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The identification information section includes the educational degree ofrespondents; study field of respondents; how long the respondents have studied inAustralia; birth country of respondents; first language of respondents; and whichcountry respondents were mainly educated in. This information helps to identify therespondents’ major and the cultural background the respondent belongs to.In this study, ‘international student’ is identified as the student who has completedmost of the education in countries other than Australia. This definition is the mostsuitable for the Australian immigration situation. From the data obtained in thisproject, over 90% of international students are Asian students. Therefore,“international students” in this report means international students of Asianbackground.Below we will discuss the approach we used to design questions under the five mainaspects identified above:(1) In the teaching content and textbooks aspect of the questionnaire, we assumedthat textbooks have different degrees of importance and are used in different waysin different cultural backgrounds. In some countries, teachers use textbooks a lot intheir subjects and students mainly follow textbooks for their study. However, in othercountries, teachers do not use textbooks or use only very limited selected parts oftextbooks in their subjects. They prefer to design their personal lecture notes andjust give students slides in the classroom and references for reading. Therefore,students from different countries have different attitudes and behaviours towards theuse of textbooks. This part of the survey aims to obtain feedback about students’attitudes to teaching content and textbooks. Some examples of questions include:how students evaluate textbooks; the difficulties they have when they readtextbooks; what content students read in textbooks; and if they use textbooks writtenin another language.(2) Teaching and learning method is one of the most important issues involved inthe questionnaire. It is assumed that international students and local studentsexperience different teaching methods prior to current university study and theirlearning methods may be also different. This part of the survey is intended to testthis assumption. Questions include: whether students feel that the current teachingmethods are suitable; what the main differences are between the teaching methodsin Australia and their home country; whether they like lecturers to ask questions inclasses; what aspects of teaching concern them most; and how satisfied studentsare with the teaching methods in their current subjects.(3) International students may have a different education management system intheir home country which is adapted to the local cultural background. Therefore, theeducation management system part of the questionnaire aims to acquire feedbackfrom international students on how they adapt to the Australian educationmanagement system. Questions include: experience with the academic creditsystem; attitude to elective subjects; evaluating guidance within the educationmanagement system; and evaluating the degree of satisfaction with the subjectselection system.(4) Language difference is the first problem that will be met by internationalstudents. It is the main obstacle preventing international students from improvingtheir performance in the overseas study process. Questions on language include:whether the main reason for communication difficulty is the language; dointernational students have difficulties in understanding lectures due to the languageproblem; do international students have language-related difficulties in completinghomework/assignments; do international students have the confidence to take partin asking questions and in-class discussions; and do international studentsexperience difficulty when they perform oral presentations in class.9