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Vol. 7, No. 3, December 2024, pp. 164-176  

        https://doi.org/10.12928/eltej.v7i3.6794          http://journal2.uad.ac.id/index.php/eltej/index         eltej@pbi.uad.ac.id  

Exploring undergraduate student perception of international 

student mobility program 

Ani Susanti a, 1, Bambang Widi Pratolo b, 2,*, Khusnawati c, 3  

a, b, c Department of English Language, Universitas Ahmadi Dahlan, Jl. Ringroad Selatan, Kragilan, Yogyakarta, 55191, Indonesia 
1ani.susanti@pbi.uad.ac.id; 2bambang.pratolo@pbi.uad.ac.id* ; 3khusnawati1800004072@webmail.uad.ac.id 

* corresponding author   

  

A R T I C L E  I N F O 

 

A B ST R ACT   

 

 

Article history 

Received 12 October 2024 

Revised 12 November 2024 

Accepted 20 November 2024 

 International Student Mobility Programs (ISMPs) have become 
increasingly popular among university students. This study explores 
the perceptions of undergraduate students from the English Education 
Study Program at a private university in Yogyakarta Indonesia who 
have participated in ISMPs, focusing on the advantages and challenges 
they experienced. Adopting a qualitative approach, data were collected 
through in-depth interviews with the participants. The findings reveal 
that ISMPs provide substantial benefits, including enhanced language 
proficiency, expanded professional and personal networks, cultural 
exchange, and self-development. However, participants also reported 
notable challenges, such as language barriers, differing cultural norms, 
unfamiliar study materials and assignments, and time zone 
adjustments. These insights offer valuable guidance for prospective 
ISMP participants, enabling them to anticipate and address potential 
challenges while maximizing the program's benefits. Moreover, the 
findings underscore the need for educational institutions and 
policymakers to develop targeted strategies to optimize the ISMP 
experience, ensuring students achieve meaningful academic and 
personal growth through these programs.  

 

© The Author(s) 2024. Published by Universitas Ahmad Dahlan  
This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

International Student Mobility Program 

Undergraduate Student 

Perception 

 

 

 

 

How to Cite: Susanti, A., Pratolo, B. W., & Khusnawati. (2024). Exploring undergraduate student perception 
of international student mobility program. English Language Teaching Educational Journal, 7(3), 164-176. 
https://doi.org/10.12928/eltej.v7i3.6794    

1. Introduction  

International exchange opportunities are becoming increasingly prevalent as social issues are 
shared among countries in the context of globalization (Thampi, 2021). In recent years, universities 
have increasingly adopted international mobility programs to achieve internationalization, secure 
international accreditation, and prepare graduates for global careers (Roy et al., 2022). According to 
data published by the Organization for Economic Cooperation and Development (2011), 
approximately 3.7 million students left their home countries to study abroad in 2009. This number has 
continued to rise, with UNESCO (2019) reporting over 5.3 million international students in 2017 
(Migration Data Portal, 2020). This data indicates that a growing number of students participate in 
student mobility programs at least once during their studies. These programs range from independent 
trips to faculty-led trips, and can be short-term (a few weeks) or long-term (half-year or full-year) 
(Geyer et al., 2017). Notably, the movement of exchange students predominantly occurs from the 
West and North to the East (Stewart & Kim, 2021). 

According to UNESCO (2013), the increasing trend in international student mobility is driven by 
push and pull factors that encourage outward and inward mobility, respectively. Over the past two 

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164 English Language Teaching Educational Journal   ISSN 2621-6485 

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decades, academia has evolved rapidly into a business industry, impacting student mobility as a means 
to enhance quality of life (Javed et al., 2019). To enrich students' education and development, many 
universities offer international learning opportunities in response to their internationalization goals 
and government agendas (Bell et al., 2021; Miles et al., 2019; Zuchowski et al., 2019). Institutions 
allocate considerable funds and resources to encourage participation in international mobility 
programs. Additionally, there is significant student interest in these programs, with an increasing 
number of students choosing to study abroad (Emirza et al., 2021). Various reasons motivate students 
to join these programs, including personal growth, independence, cultural exchange, career 
development, studying with an international curriculum, and building international networks (Doyle 
et al., 2010). Studying abroad provides students with a learning experience in a new environment that 
promotes continuous growth. The benefits of international student mobility include academic 
achievement, intercultural development, language learning, career impact, and personal growth 
(Dwyer, 2004). 

