英国毕业论文挂了：国际学生学习困难
国际学生有文化和语境学习困难（Wong，2004）。此外，基于语言的困难以及大学试图了解如何让国际学生应对困难（Volet＆Ang，2012）。在面临评估和考试时，有学习困难的国际学生依靠他们的学习环境机会，老师和同龄人（Topping，1998; Hackman＆Walker，1990）。强大的协作系统的存在促进了学生互动，帮助他们应对学习困难（Soller，2001）。有充分的证据表明，教师，课程，包容性等等会对国际学生如何面对学习困难产生影响（Elliott，2003）。
英国毕业论文挂了：国际学生学习困难
国际学生学习困难通常由教师处理，要求他们在有问题时发表意见（Carroll＆Ryan，2007）。提供沟通层面的帮助（Elliott，2003; Comrie，2013; Topping，1998）。教师的作家在黑板上回答问题，或为学生提供明确的材料供学生在自己的时间学习。然而，这种技术经常被仔细研究以创造被动的学习者，这些学习者为了获得通过的成绩而只是为了学习而获得通过（Comrie，2013）。采用被动指导方法的评估形式可以帮助学生获得及格分数，但国际学生的教育质量受到影响（Comrie，2013）。哈克曼和沃克（Hackman＆Walker，1990）认为，教师即时行为有助于。当教师认为学生在课堂学习困难时，他们可以立即采取行动，从而以积极的方式影响学生的学习。立即行为，例如澄清学生对体育运动的怀疑，鼓励参与，根据他们多元化的背景提供个性化反馈，以及更多帮助国际学生（Hackman＆Walker，1990）。
英国毕业论文挂了：国际学生学习困难
There are cultures and context based learning difficulties for international students (Wong, 2004). In addition, the language based difficulties and hence universities attempt to understand how they can enable international students to deal with the difficulties (Volet & Ang, 2012). International students with learning difficulties rely on their study environment opportunities, their teachers and their peers when it comes to facing assessments and exams (Topping, 1998; Hackman & Walker, 1990). The presence of strong collaborative systems facilitates student interaction which helps them deal with learning difficulties (Soller, 2001). There is strong evidence to suggest that the teacher, the curriculum, the degree of inclusiveness and more would have an effect on how international students face their learning difficulties (Elliott, 2003).
英国毕业论文挂了：国际学生学习困难
International student learning difficulties are usually handled by teachers by asking them to speak up when they have questions (Carroll & Ryan, 2007). Communication level help is provided (Elliott, 2003; Comrie, 2013; Topping, 1998). Teachers’ writer answers on the blackboard or give clear material for students to study in their own time as well. However, this technique often has been scrutinized for creating passive learners that would just learn by heart in order to secure a passable grade (Comrie, 2013). Assessments forms with passive instruction methods could hence help students get a pass grade, but the quality of education of the international student is impacted (Comrie, 2013). Hackman & Walker (1990) argue that teacher immediacy behaviour helps. When teachers perceive student difficult in learning in the class room, they would be able to take up immediate action and hence influence student learning in a positive way. Immediate behaviours such as clarifying doubts of the student on the sport, encouraging involvement, offering individualize feedback based on their diversified background and more helped international students immensely (Hackman & Walker, 1990).
