Experiences of International Speech–Language Pathology Students: A Phenomenological Study

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dc.authoridhttps://orcid.org/0000-0001-6385-4378
dc.authoridhttps://orcid.org/0000-0003-3144-5179
dc.authoridhttps://orcid.org/0000-0002-0499-073X
dc.authoridhttps://orcid.org/0000-0002-5015-2649
dc.contributor.authorCankuvvet, Nurdan
dc.contributor.authorSelvi-Balo, Semra
dc.contributor.authorYaşar-Gündüz, Esra
dc.contributor.authorYırtık, Havva Nur
dc.date.accessioned2026-01-22T07:49:54Z
dc.date.available2026-01-22T07:49:54Z
dc.date.issued3 October 2025
dc.departmentKapadokya Üniversitesi, Sağlık Bilimleri Yüksekokulu, Dil ve Konuşma Terapisi Bölümü
dc.description.abstractBackground International students often encounter systemic and individual challenges, especially in language-intensive fields like Speech–Language Pathology (SLP). Although their experiences are documented in well-established contexts, little is known about newer host countries such as Türkiye, where enrolments have recently risen. Understanding this is crucial for identifying barriers and support needs, impacting outcomes, and the internationalisation of SLP education. Aim This study explores the educational experiences of international undergraduates in the Speech–Language Pathology program at Anadolu University, Türkiye. Methods and Procedures Using a phenomenological design, data were collected through focus group interviews with nine female students and were analysed thematically. Conclusions and Implications International SLP students in Türkiye encountered familiar challenges—language barriers, uneven preparation, and integration difficulties—amplified by diverse entry pathways and local dynamics. Nevertheless, they demonstrated resilience by developing self-discipline and valuing educational quality despite mismatched expectations. The findings emphasise the need for institutional support: clearer communication of norms, structured orientation, and culturally responsive supervision could help reduce systemic barriers, while mentoring and buddy systems might further aid integration and clinical readiness, benefiting both students and the profession.
dc.identifier.doi10.1111/1460-6984.70144
dc.identifier.issue6
dc.identifier.urihttps://hdl.handle.net/20.500.12695/3905
dc.identifier.volume60
dc.identifier.wosWOS:001625266800015
dc.identifier.wosqualityQ2
dc.institutionauthorYaşar-Gündüz, Esra
dc.institutionauthoridhttps://orcid.org/0000-0002-0499-073X
dc.language.isoen
dc.relation.ispartofInternational Journal of Language & Communication Disorders
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjecteducational experiences
dc.subjectInternational students
dc.subjectphenomenology
dc.subjectspeech-language pathology
dc.subjectstudent mobility
dc.titleExperiences of International Speech–Language Pathology Students: A Phenomenological Study
dc.typeArticle

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