The primary motivation for mobility programs is the perception that being connected to global 
networks and collaborating with international students and scientists enhances the capabilities and 
productivity of home students and scientists (de Sandes-Guimaraes et al., 2020). International student 
mobility programs promote academic collaboration (Gunn et al., 2020). Outcomes associated with 
international mobility include students' agency and self-efficacy (Petrovich, 2004), personal growth 
and maturation, increased intercultural awareness, professional development, and enhanced language 
proficiency and communication skills (Hvalič-Touzery et al., 2017). Improving the quality of 
education influences cognitive abilities. Beyond self-development, intercultural development, and 
global competence, student mobility programs also affect student-teacher perceptions of education. 
For example, student teachers who participated in the Intercultural Dialogue for Global Leadership 
and Citizenship in Early Childhood Education Exchange (GLC-EC) program reflected deeply on early 
childhood education in both their host and home countries (Richardson et al., 2013). Similarly, another 
study revealed that student mobility influenced self-perceptions of English Foreign Language teachers 
and was a strong factor in career development as teachers (Wang, 2014). 

Despite the growing interest and perceived benefits, there is a lack of comprehensive understanding 
of the specific advantages and challenges faced by participants in these programs. Existing literature 
primarily focuses on the general benefits of international student mobility but does not delve deeply 
into the nuanced experiences of students from diverse educational backgrounds and regions. This 
research aims to fill this gap by exploring the perceptions of undergraduate students regarding the 
advantages and challenges of participating in international student mobility programs. 

In Indonesia, two International Student Mobility programs are part of the Merdeka Belajar Kampus 
Merdeka (MBKM) policy: International Credit Transfer and Indonesian International Student 
Mobility Awards. The International Credit Transfer program provides opportunities for Indonesian 
students to study at partner universities abroad, with credits taken at the host university being 
recognized by the home university (Direktorat Pembelajaran dan Kemahasiswaan, 2021). Meanwhile, 
the Indonesian International Student Mobility Awards (IISMA) allow Indonesian students to 
participate in the learning process at reputable universities worldwide in collaboration with the 
Ministry of Education and Culture (DGHE, 2021). To enhance the growth and justifiability of student 
mobility programs as a key aspect of the educational experience, it is essential to understand students' 
perceptions of the advantages and challenges of these programs. Therefore, this research aims to 
explore the advantages and challenges of international student mobility programs as perceived by 
undergraduate students.  

2. Method 

This research adopts a qualitative methodology, employing a narrative research design to explore 
the individual stories and experiences of participants. The narrative approach is particularly suited for 
examining the social and cultural dimensions of the study, as it emphasizes the interpretation and 
understanding of community perspectives to generate new insights and theories. The study was 
conducted within the English Education Study Program at a private university in Yogyakarta, 
Indonesia, which actively participates in student mobility programs initiated by the Ministry of 
Education and Culture, such as the International Credit Transfer (ICT) program and the Indonesian 
International Student Mobility Awards (IISMA). 



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The subjects selected for this study are seven students who have participated in one of the 
international student mobility programs. Data collection techniques in this study involve interviews. 
Researchers employed interviews to obtain in-depth data regarding students' perceptions of the 
international student mobility programs in which they participated. In this study, two interviews were 
conducted in person, and five interviews were conducted online via voice call through WhatsApp. 
Semi-structured interviews were utilized to collect responses from the students in the international 
student mobility programs. 

After data collection, the researchers processed the data and determined the research findings. The 
next step involved member checking to ensure the accuracy and credibility of the data. The final step 
was to analyze the collected data. In qualitative data analysis, there are three concurrent flows of 
activity: data reduction, data display, and conclusion drawing/verification.  

3. Findings and Discussion 

Based on the results of interviews with 7 subjects (hereinafter abbreviated as A1 to A7), the 
researcher collected some data that showed various international student mobility programs that 
participants followed. The program is divided into three categories: International Credit Transfer, 
Student Exchange Program Spring Semester, and Indonesian International Student Mobility Award. 

The first program is International Credit Transfer. International Credit Transfer is a program that 
provides opportunities for Indonesian students to study at partner universities from other countries 
and credits taken at the host university will be equalized at home universities (Direktorat pembelajaran 
dan kemahasiswaan, 2021). The international credit transfer program gives students an opportunity to 
study for one semester in another country. The program is from the Ministry of Education, Culture, 
Research, and Technology, so this program is fully funded. In this study, there are two periods of the 
international credit transfer program. Both of the programs took place online, due to the corona 
pandemic period. The first period took place in the odd semester of 2020, which was attended by 
participants E and F. The second period took place in the odd semester of 2021, which was attended 
by participants A1 and A3. All participants of the international credit transfer program studied at the 
same study program at a public university in Malaysia (Site 1).  

