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Bar Chart400300Major educationcountryAustraliaNot_AustraliaCount2001000veryconfidentnot very buttry tonot confidentothersAre you confident about your Englishto participate in-class discussionsFigure 6.7Only 30% of the international students felt that they were very confident about theirEnglish when participating in-class discussions compared to 87% of the Australianstudents who felt the same. Over half (52%) the international students did not feelvery confident but would make an effort to participate. However, there is cause forconcern regarding the 15% of international students who said that they do not feelconfident and therefore do not participate much in class discussion. Classdiscussion plays an important role in university learning, so to ensure thatinternational students feel confident in participating we must first fix the languageproblems faced by many of these students.6.1.8 Class presentationOnly a small percentage of international students are confident in class presentationdue to their language difficulties.Question V.5. Do you have any English language-related difficulties in classpresentations?A. I need to get help from others for my presentationsB. I can do it with confidence after good practiceC. If it is a group presentation, I would like to prepare material and get a localstudent to make the presentationD. I am confident to do it113
CrosstabDo you have anyEnglish languagerelated difficulties inclass presentationsTotalhelp from othersneed practicsdon't present in groupconfidentCount% withi n Majoreducation countryCount% withi n Majoreducation countryCount% withi n Majoreducation countryCount% withi n Majoreducation countryCount% withi n Majoreducation countryMajor education countryAustralia Not_A ustralia Total3 79 82.8% 12.4% 8.2%51 294 34513.8% 46.2% 34.3%14 85 993.8% 13.3% 9.8%301 179 48081.6% 28.1% 47.7%369 637 1006100.0% 100.0% 100.0%Pearson Chi-SquareLikelihood RatioN of Valid CasesChi-Square TestsAsymp. Sig.Value df (2-sided)271.388 a 3 .000292.795 3 .0001006a. 0 cells (.0%) have expected count less than 5. Theminimum expected count is 30.08.Symmetric MeasuresNominal byNominalN of Valid CasesPhiCramer's VValue Approx. Sig..519 .000.519 .0001006a. Not assuming the null hypothesis.b. Using the asymptotic standard error assuming the nullhypothesis.114
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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
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II.6.EII.6.FII.6.GTextbooks you pre
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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 and 110: CrosstabDo you have anyEnglish lang
Page 111 and 112: CrosstabDo you have anyEnglish lang
Page 113: 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
Page 153 and 154: Visiting Professor Javier Montero f
Page 155 and 156: 11 ReferencesAsmar C. (1999), Schol
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