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Bar Chart400300Major educationcountryAustraliaNot_AustraliaCount2001000noneI am a slowreader dueto Englishproblemsslowreader dueto otherproblemscan'tunderstandcontentsOthersDifficulties when reading text booksFigure 6.1Here we can see that more than 83% of the Australian students responded that theyno problems in reading textbooks, while less than 45% of the international studentsresponded the same. In addition, over 34% of the international students respondedthat they are slow readers due to English problems in comparison with just 2% ofAustralian students. Given that textbooks are used in almost every subject offered inuniversities, this is quite a significant problem for international students.6.1.2 Working in groups with international studentsMany Australian local students are not in favour of working in groups withinternational students. International students would prefer to work in groups withother international students.Question III.4G. Preferred teaching methods?G.. Working in groups with international students 1-------2-------3-------4--------5101
CrosstabPreferred workingin groups withinternationalstudentsTotal1 strongly disagree5 strongly agree234Count% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryMajor education countryAustralia Not_Australia Total97 31 12825.3% 4.9% 12.6%19 110 1295.0% 17.3% 12.7%65 48 11317.0% 7.6% 11.1%155 259 41440.5% 40.8% 40.7%47 187 23412.3% 29.4% 23.0%383 635 1018100.0% 100.0% 100.0%Chi-Square TestsPearson Chi-SquareLikelihood RatioN of Valid CasesAsymp. Sig.Value df (2-sided)157.968 a 4 .000162.313 4 .0001018a. 0 cells (.0%) have expected count less than 5. Theminimum expected count is 42.51.Symmetric MeasuresNominal byNominalN of Valid CasesPhiCramer's VValue Approx. Sig..394 .000.394 .0001018a. Not assuming the null hypothesis.b. Using the asymptotic standard error assuming the nullhypothesis.102
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Strategies and Approaches toTeachin
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Table of Contents0 EXECUTIVE SUMMAR
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0 Executive SummaryAustralian terti
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1 Project OutcomesThe outcomes of t
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The identification information sect
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questions aim to discover their ass
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3.2 Literature reviewCross-cultural
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4 Survey Data AnalysisThis section
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Total Count 380 632 1012Percentage
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2 Count 12 30 42Percentage 3.1% 4.7
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Table 13 shows that nearly all loca
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methods are good, while less than h
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Preferredfewerlectures andmore labs
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Table 26 (Question III.4.D) Preferr
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Maindifferencesbetweenteachingmetho
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Table 33 shows that about half of l
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Table 38 (Question IV.4) Sufficient
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understanding lectures?Table 42 (Qu
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confident Count 301 179 480Percenta
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Table 49 (Question VI.4) Caring abo
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Table 52 shows that more local stud
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Table 56 shows that both local and
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a chi-square test to determine whet
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Significance Level (α= 0.05)Hypoth
Page 51 and 52: presentations are unrelated (Indepe
Page 53 and 54: Hypotheses V.2H0: Student category
Page 55 and 56: encountered at university in 2/3/4
Page 57 and 58: III.7What are you most concerned ab
Page 59 and 60: II.6.EII.6.FII.6.GTextbooks you pre
Page 61 and 62: VII. OtherVII.1.1VII.1.2What are th
Page 63 and 64: III.6 Do you like lecturers to ask
Page 65 and 66: distribution of these comments acro
Page 67 and 68: Figure 4.5 University of Sydney und
Page 69 and 70: Australia is the environment (11.06
Page 71 and 72: example, one student said that home
Page 73 and 74: 5 Interview Data AnalysisThis secti
Page 75 and 76: class?Eight students thought studen
Page 77 and 78: (1) Did you have any difficulty sel
Page 79 and 80: 5.2 Staff interview data analysisA
Page 81 and 82: (2) Do you think that the methods y
Page 83 and 84: is the biggest problem”. One lect
Page 85 and 86: comments was, “No, I send them to
Page 87 and 88: lecturer, and one of them like the
Page 89 and 90: am a shy person I am not comfortabl
Page 91 and 92: When they have difficulties in read
Page 93 and 94: (7) Have you been involved in many
Page 95 and 96: Only two of the graduates had diffi
Page 97 and 98: Furthermore, I was not familiar wit
Page 99 and 100: ased communication style such as e-
Page 101: CrosstabDifficultieswhenreadingtext
Page 105 and 106: CrosstabMain differencesbetween tea
Page 107 and 108: CrosstabWhat are the maindifficulti
Page 109 and 110: CrosstabDo you have anyEnglish lang
Page 113 and 114: CrosstabAre you confidentabout your
Page 117 and 118: CrosstabWhat are the mainstudy diff
Page 119 and 120: Pearson Chi-SquareLikelihood RatioN
Page 121 and 122: ead lecture notes.2. Regarding the
Page 123 and 124: II.9 0.022 0.097 0.174 0.02 0.135II
Page 125 and 126: From Table 65, we can see that ther
Page 127 and 128: countries peoples. Personally, I fi
Page 129 and 130: perceived by them as something insi
Page 131 and 132: 7. Arrange peer groups for those st
Page 133 and 134: covered (or not covered well) in th
Page 135 and 136: 13. Ask assistance from internation
Page 137 and 138: 11) • Weekly groupcase studies an
Page 139 and 140: 8 Guideline for International Stude
Page 141 and 142: life. However, it is very important
Page 143 and 144: There are ways of maintaining focus
Page 145 and 146: Expect to be nervous initially and
Page 147 and 148: Avoid cheating and plagiarismAustra
Page 149 and 150: 9 Disciplinary and interdisciplinar
Page 151 and 152: 10 Results communication, publicati
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Visiting Professor Javier Montero f
Page 155 and 156:
11 ReferencesAsmar C. (1999), Schol
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