating with their cohort and feeling like an outsider. 

The paper discusses the factors that can make it difficult to connect with a cohort, such as accent, cultural norms, 

and expectations. It also offers suggestions for how to overcome these challenges and build meaningful 

relationships with peers from different backgrounds. 

Keywords: Cultural differences, Linguistic differences, International students, Cohorts, Communication 

  

Introduction 

My birthdays back in my home country were always huge celebrations and I recently just had my first birthday 

alone here in my dormitory. It is hard for me to connect with my cohort because they have a hard time 

understanding my accent, and my cultural perspectives are vastly different from theirs.  

—International Student 1  

I always feel anxious and nervous when I am around American students, particularly in this major (Public 

Relations). I feel isolated because of my Asian face. Even when the classroom is almost full, no one seems to 

want to sit close to me. I don’t understand what is wrong with me.  

—International Student 2  

These are among many similar stories we have heard from international students in our roles as communication 

professors (both authors) and assistant dean of international affairs (second author). International students face 

various challenges, including cultural adjustment, language barriers, racism and discrimination, academic 

challenges, financial challenges, and psychological difficulties (Akanwa, 2015; Khanal & Gaulee, 2019; Lee & 

Rice, 2007). As COVID-19 wreaked havoc on college education, these challenges were exacerbated (Hari, 

Nardon, & Zhang, 2021) and international students were reportedly among the most vulnerable groups of students 

impacted by the pandemic (Moscaritolo, Perozzi, Schreiber, & Luescher, 2022; Sustarsic & Zhang, 2022). Now 

that many universities in the United States are transitioning back to in-person instruction, international students 

are likely to encounter yet another set of challenges, such as uncertainty in interacting with peers and professors 

after a long period of distance learning from their home country, increased difficulty in cultural adaptation among 

first- and second-year students, and issues of pandemic-related racial discrimination.  

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As communication scholars strive to address the issue of underrepresentation, racial justice, and diversity in our 

communication discipline, we argue that sufficient attention needs to be placed on supporting international 

students. This student population brings a diversity of thought to the classroom, enriches class discussions, 

facilitates globalization of higher education, and is a vital source of revenue for many universities across the 

United States (Hegarty, 2014; Moscaritolo et al., 2022; Pandit, 2007). With the declining enrollment of 

international students accelerated by the pandemic (Dennis, 2020), it is more critical than ever before to ensure 

international students’ positive educational experience and well-being to continue attracting and retaining them 

as well as maintain competitiveness as a preferred study destination (Hegarty, 2014; Tran, 2020). Most 

importantly, this recovery stage of the pandemic affords us an opportunity to focus on how to move forward and 

renew our pedagogical practices toward a safer, more equitable, and more inclusive learning environment for 

students of all backgrounds.  

In this reflective article, we view COVID-19 as a transformative agent that can “fundamentally alter the form, 

structure, and direction” of higher education institutions in teaching, supporting, and meeting the needs of our 

diverse international students (Seeger, Ulmer, Novak, & Sellnow, 2005, p. 78). In doing so, we first discuss the 

ongoing challenges facing international students and how the pandemic has complicated those challenges. Then, 

we offer new communication research ideas that are pertinent to teaching, learning, and engagement for 

international students. Lastly, we propose ways faculty, communication departments, universities, and the field 

can better mentor and support international students in our discipline.  

International Students’ Ongoing Challenges  

Historically, international students have had an enormous number of challenges that may be categorized into five 

dimensions: language and cultural barriers, racism and discrimination, academic challenges, financial difficulties, 

and psychological difficulties (Akanwa, 2015; Gautam, Lowery, Mays, & Durant, 2016; Khanal & Gaulee, 2019; 

Lee & Rice, 2007).  