The second is Student Exchange Program Spring Semester. Student Exchange Program Spring 
Semester is a program that provides opportunities for students from Indonesia to study for one 
semester in a university in Malaysia (Site 2). The program period followed by the participants in this 
research lasted from April - August 2021 and was carried out online, due to the corona pandemic 
period. Students of English Education Study Program who took part in this program are participants 
A2 and A7. 

The third is Indonesian International Student Mobility Awards (IISMA). IISMA is a program that 
provides opportunities for Indonesian students from universities in Indonesia to participate in the 
learning process at any reputable university in the world that has a collaboration with the Ministry of 
Education and Culture (DGHE, 2021). The program gives students opportunity to study for one 
semester in another country. The program is part of the policy of Merdeka Learning Merdeka Campus 
(MBKM) from the Ministry of Education, Culture, Research, and Technology, so the program is fully 
funded. The program period took place in the odd semester of 2021 and the learning process was 
carried out face to face. The student of English Education Study Program who took part in this 
program is participant A4. The host university where participant A4 studied for one semester was a 
university in Spain (Site 3). 

The research finding in this study will be divided into 2 parts, they are the advantages and the 
challenges. 

 

 

 

 



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Fig. 1.  Classification of advantages and challenges variable 

3.1. The Advantages of the International Student Mobility Program 

Based on the results of the interviews, participants mentioned several advantages of participating 
in international student mobility. It can be divided into 4 categories; they are Language Learning, 
Expand the Networks, Learn New Culture, and Self Development. 

1) Language Learning 
Language learning is a process of developing communication skills in a second language or in a 

foreign language. One of the advantages that the participants get after participating in the International 
Student Mobility program is to improve their English skills. Studying at a host university that uses 
full English during the teaching and learning process in the classroom is a supportive place to improve 
English language skills.  

Participant A2 talked about the environment that supports her to learn and practice the English 
skills she has learned in the class. It helps her improve her English speaking skill: 

“…it's like my friends in the class (host university) are already good at English, so I have to, like 
it or not, I have to speak in English…” (A2) 

In addition, another factor that supports the process of improving English skills is that the 
classmates whom the participant studies with have good English skills, so she inevitably had to use 
English when communicating. A1 stated that having friends in the class who already have good 
English skills can motivate participants to improve their English skills as well. 

“… just be more motivated, so that my English can be more advanced, so I can use it, you know. 
Because Malaysians (classmates) are not shy about speaking English… after mixing with them, (I) 
become more confident to speak English…” (A1) 

Studying with classmates who have good English skills makes the participants feel more motivated 
to improve their English skills. Classmates at the host university have the confidence to communicate 
using English also make the participants who take part in the international student mobility program 
more confident to use English when communicating. It’s the same as what A1, A7 said that if one 
takes part in the international student mobility program, she will improve her English skills. 



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“…as a place to hone English skills too, … there (host university) they speak full English, so like 
it or not, we have to adapt to the learning system there…” (A7) 

The teaching and learning process in a classroom that uses full English is a suitable place to hone 
the English skills of the participants who take part in the international student mobility program. Even 
though they participate in the international student mobility program in a country where English is a 
second language, they still feel that their English skills are improving. A5 talked about how 
participants used English more often when being at the host university being another reason. 

“I think it's pretty good because it's more often (speaking in English) than using Malay, so (I) speak 
English more often when I'm with people there (host university classmates). So, for me, it has an 
effect. My thesis also discusses slang language. So, what is it, I think that slang can really improve 
our ee (English) language skills.” (A5) 

The use of English more than Malay during the teaching and learning process at the host university 
can improve participants' English skills. In addition, the use of slang when communicating with 
students there also helps improve participants’ English skills. A5 also said that the teaching and 
learning process in the class through discussion also helps her improve her English skills. 

“The benefit (of the program) is. of course, to improve English skills, especially in speaking, 
because like it or not, we have to speak English in discussion forums, in learning forums in class, 
right? So it's very different from ours (home university). If we are, we don't have discussions. We 
study in Indonesian, and there are no discussions outside the class that speak in English. So yeah, 
our speaking skill is much lower than theirs” (A5) 

The teaching and learning process with discussion requires students to actively interact in the 
classroom. It also helps to improve foreign language skills, especially speaking skills. There are 
discussions forum outside the classroom that uses English at the host university which also helps 
improve students' speaking skills. At home universities, the teaching and learning process uses 
Indonesian more and is coupled with no discussion forums outside the classroom. So, the English 
language skills of students at home universities are lower than at host universities. In addition, besides 
improving English skills, A4 as a student participating in the international student mobility program 
in Spain, also feels that one of the benefits is being able to learn a new language, that is Spanish. 

