A Systematic Review of International Students’ Experiences Transitioning From Non-Anglophone High Schools to Universities in Anglophone Settings (Poster 5)

• In Event: Evidence for Enhanced Learning: Systematic Reviews and Meta-Analyses on Improving Student Achievement and Learning Outcomes

Abstract

This systematic review explored the extent and nature of research on international students transitioning from non-Anglophone high schools to universities in Anglophone settings. An extensive literature search revealed 1,134 potentially eligible papers. After screening, ten empirical studies were selected for data extraction and narrative synthesis focusing on students’ transitional experiences. The studies included university destinations in the USA (n=7), Canada (n=2), and other English-speaking countries (n=1). Results indicated that existing research examined students’ decision-making processes, university readiness, transition programs, and language and identity development. Four studies highlighted the need for longitudinal perspectives, while three suggested incorporating relevant stakeholders’ perspectives. This review calls for more targeted and rigorous studies to enhance international students’ experiences studying abroad.

Authors

• Yu Hao, University of Oxford

• Heath Rose, University of Oxford

• Hamish Chalmers, University of Oxford