Academic Adaptation and Autonomy in Learning Environments: Investigating Challenges, Support Systems, and Effective Teaching Approaches for International University Students at Bucheon University in Tashkent

Abstract

It was investigated the successful transition and learning experiences of students at Bucheon International University. The researchers explored which factors contribute to Bucheon University students’ academic adjustment, classroom experiences, and perception of autonomy support within their learning environments, a qualitative research approach was employed to delve deeper into how Bucheon University students view their classroom learning settings and learning experiences. Follow-up interviews were used in the qualitative phase to investigate the empirical relationships between autonomy-supportive environments and the classroom's affective (language, anxiety), behavioral (discussion participation), and cognitive (adaptive beliefs about classroom assessments) learning components. Findings showed that students at Bucheon University appeared to be satisfied by autonomy-supportive environments, which reduced language anxiety and boosted classroom engagement and adaptive perspectives on evaluation. By using selective codes (theme), the main themes involving multiple meanings were elicited. The five common themes below were found from the interview data. First theme indicated that instructors and peer groups provide support and it helps adapt in international university. Second theme indicated that main barrier is a foreign language. Third theme indicated that openness and willingness of instructors help to adapt to the new environment. Fourth theme indicated that students showed willingness to participate in group discussion during classes. Fifth theme indicated that students appreciate the flexibility and the choice of choosing the tasks and assignment by themselves. The discussion focuses on how the findings from the qualitative research can be used in theory and in the classroom. This research adds to the body of knowledge by offering a sound theoretical framework to facilitate successful academic transition among Uzbekistan international university students.