Language and Cultural Barriers  

Language proficiency is problematic for many, especially non-English-speaking international students in English-

speaking countries (Gautam et al., 2016; Kuo, 2011). An array of linguistic challenges, such as unfamiliar words, 

slang terms, the fast pace at which the locals speak, mispronunciation, and strong accents, can negatively affect 

both social lives and academic success (Khanal & Gaulee, 2019; Kuo, 2011). Cultural challenges are also a major 

concern. Khanal and Gaulee (2019) identify culture shock as the foremost postdeparture challenge among 

international students. Their support systems are in a different country and many pop culture references students 

make in classes don’t always apply and are not always understood. Not only are they learning about U.S. culture 

but also the culture of their academic department and university as well as how to make new friends in their new 

environments. Therefore, international students often experience feelings of alienation (Gautam et al., 2016) and 

long for a sense of connectedness and belonging to their institution or host country (Tran & Gomes, 2017).  

Racism and Discrimination  

Scholars have reported the issues of invisibility, disempowerment, and racism confronting international students 

in U.S. higher education (Hsieh, 2007; Lee & Rice, 2007). International students encounter a range of difficulties 

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from “perceptions of unfairness and inhospitality to cultural intolerance and confrontation” (Lee & Rice, 2007, 

p. 381). International students also tend to face ignorance, impatience, and discrimination from their professors 

and peers (Trice, 2003). For instance, oblivious to international students’ cultural values, instructors may 

erroneously perceive international students as passive or uninterested in improving. It may be the case that the 

student comes from a high-power distance culture and feels reluctant to reach out to a professor and ask for help. 

This relates to the next issue.  

Academic Challenges  

International students grapple with a different set of academic expectations such as learning/teaching norms, 

faculty relationships, and curriculum content (Heng, 2016). Due to language barriers and culturally different 

learning styles, international students may find it hard to comprehend lectures, complete writing assignments, or 

engage in class discussions (Khanal & Gaulee, 2019; Kuo, 2011; Mori, 2000). For example, some students prefer 

written discussions over face-to-face discussions, and some prefer group work over independent work. 

Additionally, research has shown that higher education institutions tend to have a neocolonialist and/or 

ethnocentric attitude toward international students, believing they have more to educate international students 

than they do from learning from them (Ryan, 2011). This biased attitude can affect international students not only 

as students but as graduate teaching assistants (GTAs). GTAs often receive negative evaluations and struggle to 

gain acceptance from U.S. students (Manohar & Appiah, 2016) even if the GTAs are experts in their fields of 

study (Mori, 2000).  

Financial Difficulties  

Many international students also have to endure financial pressures. The assumption that most international 

students are wealthy is erroneous (Mori, 2000). Due to immigration regulations, non-U.S. residents are limited to 

on-campus jobs and are ineligible for federal financial aid (Mori, 2000). This challenge can be heightened as 

international students have reportedly struggled to get even an on-campus job due to the lack of network, 

references, information about the job process, or confidence to get the job (Gautam et al., 2016). Nguyen and 

Balakrishnan (2020) note that many international students were underpaid compared to their noninternational 

counterparts, considering the higher rate they pay for tuition and other living expenses. Additionally, Thamrin, 

Pisaniello, Guerin, and Rothmore (2018) posit that international students had fewer work choices, relatively 

poorer working conditions, and might be at greater risk for occupational injury compared to domestic students.   

Psychological Difficulties  

Finally, previous research has identified mental health as a prevalent and detrimental issue among international 

students (Udah & Francis, 2022). Many international students might be among the brightest in their home 

countries and suffer deep feelings of loss, resentment, and sadness with their difficulties adjusting to the American 

education system or way of life. This can threaten the students’ self-concept and sense of identity (Mori, 2000). 

The stress of being separated from their family and friends, high expectations from their families and host country, 

and the various challenges described above can lead to depression, self-doubt, lowered self-confidence, and 

anxiety (Forbes-Meweet & Saywer, 2016; Mesidor & Sly, 2016).  