“…for courses in Spanish. I mean, it's like Spanish Speaking and Spanish Grammar, it's full 
Spanish, not using English.” (A4) 

Learning Spanish courses like Spanish Speaking and Spanish Grammar are using Spanish and it 
makes A4 learned a new language besides English. In addition to Spanish class, A4 also used Spanish 
when communicating with local residents. 

2) Expand the Networks 
Expand networks is a way for people to make friends to add and expand their relations. Having 

extensive relations will certainly provide benefits in the present and in the future. A6 said that 
expanding relationships can be done in various ways, one of which is by participating in the 
international student mobility program. 

"And the other benefits besides speaking, of course, this is networking, right. So, it's like we have 
friends there, something like that" (A6) 

Another benefit of participating in the international student mobility program apart from improving 
English is expanding relationships. By participating in the international student mobility program, 
participants will make friends at the host university. A5 said that in order to getting friends, 
participants can also expand relationships with lecturers at the host university. 

"Yeah, it is, first of all, I got new connection, because from that activity, actually there was a lecture 
who were still chatting (with me) after a few months (I finish the program), but now we’re not, and 
then there are a few friends of my classmates. Sometimes we’re still give comments for each other 
on our Story (WhatsApp) even. The connection is good, you know. As long as when we are there 
we can, what’s that? We can open with other people, we can. We can be accepted by them…” (A5) 

Even though he is no longer a participant in the international student mobility program, the relation 
he has with lecturers at the host university is still established. The relations with students at the host 
university are also still good. As long as the participant can mingle and open up with students at the 



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host university, then their friendship can be established well. Expanding relations means making a 
friend also with students from other countries who are at the host university. 

“The benefits I get apart from academics. Well, apart from academics, I can expand my network. 
I mean, networking is making friends. I made more friends, so I met a lot of people, for example 
Spaniards, Americans, Africans. So, I met a lot of people from different cultures and made 
friends…” (A4) 

Making friends with students at host universities who come from other countries will expand 
networking. Then making friends with students from other countries such as Spanish students, 
American students, African students and others will expand their networking with people with 
different cultures. A1, A3, and A7 also said that by participating in the international student mobility 
program they could add friends from other countries and expand their networking. 

3) Learn New Culture 
Learning new culture means studying the system of cultural values, habits, and other things that 

exist in other groups or in other places. Studying other cultures can increase intercultural awareness 
and tolerance for other people's habits that are different from our environment. 

“…So I met a lot of people, for example Spaniards, Americans, and Africans. So I met a lot of 
people from different cultures and made friends. Then I know, I can be (aware), because 
participating in that (program) I become more aware of the other people cultures. So, I can, improve 
my interculture skill...” (A4) 

Meeting other students at the host university who came from various other countries with different 
cultures made A4 become more aware to other cultures. In addition, participating in the international 
student mobility program can improve his knowledge about the culture of other countries, which will 
increase the sense of intercultural awareness. Learning a new culture does not only focus on the arts 
that exist in an area but also on the habits carried out by them. 

“…then I learn about the culture, the culture when they are in class. like what they are, their habit 
when there is a task. if we are, usually we cram the task, right. If they are, after the class is over, 
they want to work in groups right away, because there (host university) there are more group 
assignments than individual assignments. So, after that class, we immediately worked in virtual 
groups, and then we worked on it, and discussed it. so that's finished before the deadline has been 
done. Learn their habits while studying…” (A5) 

Observing and studying the habits of students at the host university is another advantage. The 
students’ habits cover when doing assignments, the way they work in groups when getting group 
assignments, and the habits they do when studying. A1, A6, and A7 also said that participants learned 
a new culture when participating in the international student mobility program. 

4) Self-Development 
Self-development is a way that a person does to improve his abilities, self-awareness, skills, and 

potential. Everyone has a different improvement even though they follow the program or have the 
same activity. One of the benefits of participating in the international student mobility program is that 
it can increase self-awareness. 

“…Self-reflection, so I can imagine between Indonesia and there (host university). So, I can be 
more disciplined, because there it's like being on time… then being active in class,” (A2) 

Studying at a host university with a new learning environment made participant A2 be more 
motivated, be more disciplined, and be active when studying in class. 

"Yeah, it's more in the energy (to learning). Well, the point is, the people there are really brave. So 
yeah, I have to be braver to express my opinion, even if it's wrong..." (A2) 

New habits that are carried out in order to adapt to the habits of students hosted by the university 
can increase self-awareness. Students at the host university have a brave nature, it makes participant 
A3 is motivated to be brave too, become more courageous when expressing opinions, even though the 
opinions expressed are not true. In addition, while studying at the host university, participants become 
aware of the learning system at the host university. 



