مطالب

In comparison with similar age groups in the general population, students who are studying in universities are more at risk of having mental health problems. Surprisingly, several studies reveal that international students are highly affected by mental health issues than their local counterparts. Seemingly, it is more related to their decision to study overseas that might present them several challenges, including mental health issues. Malaysian universities host a substantial number of international students but the issue of international students’ mental health lack substantial attention there. The current research applying a mixed method, aims to address the mental health issues of newly registered international students at Universiti Sains Malaysia. In-depth discussion on the study findings’ implications for practice, policy, and research for social work profession will be addressed in this research paper.

This study aims to predict the relationship between organizational solidarity and external image in Iranian technical and vocational training organization with mediating role of response to environment. Research population include employees and stakeholders all of organizations. As such, 224 people from each group were selected as sample through multistage cluster sampling as well as available sampling methods in the southwestern Iranian province of Fars. Research instruments used in this study include a set of questionnaires on organizational solidarity, response to environment and external image which were distributed among samples and collected after calculating their reliability and validity. Results showed that organizational solidarity is the positive and significant predictor of external image and the power of response to environment. In addition, this showed that organizational solidarity with a mediating role of response to environment is a positive and significant predictor of external image.

The present paper examines Elif Shafak’s 2011 novel Honour based on Bhabhaian concepts of hybridity and unhomeliness. Bhabha broached the idea of hybridity in order to address the social dimensions of postcolonial analyses. 4 Hybridity occurs when the relationship between the colonizer and the colonized blurs various boundaries. Bhabha explores the possibility of a hybrid space to elucidate the recollections of migrants and their unhomeliness. He defines hybrid identity as one constructed through relocation and separation in the contact zone. In fact, it is in a third space of enunciation in which every thought by both the colonizer and the colonized finds a means of expression or exchange. Using concepts of hybridity and unhomeliness to delve into Shafak's Honour , this research concludes that within the social and cultural structures and discourse of their ‘new’ country, diasporic characters feel unhomed and struggle to fill gaps and redefine their identities. The paper argues that characters in the novel seek refuge in diasporic communities to counter stereotypes. Their attempts, however, result in new experiences and feelings of isolation, nostalgia, insecurity, split self, and a sense of being out of place.

With increasing intercultural communication among people from diverse linguistic and cultural backgrounds, the integration of language and culture has recently been foregrounded in language education. This has led to a growing need for studies on intercultural communicative competence. To address this need, this study aimed to afford an insight into the beliefs of 20 Iranian language teachers on intercultural language teaching (ICLT). Based on a mixed-method design, two different instruments were used to collect the data. First, an ICLT questionnaire which included 12 items was administered to 20 teachers. This study also used semi-structured interviews to obtain an in-depth understanding of the EFL teachers’ attitudes toward ICLT. The findings from the questionnaire revealed that the teachers were favorably disposed toward ICLT and thought that culture teaching is as important as language teaching. They believed that language teachers are required to inform the learners of intercultural issues. Also, the thematic content analysis of the interviews led to the discovery of four main themes, namely definition of culture, ICLT and its significance, challenges in ICLT, and sources used by the teachers to improve their intercultural knowledge. However, many teachers’ responses in the interviews indicated some degree of uncertainty regarding the concept of ICLT, as they were not confident how to integrate language and culture or how to deal with challenges in implementation of ICLT. These findings imply as the teachers’ perceptions would guide their practices in the classroom, more attention needs to be devoted to the inclusion of ICLT-related topics in language teacher education courses to equip the teachers with requisite skills and expertise.