  

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Impact of COVID-19 on International Students  

COVID-19 complicated the challenges international students were already facing prepandemic in so many ways 

(Hari et al., 2021). A global survey of Student Affairs and Services professionals during the early days of the 

pandemic revealed that international students experienced emotional stress, inability to return home or return to 

campus, financial hardships, and fear and uncertainty (Moscaritolo et al., 2022). International students’ need to 

feel connected (Tran & Gomes, 2017) was especially pertinent during the pandemic when students had to rapidly 

switch to online learning modalities (Sharaievska et al., 2022). Also, many students were not able to work or 

attend classes in person but still had to pay rent and other fees. This financial hardship and social isolation took 

a toll on their mental health. Moreover, international students faced challenges in managing time and working 

across time zones (Godfrey & Yu, 2021a). Further, international students of color experienced explicit racial 

discrimination, feared threats, and felt unwelcome and unsafe (Koo, Yao, & Gong, 2021). Particularly, Asian 

international students were targets of discrimination due to the racist rhetoric such as the “China virus” and 

positioned as both “the Yellow Peril and cash cows” within the context of the pandemic (Yao & Mwangi, 2022, 

para. 1), leaving them insecure, anxious, and stressed for their physical well-being (Nguyen & Balakrishnan, 

2020). Moreover, Coffey, Cook, Farrugia, Threadgold, and Burke (2021) find that, during the pandemic, female 

international students faced greater economic and social inequalities, perceived more threats to their physical and 

mental health, and were more vulnerable to risk and exploitation compared to domestic students.  

For the fall 2022 semester, many universities in the United States have returned to in-person instruction. During 

this period, international students may encounter a new set of challenges. For instance, after a long period of 

feeling disconnected from campus, students may feel uncertain or anxious about how their social relationships 

will be with peers and instructors, whether online connections they have made will continue when they return to 

campus, and whether instructors would continue to be flexible and understanding in terms of delivery modes, 

class attendance, scheduling, and learning accommodations (Godfrey & Yu, 2021b; Sharaievska et al., 2022). In 

addition, incoming and second-year students may need extra support for their adaptation process. First-year or 

transferred students may wonder what a campus climate overseas would be like postpandemic (Godfrey & Yu, 

2021b; Sustarsic & Zhang, 2022). Similarly, many second-year international students started their first year in the 

fully online learning mode in their home country and may need more guidance adapting to in-person classes as 

well as adjusting to American culture—the critical process they might have missed during their first year amid 

the pandemic. Additionally, Han, Chang, and Kearney (2022) posit that it was very hard for international students 

to adapt to the “new normal” and overcome emotional and cognitive stresses from their home country and their 

educational country. These learning and cultural differences can impact how international students are able to 

transition back to in-person classes after remote learning during the pandemic.  

In sum, international students face numerous struggles that have been heightened by the pandemic. If not properly 

addressed, these challenges will likely continue to affect international students’ performance (Neuwirth, Jović, & 

Mukherji, 2021) and make them feel even more alienated from their educational institutions (Nguyen & 

Balakrishnan, 2020). With an understanding of ongoing challenges experienced by international students and how 

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the pandemic has worsened those challenges, what can communication researchers do to better support 

international students?  

Suggestions for Future Communication Research on Teaching, Learning, and Engagement for 

International Students  

In this section, we propose an interdisciplinary communication research agenda that may address challenges 

international students have consistently encountered as well as specific challenges connected to the pandemic 

(see Table 1 for a summary).  

Table 1. Proposed Research Agenda.  

 

 

 

 

 

 

 

 

 

 

we evaluate the effectiveness of those training programs?   

Pandemic-Related Challenges 

Political Rhetoric 

and Media Discourse  

7.  

8.  

How do international students make sense and internalize institutional and 

media discourses about them during the pandemic?  

How can we challenge rhetorical discourses that pit the different marginalized 

groups against each other?  

Uncertainty  

Reduction and 

Management  

9.  Since returning to in-person learning, what uncertainties have international 

students been facing in interacting with their peers or instructors?  

10. What strategies have international students been using to reduce or manage those uncertainties?  

Acculturation  11. How do first- and second-year international students adjust to college after 

long-distance learning during the pandemic?  

12. What factors contribute to their successful adjustment and acculturation in 

this unique context?  

Digital  

Communication  

13. How can we effectively accommodate students’ different learning styles via 

various computer-mediated platforms?  

