International Students: Flexibility And Adaptation Issues

Research question 1: What adaptation difficulties did the Turkmenian students have during their first year of study in a Russian university?

Research question 2: What is the level of flexibility and adaptability of the Turkmenian students from their own perspectives?

Theoretical methods of study

The theoretical methods are represented by: analysis and systematization of publications of Russian and foreign researchers on the problem of the study. The study is based on the ideas of importance of developing teacher’s professionalism (Eremkina, Eremkin, Martishina, & Grebenkina, 2015; Belogurov, 2016), on the ideas of productivity-oriented learning organization in foreign language teaching (Almazova, Eremin, & Rubtsova, 2016); on the issues of professionally focused linguistic education of international students (Voevoda, 2017). The authors also advocate the issues of the meaningful and successful intercultural dialogue (Voevoda, 2015; Barrett, 2018; Wagner, Perugini, & Byram, 2017), the principles of intercultural citizenship (education for global citizenship (Almazova, Khalyapina, & Popova, 2016)nternationalisation and the development of students’ intercultural competence (Lantz-Deaton, 2017).

Empirical methods of study

The empirical methods include: observation of the students’ academic activity – their work during English classes (four times a week); systematization of the authors’ personal practical experience of foreign language teaching at University; observation of the students’ extracurricular activity – International Students Party, Days of Turkmenian Culture, etc.; informal talks and interviews; questionnaire; comparative data analysis. On the foundation of Reference Framework of Competences for Democratic Culture (2017b) a special questionnaire was developed. Quantitative data were gathered through the analysis of the scores of opinions received from questionnaires of 20 respondents, all being first-year students from Turkmenia, future teachers of History and English, studying at the Department of History and International Relations of Ryazan State University named after S. Yesenin.

The data provide the material for comparative analysis of the students’ self-assessment of flexibility and adaptability levels in the context of professional culture of the future teacher of History and English. The respondents had to express their agreement or disagreement and put a tick in the necessary column, according to the key descriptors of the three levels of flexibility and adaptability – basic, intermediate and advanced (Council of Europe, 2017b).

Research question 1: What adaptation difficulties did Turkmenian students have during their first year of study in a Russian university?

The results showed that the Turkmenian students faced various problems in Russia - physiological, psychological, social, linguocultural. We interviewed 20 Turkmenian students at the end of the first year of study at the Department of History and International Relations of Ryazan State University named after S. Yesenin. All of them are going to become teachers of History and English in the future. 13 are female and 7 are male. All respondents are young people up to 23 years of age. None of the respondents had the experience of living in Russia before. The majority of the students had to overcome difficulties of the physiological adaptation at the very first months of living in Russia: 18 students (90%) admitted that it was very difficult for them to get accustomed to the weather, 14 students (70%) found it rather troublesome adjusting to living conditions at the dormitory. There were also some other difficulties: ‘no relatives’ responded 7 students (35%), ‘Russian cuisine is very unusual’ for 12 respondents (60%). Naturally, ‘Russian is a very difficult language for studying at the university’ consider 16 respondents (80%). The students also had some difficulties because of the language: communicating with people – 3 respondents (15%), in the bank – 2 respondents (10%), in public transport – 4 respondents (20%), in the supermarket – 3 respondents (15%). 7 respondents (35%) said that they did not have any difficulties at all. By the way, these students started learning Russian before they came to study at the university. They spoke Russian in their families. The results of the survey are presented in Figure 01 .

Research question 2: What is the level of flexibility and adaptability of the Turkmenian students at the end of the first year of study from their own perspectives?

At the very beginning of the research, it was necessary to define ‘flexibility’, ‘adaptability’ and ‘adjustment’. There are different definitions of these basic terms. Cambridge Dictionary defines ‘flexibility’ as  “the ability to change or be changed easily according to the situation” and  “the ability to bend or to be bent easily without breaking” (Flexibility, 2018). Another term ‘adaptability’ the same dictionary defines as “an ability or willingness to change in order to suit different conditions; ability or willingness to change” (Adaptability, 2018). ‘To adjust’ means “to change something slightly, especially to make it more correct, effective, or suitable; to become more familiar with a new situation” (Adjust, 2018).

The present study is based on the definitions given by the authors of Reference Framework of Competences for Democratic Culture: “Flexibility and adaptability are the skills that are required to adjust one’s thoughts, feelings or behaviours in a principled manner to new contexts and situations so that one can respond effectively and appropriately to their challenges, demands and opportunities. Flexibility and adaptability enable individuals to adjust positively to novelty and change and to other people’s social or cultural expectations, communication styles and behaviours. They also enable individuals to adjust their patterns of thinking, feeling or behaviour in response to new situational contingencies, experiences, encounters and information” (Council of Europe, 2017a, p.49).

Thus, flexibility and adaptability include abilities or skills in adjusting to changing circumstances, reconsidering one’s own opinions in the light of new evidence, controlling and regulating one’s own emotions and feelings, overcoming anxieties, worries and insecurities about meeting and interacting with other people. It also means regulating and reducing negative feelings, adjusting one’s behaviour in a socially appropriate way according to the prevailing cultural environment, adapting to different communication styles and behaviours (Council of Europe, 2017a).

The analysis of the students’ questionnaire answers was made with special focus on the key descriptors of the three levels of empathy according to Reference Framework of Competences for Democratic Culture (Council of Europe, 2017b). The data obtained show that the respondents are very optimistic and confident valuing their capacity for empathy (Table 01 ).

A special questionnaire was developed based on Reference Framework of Competences for Democratic Culture (Council of Europe, 2017b). It includes six levels of flexibility and adaptability – Basic 1 & Basic 2, Intermediate 1 & Intermediate 2, Advanced 1 & Advanced 2. The key descriptors were modified so as the respondents could express their own understanding of themselves (Table 01 ).

The analysis of the questionnaire revealed that practically all the respondents could modify their opinion or change their decisions if it is required – 20 students (100%) and 18 students (90%) correspondingly. Surely, they possess at least the basic level of flexibility and adaptability. Not all of the respondents admitted that their level is Intermediate. And only a few of the respondents consider that they have achieved the advanced level of flexibility and adaptability. Some of them found it rather difficult to assess their skills and abilities, so they answered ‘I don’t know’.

The following linear diagram graphically presents the Turkmenian students’ opinion of their level of flexibility and adaptability (Figure 01 ).

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The blue colour of the diagram shows the Turkmenian students’ level of flexibility from their own perspective. It is clear that not many of the students have achieved the advanced level. Probably, they will acquire it during their second and third year of study in the Russian university. Unfortunately, someone will not get it at all even at the end of his/her fifth year of study. Surely, it depends on many factors.