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Generally, it is argue that study abroad is 'a terrific way to increase foreign language skills' accordingly with Limburg-Weber (99/2000) and represents for international students the more effective way to learn and speak a foreign language that they have already begun to study. In comparison with students learning at home in their first language, language proficiency may give to foreign students an important advantage over them. However, language proficiency gained presumes a 'long way' with numerous difficulties until students achieve it. An academic achievement in a foreign language has determined foreign students to confront with linguistic difficulties and requires language support. The language difficulties represent an important issue for them, because they are coming from different countries, and have different backgrounds and levels of understanding. Several research projects have realized at Curtin University of Technology, Australia, on students whose English is the second language, and based on questions of their English necessities almost all have agreed that may need support in 'all four macro-skills: reading, listening, speaking and writing. Furthermore, they have been founded writing skill the most difficult, especially for essays, as well as difficulties in comprehension of lectures (Briguglio 2000). An academic achievement in a foreign language might gives them motivation and power to pass these difficulties.
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An experience in a foreign culture may helps foreign students to become independence and self-confidence, and may gives them a better understanding of their own cultural beliefs, values and biases. Furthermore, it gives them new knowledge, cross-cultural skills and adaptability to develop a 'more sophisticated way of looking at the world' (Dwyer & Peters, 2004) with intercultural benefits. Despite of these intercultural and personal outcomes, students have faced with inevitable stresses to pass cultural barriers and they need courage to face its. In their challenge and fight towards independence and self-confidence, foreign students have faced with culture shock and need counselling support to pass cultural barriers. Numerous studies have discussed that foreign students may have faced a cultural shock such as loneliness, social isolation, racism, mental health and adaptation problems; they feel lost, alone and discriminately in a new culture as a result of changes in personal life (Chien-Wen, 2005). Some of students have used counselling services, because their academic performance or well-being was affected by emotional stress (Hyun et al., 2007). These studies show that this issue needs to be taken into consideration and cross-cultural trainings are necessary to prepare and help students.

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