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Bar Chart300200Major educationcountryAustraliaNot_AustraliaCount1000not confidentlack ofinterestsonly like ownlanguageothersWhat are the main difficulties in crossculture communicatingFigure 6.4Results show that both Australian and international students felt that “lack ofcommon interest” is the main difficulty in communicating with people from differentcultural background. However, nearly 35% of the international students stated that“not confident in the English language” was the second main difficulty. It is alsoimportant to note that nearly 26% of the Australian students stated that they only liketo communicate in their own language, while another 30% stated “others” as themain difficulty, which will need further investigation.6.1.5 Difficulties during lecturesMost international students have difficulties in trying to listen to lecturers and takingnotes at the same time due to language problems.Question V.2. Do you have any English language-related difficulties inunderstanding lecturers?A. I can’t understand my lecturers most of the timeB. I can understand my lecturers most of the time but it is hard to listen and takenotes at the same timeC. I cannot understand everything my lecturers say but I can catch up by readinglecture notes after classesD. No problem at all107
CrosstabDo you have anyEnglish languagerelated difficultiesin understandinglecturesTotalcan't understandhard to take notesonly if read theleture notesno problemCount% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryMajor education countryAustralia Not_Australia Total12 34 463.2% 5.3% 4.6%36 257 2939.7% 40.4% 29.0%33 95 1288.8% 14.9% 12.7%292 250 54278.3% 39.3% 53.7%373 636 1009100.0% 100.0% 100.0%Chi-Square TestsPearson Chi-SquareLikelihood RatioN of Valid CasesAsymp. Sig.Value df (2-sided)152.295 a 3 .000164.046 3 .0001009a. 0 cells (.0%) have expected count less than 5. Theminimum expected count is 17.00.Symmetric MeasuresNominal byNominalN of Valid CasesPhiCramer's VValue Approx. Sig..389 .000.389 .0001009a. Not assuming the null hypothesis.b. Using the asymptotic standard error assuming the nullhypothesis.108
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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
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presentations are unrelated (Indepe
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Hypotheses V.2H0: Student category
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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 and 102: CrosstabDifficultieswhenreadingtext
Page 103 and 104: CrosstabPreferred workingin groups
Page 105 and 106: CrosstabMain differencesbetween tea
Page 107: CrosstabWhat are the maindifficulti
Page 111 and 112: CrosstabDo you have anyEnglish lang
Page 113 and 114: CrosstabAre you confidentabout your
Page 115 and 116: CrosstabDo you have anyEnglish lang
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
Page 153 and 154: Visiting Professor Javier Montero f
Page 155 and 156: 11 ReferencesAsmar C. (1999), Schol
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