International student numbers have grown in Germany despite the pandemic. Still, some recent studies have shown that German-language programs might need some reality checks to cut damage due to drop-out rates. Germany's academic exchange service DAAD surveyed 125 universities and more than 4,500 international students. They found astonishing results that a maximum of international students are not skilled in the German language. Only some students realize at mid-course that their skills are insufficient to write a thesis on their studies.

The increasing number of drop-outs is a chief problem among international students who came to Germany, especially for studies.

Moreover, some statistical data from 2015 shows that the rates of international drop-out students in Germany are especially very high in bachelor's programs. As per the data, it is 49 percent. Whereas, if we look at or compare it with provincial German students, the drop-out rate is only around 27 percent.

Is the German Language the main reason behind international students dropping out?

To date, lack of findings is there on the specific study situation of international students in Germany and the reasons for dropping out; however, the language barrier is and not having skills in the German language has come out as the main reasons for international students moving towards dropping out from their studies, especially from bachelor's programs.

Also, The DAAD survey outcomes imply poor German language could be a key contributor to the decision of dropping by international students, especially from bachelor’s programs. However, the DAAD survey also found that international students in Germany with good everyday German language skills are seen reporting lower drop-out intentions from their studies.

Along with all these, the DAAD survey suggests that only about one-third of international students pursuing bachelor’s or master’s in German-language courses said they could join class discussions or ask questions compared to over half of those international students. The latter opted for English-language courses at German institutions and universities.

Jan Kercher, who led the DAAD survey, mentioned that if taken as a whole, there is a better connection between German language skills and the language of instruction in English-taught programs if we compare it to only German-taught programs.

DAAD on German Language tuitions and its suggestions:

Dr. Jan Kercher, leader of THE DAAD survey, said that switching to German-language tuition was not a good or working solution. The findings show that about two-thirds of students who opted for English-language courses believed their German was good enough for everyday life needs. And now they need to find a kind of mirror-image to cope with studies and everyday life concerning the language of instruction.

Along with this, THE DAAD report also mentions that the clear expectations and harsh testing to a greater extent can push up the inclination and involvement of international students towards learning the German language.

Also, the course leaders cannot abandon the language requirements of international students to the international office. As per Dr. Kercher, course leaders should give German language requirements using the common European reference framework.

Moreover, the applicants must be aware of the violent variations in excellence between German language-testing providers because generous grading can help students enter the country. Still, they will see themselves caught short time and mid-course as their proficiency in the German language is not up to the mark.

DAAD survey results and Dr. Kercher also warned admissions teams not to lag on self-assessed skills because recent research found that international students overestimate their skills and abilities.

Study on proficiency and self-assessment of international students:

A study at the University of Bamberg, led by Katrin Wisniewski on 340 international students in undergraduate programs at two German universities, found that although proficiency and self-assessment were related, they did not match the expectations. Even though 80 percent of the international students studied believed that they had crossed a required German language level, only 20 percent of the international students had truly achieved the required language level in German.

This study considered international students’ intellectual strategies, social and academic incorporation, and financial issues. It analyzed their German language proficiency over the three years to find why they tend to drop out from studies.

The study suggested that the proficiency of international students was the most important analyst of academic success. Around 20 percent of first-year academic performance is well explained by proficiency alone, with understanding and performing a particularly important role.

Professor Katrin Wisniewski said that it is possible that in order to 'boost' their internationalization records, some universities lean towards enrolling students with insufficient language proficiency.

Also, when students are preparing for their studies in Germany, teachers must focus on the full breadth of their language skills and proficiency.

In addition to all these, the training of students must match the authentic language challenges of a German-speaking seminar or lecture hall, said Professor Katrin Wisniewski.

Addressing the issue of international students dropping out from studies:

Apparently, almost 28% of students of any one year give up and drop out from their studies in bachelor degree programs at German higher education institutions and universities. This drop-out can be taken as the crystal-clear termination to their higher education system that too without obtaining any academic degree.

In that way, the drop-out rate is determined with the help of statistical estimation and practices based on regiment comparisons.

German research on higher education has come across partially further developments of theoretical approaches to student drop-out based on Tinto's 'student integration model.'

Nowadays, those models of drop-out are preferred that describe the issue of drop-out students as a complex process in which individual, institutional and social factors collectively affect the socialization in the education process and higher studies of international students.

As per the conclusions of empirical studies, factors such as the failure in coping with the performance-related demands of the higher education institution or universities, incorrect outlooks, and less recognition with the subject, as well as problems related to financing studies, are considered as the most crucial reasons for dropping out from studies.

Higher education institutions or universities and higher education policies in Germany react to this situation with broad assistance determines that including the flexibilization of the curricula, better information for students, and the expansion of the support offered during the start of the studies can help positively in reducing the rate of students dropping out from higher studies.

Conclusion:

Thus, we can conclude that mainly poor German is pushing international students to drop out from higher studies but other factors like incorrect outlooks, less recognition with the subject, the inability of coping with the performance-related demands of the higher education institution also contribute to this decision.