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Language difficulties have been identified by various researchers in the field as a barrier to international students‟ classroom communication skills, ability to participate fully in classroom activities, and academic performance in general (Bradley & Bradley, 1984; Sakthivel, 2003; Hellsten & Prescott, 2004). Sakthivel (2003), Marr (2005), and Zhang and Mi (2009) have argued that language barriers are amongst the most important issues that

need to be addressed with international students because these kinds of barriers may negatively affect international students‟ academic performance directly or indirectly. Laotian and Cambodian students enrolled in Vietnamese language proficiency programmes or undergraduate degrees at An Giang University (the case study university for this thesis) also face language problems in the classroom. As will be discussed in a later chapter, this has a negative impact on their overall academic performance and their level of satisfaction with their academic experience.

Studying in a foreign country in a foreign language is likely to be challenging for many international students. While good teacher–student relationships play an important role in international students‟ academic achievement, good language competence helps international students to establish good relationships with their teachers. Onsman (2010) identifies communication as an important issue for both teachers and students in higher education. The teacher–student relationship is a key determinant in students‟ levels of academic satisfaction and achievement. Campbell and Li (2008) found that the international students who participated in their study were generally satisfied with their teacher–student relationships and the pattern of classroom communication and that this translated into an overall level of international student satisfaction with their academic outcomes. Proficiency in the language of instructions in the host institution encourages open communication between international students and their teachers. This is important because having good communication with teachers means that students feel comfortable with their teachers and are more likely to discuss issues they are having both outside and inside the classroom. Lee (2007) contends that non-native speakers are also more likely to feel self-conscious and sensitive about others people‟s evaluation of their oral performance and are more likely to feel uncomfortable evaluated in a language in which they do not feel they are proficient in speaking. This may discourage international students from communicating in the language of the host institutions because they feel more at ease when speaking in their own mother tongue. Lee (2007) argues that proficiency in the language of the host institution provides opportunities for improved classroom communication and a better understanding of the classroom dynamics that underlie pedagogical engagement. Accordingly, international students who are proficient in the language of the host country are more likely to achieve good academic outcomes.

Language barriers can also discourage international students from socializing with their teachers and friends. Difficulties in speaking the language of the host country can also negatively affect students‟ relationships with friends and teachers. Olanira (1993) states that language proficiency is a major source of social difficulty in intercultural communication. Campbell and Li (2008) and Zhang and Mi (2009) argue that language barriers can prevent international students from effectively communicating with their lecturers and other students, and can also discourage them from socializing with domestic students. International students may also feel anxious about communicating with their classmates and teachers and the lower frequency of engagement means that international students do not always have the confidence to improve their language skills in that way.

Being able to speak the language of the host country confidently and well also affects the academic performance of international students. Campbell and Li (2008) argue that language barriers can cause difficulties for international students in terms of understanding lectures, following instructions, understanding assessment criteria and procedures, completing assignments, and doing exams and tests. While it is important for students to take notes during lectures so they can review them at a later date, international students sometimes find it difficult to follow lecturers‟ instructions. Furthermore, it may take them longer time to complete assignments as they may have to refer to dictionaries frequently. International students may also face language barriers during class interactions, especially in oral performances such as class discussions (Aida, 1994). Ryan (2000) argues that students who study in a second language are often afraid to speak in class or seek help because of a lack of confidence in their ability to communicate and fear of embarrassing themselves or their teachers. Campbell and Li (2008) have also noted that international students are sometimes reluctant to speak in class if they fear ridicule about their accent or level of language proficiency. As a result, they argue, international students sometimes appear to be passive in class activities and group work; perhaps seeming to listen more than contributing verbally to class discussions. In support of this, Ramburruth and Birkett (2000) contend that “poor language and communication skills [are] a major problem in group assignments” (p. 186). Duanmu and Chen (2009) conclude that students who have a relatively poor level of written language ability tend to have lower grades.

In brief, it is necessary for international students to obtain a good level of foreign language competence before they begin their overseas studies. This would increase their level of academic achievement, and assist them in gaining a clearer understanding of the cultural environment of the host country.