Practical advice for supporting international students

International students enrich higher education institutions with cultural diversity and global perspectives, yet their transition to a foreign university often involves linguistic, cultural and social challenges. Higher education professionals play an important role in creating inclusive environments that foster academic success and well-being.

Below are suggestions drawn from research and practice.

Support to develop English language skills

English language proficiency is a critical factor for academic achievement, including at institutions where the medium of instruction is not English. Even when courses are taught in the local language, English remains the dominant language of global academic literature, research collaboration, international conferences and many career pathways. For international students, therefore, strong English skills are not merely an optional extra but a practical necessity for accessing resources, participating in the wider scholarly community and maximising post-graduation opportunities. 

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However, traditional approaches often frame non-native language proficiency as a deficit, which can undermine students’ confidence. A more effective strategy is adopting personalised, autonomous learning models such as the personalised English language enhancement (Pele) programme, as Mira Kim and co-authors from UNSW Sydney describe. Pele empowers students to design their own language development projects based on their needs and goals. Instead of focusing solely on language rules, Pele teaches students how to learn effectively through metacognitive strategies and reflective practice. Evidence shows that such approaches improve not only students’ English proficiency but also self-efficacy and social integration.

Practical tips to empower international students in their language learning

Offer credit-bearing language enhancement courses. International students’ motivation differs from that of students taking general language classes; language development is directly linked to their academic success and degree progression rather than being an add-on. One of the key findings in the 2024 Pele study was that engagement and outcomes improved when language support was embedded in the curriculum and linked to credit. Students reported higher motivation when the course was recognised as part of their academic journey rather than an optional remedial activity. 

This aligns with evidence from Macau University of Science and Technology, where non-credit remedial English courses consistently attracted low attendance and produced limited gains. When a credit-bearing, strategy-focused module was introduced and aligned with students’ disciplinary writing needs, both participation rates and measured proficiency improved markedly.

Focus on strategies for learning rather than assigning rote grammar drills. Quantitative results show significant improvements in English proficiency, self-directed learning and well-being for students who engaged in strategy-based learning compared with those who relied on traditional methods. A practical classroom application is to ask students to identify a recurring difficulty in their own academic writing (for example, integrating sources or structuring an argument), then design a short personal project – using tools such as reflective journals, peer feedback or AI-assisted drafting – to address that difficulty over several weeks. This keeps the focus on transferable learning strategies rather than decontextualised exercises.

Leveraging technology for learning and support

Technology can help close gaps in both language ability and social integration for international students. Recorded lectures allow students to revisit complex content at their own pace, as Sophie Arkoudis of the University of Melbourne outlines in Teaching International Students: Strategies to Enhance Learning.

AI tools can provide personalised feedback on writing and speaking when finding a native English speaker for practice is challenging or impractical. With advanced AI technologies that offer voice interaction (for example, ChatGPT or Doubao), students can access pronunciation, vocabulary and conversational practice any time, anywhere. These tools help students identify errors and improve in real time, an immediacy that is especially valuable for international students, who might feel hesitant to seek help or who need extra practice outside regular class hours.

International students frequently overlook university emails amid the volume of institutional messages so higher education professionals – both educators and student-support staff – can also use social media and messaging platforms to advertise support services. Many students rely more on instant messaging apps (WhatsApp, WeChat) and social media for daily communication than on email, which feels formal and less immediate. Using the channels students already check increases the chance that information about workshops, counselling or peer support schemes reaches them.

Managing cultural and linguistic diversity

Diversity in classrooms is an asset but interaction between domestic and international students does not always occur naturally, as research shows. Educators should therefore design activities that deliberately encourage intercultural interaction.

In class, instructors can arrange group work with mixed cultural representation. Mixed groups encourage students to share diverse perspectives, enriching discussion and fostering better mutual understanding.

Participation expectations vary across cultures. Some students come from educational systems in which speaking in class is uncommon, so they need clear guidance on what participation looks like in the local context. Instructors can explicitly teach participation norms and invite international perspectives while avoiding stereotypes. They can explain what counts as participation, use inclusive language and encourage students to share their experiences.

Organising cultural festivals also signals that diversity is valued. Events such as Lunar New Year gatherings or global food fairs provide opportunities for students to share traditions and connect with peers. These initiatives support multicultural exchange and reduce isolation.

Supporting international students requires holistic strategies that integrate language development and cultural exchange. By leveraging technology and fostering intercultural engagement, higher education professionals can create environments in which international students thrive – not just academically but socially and personally.

Kai Cheong (John) Lei is assistant professor in the University International College at Macau University of Science and Technology.