Challenges and Coping Strategies of Sri Lankan Undergraduates in Non-English- Speaking Countries: A Qualitative Exploration Using Schlossberg’s Transition Theory

Abstract

International students pursuing higher education in foreign countries are vulnerable to numerous challenges diminishing their experience. Presently, research is dominated by the perspectives of Western students and English-speaking countries; neglecting the perspectives of international students in non-English speaking countries. Through Schlossberg’s transition theory, this qualitative study explored the perspectives of South Asian, specifically Sri Lankan, students in the challenges faced and the coping strategies used – to ultimately develop recommendations improving student experiences. Semi-structured interviews were conducted on eight undergraduates consisting of six women and two men studying in non-English-speaking countries varying from Eastern Europe to Middle Eastern nations. During Thematic Analysis three themes emerged: the role of host country language, discrimination experienced, and how challenges were navigated. Role of language emerged as a significant theme that influenced students’ daily experiences and quality of support provided. Additionally, Sri Lankan students demonstrated agency by developing and maintaining strong socialsupport systems. However, institutions must ensure that international students are provided adequate resources to navigate the challenges they face and encourage intercultural interactions.