The challenge of academic writing for Chinese students within ...

esearch said that they would have benefited from subject-specific support related to
academic writing, academic conventions, study skills and assessment procedures. Different
subjects have their own different terminology and vocabulary. Academic writing is subjectspecific,
consisting of various types of writing, each with particular requirements.
Assessment tasks vary across subject areas; for instance, examinations of different subject
might require students to write short texts to answer questions, or to answer multiple choice
questions. It became more challenging when the participants were studying combined
subjects. Some participants expressed their confusion and disorientation with regard to
distinct academic discourse, requirements and expectations of their two different subjects.
Subject-specific support provision at departmental level, available prior to the
commencement of the course and throughout the course of their study, would help facilitate
their learning by familiarizing them with, and making explicit academic requirements and
expectations of, a particular subject. The support might take the forms of intensive presessional
and on-going training courses, regular workshops and tutorials. The participants
also mentioned their lack of time to seek help and attend workshops. It would help promote
the attendance if the training sessions or intensive pre-sessional course be integrated into the
curriculum.
Department should provide their academic staff with training on how to work with
international students. The training would help increase academic staff awareness of specific
needs of international students and provide practical solutions to responding effectively to
these needs in their teaching. Academic staff might be in need of assistance on the
development of teaching strategies and approaches to address the needs of international
students. Arkoudis (2006) has identified six major strategies that can be adopted for use in the
teaching, including internationalising the curriculum, making lectures accessible,
encouraging participation in small group work, adopting an educative approach to plagiarism,
supporting students in developing critical thinking skills, and explaining assessment
expectations. These six areas of strategies can be modified, and further developed in the staff
training programme. Moreover, a dedicated international coordinator in each department
might be appointed as the first point of contact for international students regarding problems
in their studies and daily life. The departmental coordinator is expected to have a whole
picture of the subjects taught in the department, a better understanding of departmental
policies and procedures concerning international students, and knowledge of university and
departmental support provisions for international students. Through liaising with university
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