ISSN 2621-6485 English Language Teaching Educational Journal 169 
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“…First of all, it definitely adds to my experience, right, because we have new experiences to be 
able to study in a different atmosphere, like we usually speak Indonesian freely, right. Finally, we 
are told to adapt in a new environment like that. Then the second one, I came to know about what 
learning there was like, …” (A3) 

The new experience of studying abroad with a different atmosphere makes students learn to adapt 
to the habits of the host university, such as the language used in class and the teaching and learning 
process in class. Other participant, A7 also agrees that participating in international student mobility 
gives her the knowledge about how students and lecturers at the host university communicate and the 
learning process there. Beside that while participating in international student mobility program, 
participants can also get new perspective about education from other country. 

“…And you can get another perspective on education…there is a system that might be in the future, 
if we, for example, we become educators, then what we think is good from there, maybe we can 
use it for us later or we can also give suggestions for our own majors…” (A1) 

Providing a new view of education that is used at the host university. This system can be a reference 
when one becomes a teacher and can be applied in the future. Learning in a new environment will also 
increase knowledge. 

“This is one more benefit, what is it? add to our knowledge. There is a course which requires us to 
analyze a foreign culture. So, we were there for one semester, apart studying English, we also 
learned a little about international relations. …, the culture in South Korea, how did the Korean 
wave come to be like that, and it turns out that the politics is very influential. There is a name called 
digitalization... they seem to be very focused on the creative industry and so on, so apart from 
English we learn other things, such as international relations as well” (A5) 

Studying for one semester at a host university provides new knowledge for A6. Not only learning 
English A6 also learns about the culture of other countries and new knowledge too. Participating in 
an international student mobility gives participants a new experience too. 

“…learn the habit while studying and just add experience. It's like I've studied abroad, even though 
it's online. It still makes me feel proud of myself.” (A5) 

Learning the habits of students at the host university when they study gave the participant A5 new 
experiences, and made him feel proud for himself because he had participated in an international 
student mobility program even though it was online. 

3.2. The Challenges of the International Student Mobility Program 

Based on the results of the interviews, participants mentioned several challenges while 
participating in international student mobility. It can be divided into 4 categories; they are language 
difference, difference habit, study materials and heavier assignments, and difference time. 

1) Language Difference 
The language differences that will be discussed in this section include the differences in the 

language used at the host university and at the home university and the differences in language levels. 
As explained earlier, generally the language used during the teaching and learning process is English. 
Based on the results of interviews with students who took part in the international student mobility 
program, the difference in language levels is one of the challenges during the teaching and learning 
process at the host university. 

“Oh well, I had culture shock before. I was in a culture shock because yeah, actually it's not that 
different, but there they use full English…” (A7) 

Although the learning system used at the host university and at the home university is similar, at 
the host university the language used when studying in the classroom is full English. The use of full 
English while studying at the host university made the participant has experienced a culture shock at 
the beginning of the program. 

“... because (I) need to adapt right. The first adaptation is English, because we are at UAD yeah, 
sometimes we mix language, sometimes Indonesian, sometimes English, then suddenly we are 
expected to be like natives, English native speakers. So that was the first, I was a bit surprised...” 
(A7) 



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At the host university sometimes when learning in classroom the students use two languages or 
mixing languages. The change in the language that used during the teaching and learning process at 
the host university made A7 surprised because of the difference in the language used. 

“…it’s back to the language problem, in UAD when study we use English but it’s not really full 
English. Then, for example, if we don't understand, we can still ask our friends in Indonesian, but 
there we can't. it's really full English. Sometimes I still have to be digested again, like it's meaning 
true or not...” (A1) 

The use of full English at the host university is a challenge for the participants. When they come 
across a new word or phrase, they must try to digest it in order to understand the meaning of the 
information being conveyed. 

“…I feel insecure actually, because their English is better than mine, I feel like that. So, I need like 
an adjustment again, because in Malaysia, English has become a second language. For us, English 
is still a foreign language. Then once when we studied, we were asked one by one like "what 
language do you use at home when you have a conversation with your parents?" and all of them 
said they use English. Even if not with both, well they use it with one of them, either with his 
mother or with his father.” (A1) 

The determination of English as a second language in Malaysia also affects students' English 
mastery there. Participant A1 said that his classmates at the host university used English when 
conversing with their parents at home. One of the factors causing this difference in English mastery 
is vocabulary mastery. 