Research Areas  

Ongoing Challenges  

  

Intergroup framework  1.  How do intergroup stereotypes affect the perceptions of and interaction with 

international students?  

 2.  How can we develop transcultural understanding between the host and 

international students as well as between instructors and students?  

 3.  How can cultural or identity differences between international and host 

students as well as instructors be alleviated?  

Diversity,  

Inclusion, and  

Belonging  

4.  

5.  

How can we bring underrepresented groups and the various international 

student groups together and build solidarity among them?  

How can we foster the sense of belonging for all groups of students?  

 6.  What should diversity and inclusion training programs look like? How do  

Research Questions   

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14. How can universities use social media to encourage connections and foster 

better relationships with international students?  

 
Addressing Ongoing Challenges  

Intergroup Framework  

An intriguing research area is generating transcultural understanding between the host and international students 

as well as between faculty and students through the intergroup perspective (Hosek & Soliz, 2016). The intergroup 

perspective can guide research regarding identity differences and how they influence our perceptions and 

interactions with others (Harwood, Giles, & Palomares, 2005). Particularly, the intergroup framework can help 

us understand the issues of hierarchy in teacher-student relationships, class engagement, and ideology in the 

classroom (Hosek & Soliz, 2016). In this vein, the communication theory of identity can illustrate how students 

feel marginalized in the classroom based on differences in identity (Wadsworth, Hecht, & Jung, 2008) and 

intergroup contact theory can further explain how constructive communication positively affects others’ attitudes 

and behavior (Pettigrew, 1998). It is important to position international students not as a threat to domestic 

students or “‘problems’ to be solved but as ‘assets’ to internationalization and the generation of new knowledge 

and new ways of working in the academy” (Ryan, 2011, p. 631). Through the intergroup framework, cultural or 

identity differences between international students and domestic students as well as faculty may be alleviated, 

facilitating the development of international, intercultural, and global competence in both the host country and 

international students.  

Diversity, Inclusion, and Belonging  

To embrace diversity in the classroom, we also need action research that can bring underrepresented groups as 

well as the various international student groups together and build solidarity among them (Glasford & Calcagno, 

2012). Such research should also challenge rhetorical discourses that pit the different marginalized groups against 

each other (Yi & Todd, 2021). Previous studies found that non-White international students were more vulnerable 

to exclusion and racist abuse than White international students (Marginson, Nyland, Sawir, & Forbes-Mewett, 

2010). Bardhan and Zhang (2017) suggest a creative coalition for social justice could possibly occur if those who 

have been marginalized could empathize with others who are oppressed in similar or other ways. Research into 

cultural identities and identity negotiation may prove fruitful for increasing this mutual understanding and 

narrowing the divide between the various minority groups and international student groups (Adegbola, Labador, 

& Oviedo, 2018; Hendrix, Jackson, & Warren, 2003). This line of research may help increase appreciation 

between various groups and foster students’ sense of belonging to their communication major and future 

profession (Glass, 2018; Goode, Radovic-Fanta, & Bose, 2022). Additionally, Blake, Brown, Follette,  

Morgan, and Yu (2021) recommend providing implicit bias training as well as diversity and inclusion training to 

ensure that the best engagement can occur between faculty and students. Chattopadhyay (2022) report that 

international students felt satisfied when their voices were heard. More research is needed to examine what 

training programs on these topics should look like and how they can be improved.  

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Addressing Pandemic-Related Challenges  

Political Rhetoric and Media Discourse  

Considering the negative impact of governmental rhetoric on international students’ perceived discrimination and 

well-being (Koo et al., 2021; Nguyen & Balakrishnan, 2020; Yao & Mwangi, 2022), as well as their future 

mobility (Sustarsic & Zhang, 2022), we recommend communication scholars explore how current and prospective 

international students make sense and internalize institutional and media discourses about them during the 

pandemic. That line of research could identify more positive messages and policies that would help attract, retain, 

and support the academic success of international students (Sustarsic & Zhang, 2022; Yao & Mwangi, 2022).  

