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have good examples and be easy to read. For example, one of them said, “Clearand precise headings with worked examples and working for answers (when doingmath) also secondary sources in a textbook to back-up what is being said”.Similar to international students, some of the local students do not regularly askquestions in class. They prefer other ways, such as sending emails. However, theysupport the idea that students should be given more opportunities to ask questions.All the local and international students think that students should actively engage inthe classroom discussions in their learning.Most of the local and international students are willing to choose their own groupmembers for group assignments. Local students think that some group membersrelying on others and not trying their best is the main problem of group assignments.For example, one of them said, “In some group assignments I have found that somestudents are content with gaining mediocre marks, just to skim through. This can bequite distressing for members of the group who are highly ambitious and want togain the best possible mark. ‘Social loafing’ can also occur where students when putinto a group situation allow others to contribute more work”.As to presentation, some of the local students also have the same problem asinternational students in that they are very shy of doing presentation. For example,one local student said, “I am a shy person. I am not comfortable with standing infront of people and talking, which means I also go badly in them usually”.Unlike international students, most local students do not mind doing groupassignments with international students, even if they have language problems, andthink it is a good way for local students to experience different cultures. Forexample, one local student said, “I would like to do a group assignment withinternational students as it will help you in the way that you can get to see anotherculture and they may be very helpful in the group as they may have the informationthat the group needs or they may have an idea that will help the group to answer thequestion that your group has been set”.A majority of local and international students prefer not to spend most of their timeon campus. For example, one local student said, “No I don’t, I only go theresometimes if I need to use a textbook or use their net to download some things Ineed because mine is extremely slow”.6.2 Comparison of perspectives between international students and lecturers onteaching and learningThe interview questions are composed of five main sections, the textbook andreference materials, teaching and learning methods, assessment, educationmanagement systems and language issues in general. Despite some significantdifferences between students and lecturers regarding various issues in these fivecategories, both students and lecturers agree that the biggest difficulty in this crossculturallearning and teaching environment is the language and cultural barrier. Thissection will compare the perspectives between international students and lecturersfrom the following five aspects.6.2.1 Teaching content and textbooks1. Regarding the readingMost lecturers set specific readings for students and expect their students to readthem and improve understanding; however, the majority of international studentshave problems reading textbooks due to the language difficulties. Limitedvocabulary in the discipline area makes the reading very time-consuming andstressful. Thus, students are not able to meet the expectations of lecturers. Studentstherefore want to read the most important parts of the textbooks and prefer to only119