"If it’s me, it’s more into the limited vocabulary. So, when (I) spoke it wasn't as fluent as them, 
because of course, their English was a second language, right, if we, we were a foreign language. 
so surely their vocab is more fluent. what else? I think, that's all." (A6) 

The limited vocabulary causes the ability to speak to be limited as well, and cannot convey 
information optimally. Participant A6 feels that his limited vocabulary mastery causes his speaking 
skills not as fluent as the students at the host university. Participant A3, who participated in the 
international student mobility program in Malaysia, felt something different. 

"Fortunately, I didn't have any difficulties with that one because the discussion was still in the 
realm of material, and because the material only contained, in one semester we were only told to 
study 1 novel. and each student must get one chapter. It's just a digit, so it's easier for me to interact 
with them and the lecturers because all they're talking about is the novel, …” (A3) 

The use of full English when the teaching and learning process is not an obstacle. For her, as long 
as the topics discussed are still in the realm of lecture material, she can follow them. She explained 
that the material to be discussed in class had been informed so that it became easier for her to interact 
with other students, even though they used full English. 

“There is no difficulty, because every time there is a difficulty... because for example, if I say that 
I don't know the language (the meaning of a certain word), they will definitely explain it to me 
right away. " (A3) 

When participant A3 finds it difficult, a classmate at the host university will help her. Then when 
there is a phrase or a word that she doesn't know the meaning of, a classmate at the host university 
will immediately explain it. A4, as another participant who took part in international student mobility 
in Spain, he also experienced language problems. 

“If there are challenges or difficulties, because of the program that I am participating in, I go there 
directly, not online. So, the only problem is the language barrier. Because there (Spain) is not an 
english speaking country, so whether I want it or not, I have to learn Spanish. I talked in Spanish 
while I was there, when I chatted with local people.” (A4) 

Participating in the international student mobility program in Spain directly made him constrained 
by language differences. Studying in Spain as a country that is not an English-speaking country made 
him experience the language barrier and that made him learn Spanish in order to communicate with 
local residents there. 

 



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2) Difference in Habit 
Based on the results of interviews with participants, one of the challenges faced by them when 

participating in the international student mobility program is the difference in culture and habits. 

“…well, maybe it's because of the difference in culture. Even though we are the same, it's almost 
the same (the culture) Indo and Malay. The only difference is in the habits, like in Indo, like what 
I said earlier, assignments are given tomorrow and are collected next week. In this case, we already 
know all the duties. But it's like the task is more difficult. It's like there's no compensation for any 
convenience, for example, let's say we have a paper assignment. In Indonesia, maybe 2 pages are 
too many. There (the host university) for example is asked to make 5, so it has to be 5… then you 
have to use the format that already exists, so there's already a format for collecting assignments… 
if we (at home university) we might just be given a name". (A2) 

There are some differences in student habits when at a host university and at a home university. 
One example is in assignments. Participant A2 feels that the task he gets at the host university is more 
difficult. The format for the collection of tasks has also been determined, although it looks easy, but 
adjusting to the specified format takes some time to do it. 

"Yeah, be honest when it's like what? Honestly, it's different. It's not like, for example, when we 
watch Upin Ipin, we should still be able to understand, but it seems like it's really different. when 
we talk to people there and they still mix their language with English. it's really not like what it 
was (I thought before), it can be said that the Malay language is only a little bit." (A3) 

Even though Indonesia and Malaysia have similar cultures. But participant A3 feels that there are 
some differences. The Malay language they use is also different from what he usually watches in the 
Malaysian series, Upin Upin. If in the Upin Ipin series the language used is Malay, in the learning 
environment students speak using 2 languages or mix languages between English and Malay. 

“…but for the cross-culture course that (I explained) earlier. we talked about various cultures, right, 
we talked about the culture there. So sometimes I feel like I don't understand but I'm asked to give 
feedback, for example.” (A3) 

Another challenge that participant A3 felt was when discussing the culture that existed in the host 
university country and was asked to provide feedback. Sometimes she does not understand the topic 
being discussed but is asked to provide feedback. 

3) Study Materials and Heavier Assignment 
The heavier study materials are also one of the challenges felt by students who took part in the 

international student mobility programs. 

“... and other challenges in material differences. maybe in Indonesia it's not too heavy like that (the 
task). If it's here, it's really heavy, and it can't be bargained" (A2) 

The differences material. Participant A2 also feels that when studying at a home university the 
tasks given are not as difficult as when studying at a host university. In addition to a more difficult 
task, A2 feels that the given task cannot be bargained. 

“…the tasks are very different…, the tasks are very different. Like heavier, and harder”. (A2) 

The form of tasks that are very different, heavier, and harder than when studying at a home 
university is one of the challenges faced when participating in the international student mobility 
program. 

