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Bar Chart300Major educationcountryAustraliaNot_Australia200Count1000can'tunderstandhard to takenotesonly if readthe leturenotesno problemDo you have any English languagerelated difficulties in understanding …Figure 6.5While it is encouraging to see that nearly 40% of the international students felt thatthey didn’t have any English language-related difficulties in understanding lecturers,another 40% felt that they had difficulty in trying to listen to lecturers and take notesat the same time. Only 10% of the Australian students stated this difficulty. Thisshould send a clear signal to educators to rethink how information and coursematerial should be disseminated to students effectively.6.1.6 Difficulties in completing homework/assignmentsAbout half the international students need help with their English-related difficultieswhen completing their homework/assignments.Question V.3. Do you have any English language-related difficulties whencompleting your homework?A. I need help from academic language and learning centres or learning assistantsor other studentsB. I need the help of dictionariesC. Very slow in writing as I need to translate into my first languageD. No problem at all109
CrosstabDo you have anyEnglish languagerelated difficultieswhen completingyour homeworkTotalneed help of othersneed help fromdictionariestranslate ot first languageno problemCount% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryCount% within Majoreducation countryMajor education countryAustralia Not_Australia Total10 119 1292.7% 18.7% 12.8%15 191 2064.0% 30.1% 20.4%7 74 811.9% 11.7% 8.0%341 251 59291.4% 39.5% 58.7%373 635 1008100.0% 100.0% 100.0%Pearson Chi-SquareLikelihood RatioN of Valid CasesChi-Square TestsAsymp. Sig.Value df (2-sided)261.113 a 3 .000296.067 3 .0001008a. 0 cells (.0%) have expected count less than 5. Theminimum expected count is 29.97.Symmetric MeasuresNominal byNominalN of Valid CasesPhiCramer's VValue Approx. Sig..509 .000.509 .0001008a. Not assuming the null hypothesis.b. Using the asymptotic standard error assuming the nullhypothesis.110
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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
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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 and 108: CrosstabWhat are the maindifficulti
Page 109: 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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