Uncertainty Reduction and Management  

Another suggestion is to look at how international and domestic students reduce or manage uncertainty in 

interacting with each other and with their instructors as they return to face-to-face learning. Uncertainty reduction 

theory (Berger & Calabrese, 1975) and uncertainty management theory (Brashers, 2001) may serve as fruitful 

theoretical frameworks for identifying a range of uncertainties students and instructors are currently facing and 

the strategies they are using to reduce or manage those uncertainties.  

Acculturation  

Moreover, particular attention should be given to supporting first- and second-year international students in their 

academic and social adaptation to campus life in the United States. Previous research has indicated that on-

campus socialization opportunities and strong host networks significantly predict international students’ social 

adjustment (Gómez, Urzúa, & Glass, 2014). With COVID-19 safety measures such as social distancing and face 

masks still in place for in-person operations at least at the beginning of the 2021–2022 academic year, the 

opportunities for new or second-year international students to participate in leisure activities and socialize with 

host country members could be limited. In this unique postpandemic context, acculturation theories (e.g., Berry, 

2005) may offer helpful insight for understanding how first- and second-year international students adjust to 

college, thus potentially extending the international student adjustment literature.  

Digital Communication  

Further, internationalization can be facilitated using technology, which is another avenue for future research 

exploration. COVID-19 propelled higher education institutions to improve the use of digital tools for maintaining 

academic continuity and enhancing the quality of learning and teaching (Kedraka & Kaltsidis, 2020). The use of 

digital tools will likely continue postpandemic (Woicolesco, Cassol-Silva, & Morosini, 2022), and researchers 

have suggested the future of higher education should be hybrid (Benito et al., 2021). With the increasing use of 

digital tools such as virtual or hybrid classrooms, we need to understand how to effectively accommodate 

students’ different learning styles and communicate with students via various computer-mediated platforms. 

Online learning tools provide students with flexibility as well as the opportunity to be creative and sharpen their 

online communication proficiency. At the same time, online learning can limit and restrict students’ access to 

their instructors. Han and colleagues (2022) report international students prefer in-person over mediated 

interactions because they are more organic and interactive. Also, international students feel that instructors are 

more accessible in person; it is easier to ask questions before and after class in an in-person classroom than in an 

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online class. Additionally, researchers can explore how universities can use social media to encourage connections 

and foster better relationships with international students, which may in turn increase their satisfaction with their 

universities (Misirlis, Zwaan, Sotiriou, & Weber, 2020).  

Mentoring and Supporting International Students Post COVID-19  

Aside from conducting more research, faculty, departments, universities, and the communication field as a whole 

share an important role in supporting and mentoring international students both inside and outside of the 

classroom. We summarize our recommendations in Table 2.  

Table 2. Suggestions for Mentoring and Supporting International Students.  

 
Mentoring and Supporting International Students  

 
1. Be self-reflexive about our assumptions and pedagogical practices.  

2. Remain sensitive to the students’ cultural backgrounds.  

3. Keep enhancing our own multicultural competencies.  

4. Create opportunities to connect with and advocate for international students inside and outside of the 

classroom.  

5. Move away from Euro-centric content and incorporate international case studies, materials, or 

perspectives into the curriculum.  

6. Utilize class activities, simulations, or interactive discussions that help all students develop empathy 

toward the feeling of being a foreigner.  

7. Embrace a holistic collaboration between various service offices, departments, and student organizations.  

8. Engage international students not only academically and interculturally but also mentally and emotionally.  

9. Develop emergency response mechanisms to support the well-being of international students in times of 

future crises.  

10. Foster cultural diversity, equity, inclusion, and access through programming and sessions that help 

continue the conversation about these issues.  

 
First, we need to be self-reflexive about our assumptions and pedagogical practices and remain sensitive to the 

students’ cultural backgrounds (Bardhan, 2003). We need to keep enhancing our own multicultural competencies 

and creating opportunities to engage and connect with students outside the classroom (Bardhan, 2003; Hendrix 

et al., 2003). The second author hosted potluck dinners where each student had to bring a dish from their country. 