“For another challenge, maybe how to understand this, to understand the task because the task is 
very different with when in Indonesia. In Indonesia, we're just, we're just like being given a 
question, or maybe being told to understand, or being told to write a paper but it's not as 
complicated as that. In the host university it has to be detailed, the writing of the paper must have 
something like the opening, which is different with the one at home university, the content and 
closing must be as detailed as possible. It's like that. In Indonesia, we're sure, we're definitely just 
collecting the contents. And in the host university we have to be really careful about what we're 
doing. Then there must be additional oral presentation. The procedure is like that every time there 
is a task for us to write a paper. We seem to be asked to make an oral presentation and it's sometimes 
different from the content of the paper”. (A3) 



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The different types of assignments at the host university make participant A3 tries to understand 
the assignments that are received and that is one of the perceived challenges. If at home university, 
the task that is usually done is to answer some questions given by the lecturer or students are asked to 
understand a topic or write a paper. The paper that written was not complicated as that, but at the host 
university, when there is an assignment to write a paper, there must be an opening, the content, and 
closing. Every part in the paper must be as detailed as possible and you can't just write the content 
without understanding it. Every time there is an assignment to write a paper there will be an additional 
task, namely an oral presentation. when presenting a paper, students must understand the contents of 
the paper that has been written. So that when doing oral presentations students must be able to explain 
it clearly using their own understanding. 

"No, but you have to keep the contents the same, you can't just copy and paste it..." (A3) 

In oral presentations, students are not allowed to just copy and paste or only read the contents of 
the paper that has been written, but students are required to explain it according to their understanding. 
Other participant A4, also felt that the tasks at the host university were more difficult. 

"It's heavier there, much heavier there, because the tasks demand us to write more and talk more, 
and to look for more references.” (A4) 

Students are required to write more, to speak more, and to look for more references when doing 
assignments. 

4) Time DIfference 
Another challenge felt by participants was the time difference. The international student mobility 

that the participants participate in takes place online and there are time zone differences between host 
universities and home universities. Host university is one hour earlier when compared to the time at 
home university. This time difference is one of the challenges that the participants feel while 
participating in the international student mobility program. 

“…At first it was because of the time difference, yes, even though it was only an hour, but it felt 
like sometimes (I) forgot that…” (A1) 

The time difference between the host university and the home university sometimes causes 
participants to forget that there will be a class at the host university. 

"It's one hour faster than Indonesia, when I used to, I was having a bit of trouble because it was at 
the same time as my lecture at UAD. So, for example there, for example, it's 1 o'clock in Malaysia, 
right, the class is 1 o'clock in Malaysia, but in Indonesia it's 12 o'clock. Well, sometimes I'm here 
at 12 o'clock, It's still class, right, it's not over yet, so sometimes I'll ask the lecturer for permission 
first.” (A7) 

The time difference also causes other challenges because sometimes at the host university the 
lecturers have not finished delivering the material, but the class at the home university has started, 
sometimes vice versa. So that students who take part in the program sometimes do not follow the class 
until it is finished because they have to go to another class. Although the time difference between the 
host and the home university is not an obstacle for some of the other participants. 

"...no, it wasn’t be a problem." (A5) 

The time difference between the host university and the home university is not a problem for A5. 

"It's just that, for example, there is a morning class, so (I) have to get up really early." (A5) 

The time at the host university is one hour earlier so that if there is a class in the morning, 
participants have to wake up early to be able to take class. 

"No, because they start (not too early), at them at 7 am. They start (the class) there at 7 am, here at 
6 am, so it's still very affordable. Unless they start at 7am and here it's 5pm, but it's not” (A5) 

At the host university, classes start at 7 am, at that time at home university it is already 6 am so F 
feels that the time difference is not a problem, because the time difference is not really a time 
difference. 



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3.3. Discussion 

In this study, 5 interviews were conducted online using voice calls because the research was 
conducted during the COVID-19 pandemic, so the researchers could not see directly the participant's 
responses and expressions when answering interview questions. But even so, the things that 
researchers want to learn can still be done online. The researchers also asked the participants again to 
make sure the statements they made were correct and after the data was processed, the participants do 
member checking, so the participant know the results of their interview. It was do to make sure that 
the result was still valid.  

The findings identify language learning, expanded networks, cultural exchange, and self-
development as key advantages of ISMP participation. These benefits resonate with existing literature, 
which underscores that international mobility programs foster personal growth, intercultural 
awareness, and career development (Doyle et al., 2010; Dwyer, 2004; Sandes-Guimaraes, 2020). 
Enhanced language skills, particularly in English, were a consistent theme among participants. This 
outcome is consistent with previous studies that emphasize the role of immersive environments in 
improving language proficiency (Hvalič-Touzery et al., 2017; Enkhtur, 2024). 

Moreover, participants reported forming new relationships with peers and faculty from diverse 
cultural backgrounds, contributing to an expanded professional and social network. Such networking 
opportunities are widely acknowledged as a critical advantage of mobility programs, offering students 
long-term benefits in both personal and professional spheres (Bell et al., 2021; Heirweg, 2020). 
Additionally, exposure to different cultural practices and academic settings enhances students' 
intercultural competence and adaptability, as emphasized by Zuchowski et al. (2019). 

Self-development was another significant advantage. Participants noted improvements in self-
discipline, critical thinking, and adaptability, reflecting the findings of Petrovich (2004) and Roy 
(2019), who highlighted the role of international programs in fostering self-efficacy and agency 
among students. 

Despite the numerous advantages, participants encountered notable challenges, including language 
barriers, cultural differences, unfamiliar academic practices, and time zone adjustments. Language 
barriers, a common challenge for international students, have been similarly reported in studies by 
Khanal and Gaulee (2019) and Breznik (2024). The need to communicate and study in a non-native 
language created initial hurdles but also served as a catalyst for linguistic improvement. 

Cultural differences, particularly in academic habits and classroom practices, posed additional 
challenges (Radjaban & Humanika, 2024). For instance, participants noted stricter assignment formats 
and higher expectations for academic rigor, echoing findings by Miles et al. (2019) regarding the 
demanding nature of international academic environments. The contrast between collaborative 
learning styles abroad and more traditional approaches at home universities required significant 
adjustment. 

Time zone differences, especially for online programs, were another obstacle. While minor for 
some, these differences affected scheduling and occasionally conflicted with home university 
commitments. Stewart and Kim (2021) noted similar logistical challenges in their study of student 
mobility during the COVID-19 pandemic. 

The findings of this study underscore the need for educational institutions to provide targeted pre-
departure training and ongoing support to address these challenges. Institutions should focus on 
equipping students with linguistic and cultural skills, as suggested by Khanal and Gaulee (2019). 
Furthermore, host universities can play a critical role by fostering inclusive academic environments 
that consider the diverse backgrounds of international students. 

Policymakers should also take note of these findings to design mobility programs that maximize 
benefits while minimizing barriers. Initiatives such as structured mentoring, peer support systems, and 
flexible academic requirements could enhance the overall experience of ISMP participants (Bell et al., 
2021; DGHE, 2021; López-Duarte, 2023). 



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4. Conclusion 

Based on the results and discussions that have been presented, then the researchers conclude that 
the advantages and the challenges of international student mobility program. There are four 
advantages of participating in the international student mobility program. Those are language learning, 
expand the networks, learn new culture, and self-development. Then there are several challenges that 
students feel while participating in the international student mobility program, namely language 
difference, difference habit, study materials and heavier assignments, and time difference. To other 
researchers who want to conduct similar research, it is suggested to investigate how participants in the 
international student mobility program solve the problems they feel and how participants adapt to the 
habits of the host university. Future research could explore the long-term impacts of ISMPs on 
students' careers and personal development, as well as the role of institutional policies in shaping these 
experiences. Comparative studies across different regions and disciplines would also provide broader 
insights into the effectiveness of mobility programs. 

 

Acknowledgment 

The authors extend their gratitude to the participants involved in this study who have voluntarily 
responded positively to the inquiry. The special thanks also go to UAD through LPPM which has 
granted the funding for this research.  

 

Declarations  

Author contribution : Ani Susanti was responsible for the entire research project. Bambang 
Widi Pratolo revised the manuscript based on the feedback from the 
reviewers. Khusnawati participated in the data collection, 
transcription and analysis. 

Funding statement : This research is funded by LPPM UAD through contract number: PD-
364/SP3/LPPM-UAD/V/2021 

Conflict of interest : The authors declare no conflict of interest. 

Ethics Declaration : We as authors acknowledge that this work has been written based on 
ethical research that conforms to the regulations of our university and 
that we have obtained permission from the relevant institutes when 
collecting data. We support ELTEJ Journal in maintaining high 
standards of personal conduct and practicing honesty in all our 
professional practices and endeavors. 

Additional information : No additional information is available for this paper. 

 

 

 
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	1. Introduction
	2. Method
	3. Findings and Discussion
	3.1. The Advantages of the International Student Mobility Program
	1) Language Learning
	2) Expand the Networks
	3) Learn New Culture
	4) Self-Development

	3.2. The Challenges of the International Student Mobility Program
	1) Language Difference
	2) Difference in Habit
	3) Study Materials and Heavier Assignment
	4) Time DIfference

	3.3. Discussion

	4. Conclusion
	Acknowledgment
	Declarations