It was delightful to taste something authentic and a great way to get to know the students more personally. Besides, 

it was eye-opening to realize that some of the ingredients they are so used to getting in their country were hard to 

obtain here and/or very expensive.  

Intentional approaches to bringing domestic and international students together inside the classroom are equally 

important (Godfrey & Yu, 2021b; Tran, 2020). An example is to purposefully move away from Euro-centric 

content and incorporate international case studies, materials, or perspectives into the curriculum (Tran, 2020). It 

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can also be beneficial to utilize class activities, simulations, or interactive discussions that help all students 

develop empathy toward the feeling of being a foreigner navigating an unfamiliar academic environment and 

culture whose language is not the student’s mother tongue (Tran, 2020). For instance, when teaching the concept 

of frame of reference, the first author would unexpectedly interject a few sentences in her native language and 

then engage the students in a conversation about what it feels like to communicate without a shared frame of 

reference. Also, she uses a simulation that breaks students into two made-up cultures with different cultural values 

and gets them to interact with one another with the goal of enhancing the students’ intercultural competence. Such 

activities can enrich the classroom experience, develop global awareness, and optimize learning for both domestic 

and international students as well as teachers themselves (Tran, 2020).  

At the institutional level, COVID-19 has presented universities with the need to develop emergency response 

mechanisms to support the well-being of international students in times of future crises (Sustarsic & Zhang, 

2022). During a high-stress event, international students need clear and timely communication as well as 

reassurance about housing policies, visa regulations, course modalities, and safety measures, to name a few 

(Godfrey & Yu, 2021b). Therefore, a holistic collaboration between various service offices, departments, and 

student organizations is necessary for developing preventive and responsive strategies that appropriately address 

the academic, financial, immigration, and psychological needs of international students (Sustarsic & Zhang, 

2022). This is particularly critical for international students from marginalized backgrounds who may have limited 

access to information sources, financial support, or sociocultural support (Godfrey & Yu, 2021b). As Udah and 

Francis (2022) highlight, support services for the future should focus on both equity and quality to ensure 

international students’ mental health and educational outcomes.  

Furthermore, we need to find more inclusive ways to help students transition to their academic program without 

having them struggle with adapting to a new environment independently. Especially during a national or global 

catastrophe, we need to engage international students “not only academically and interculturally, but also mentally 

and emotionally” (Tran, 2020, p. xiii). Also, we need to have ways to give international students a voice and have 

their voices be heard. We need to find ways to connect with our international students and recognize them not 

only as students but also as individuals who have sacrificed so much to be here. Once we help them adapt to the 

program, it is imperative that we offer opportunities for scholarship and research so that they can grow 

professionally and help move the discipline forward.  

Lately, the political climate of this country has limited the acceptance of cultural and ideological differences. We 

don’t necessarily have to agree with other cultural ideologies, but we can understand and respect our differences. 

As a learned society in our respective academic associations, we are obligated to foster cultural diversity, equity, 

inclusion, and access. We need to create programming and sessions that help continue the conversation about 

these issues. The only way for the discipline of communication studies to get stronger and better is to include all 

voices so that they are not only heard but appreciated. This requires meaningful and purposeful interactions that 

invite participatory decision making and allow for transformative change.  

  

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Conclusion  

We argue that any attempt to promote racial justice in our communication field should include both U.S. and non-

U.S. marginalized groups to embrace diversity in our discipline more fully. If we are to do a better job of recruiting 

and mentoring international students in our programs, professions, and academic pipelines, we need to understand 

the struggles they have been historically facing and actively seek to empower them. Whereas COVID-19 posed 

unprecedented challenges to higher education, it also provided a positive opportunity for us to reflect on how we 

can better support international students. In this article, we describe the challenges this student population has 

encountered and suggest scholarly and practical ideas for renewing our pedagogical approaches that may benefit 

students of all backgrounds. Regardless of a global pandemic, no student should have to celebrate her birthday 

alone just because of her strong accent or sit by himself in the classroom just because his face looks different. We 

hope the interdisciplinary research agenda, as well as the recommendations presented here, would help us take a 

step closer to creating a more inclusive internationalization of the communication discipline.  

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