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some kind of assistance, they need more discipline-specific advice from academics.6.2.5 LanguageBoth lecturers and students recognise that the language problem is the mostsignificant difficulty during study. The language difficulty has a negative impact onstudents’ academic performance, despite the fact that lecturers do accommodateinternational students’ English problems when assessing their work.Students in general do not have problems communicating with fellow students andtheir lecturers. However, the main issues are with listening and academic writing.Students would like their university to do more to assist with their languagedifficulties, such as providing free lessons, social networking, and academic supportto improve their level of academic English.In general, both lecturers and students agree that culture shock is experienced byinternational students, especially in the first year of study. Universities need to domore to help them adapt to a new culture of learning. Every student we interviewedhas undergone some difficulties in struggling with a new lifestyle, teaching andlearning practice, and even social activities in Australia.6.3 Differences between IT and Business students in learningStudent participants in this study came from two main disciplinary areas: InformationTechnology (IT) and Business. Consequently, the outcomes of this study have alsogiven us some insight into the learning issues concerning international students fromthese two disciplinary areas.The table below shows the comparison of correlation analyses results betweenoverall students, IT students and Business students when investigating thedifferences between Australian students and international students as they relate tolearning issues:Table 64 Comparison of correlation analyses results between overall students,IT students and Business studentsQuestionnameAll students (1026) IT students(292) Business students (539)Phi &Phi &Phi &P-value Cramer’s V P-value Cramer’s V P-value Cramer’s VII. Teaching contents and textbookII.1 0.009 0.106 0.078 0.129II.2 0 0.167 0.261 0 0.213II.3 0.241 0.095 0.176II.4 0 0.454 0 0.392 0 0.489II.5 0 0.167 0 0.282 0 0.183II.6.A 0.001 0.138 0.29 0.005II.6.B 0.233 0.25 0.262II.6.C 0.027 0.104 0.099 0.264II.6.D 0.241 0.364 0.065II.6.E 0.254 0.071 0.454II.6.F 0.681 0.729 0.898II.6.G 0.079 0.79 0.137II.7 0 0.212 0 0.248 0 0.190II.8 0.183 0.209 0.093121
II.9 0.022 0.097 0.174 0.02 0.135II.10 0.088 0.044 0.167 0.673III. Teaching and learning methodsIII.1 0 0.186 0.033 0.173 0 0.218III.2 0.01 0.278 0.105 0.031 0.335III.3.A 0.554 0.739 0.587III.3.B 0.855 0.678 0.759III.3.C 0.359 0.907 0.649III.3.D 0.166 0.847 0.278III.4.A 0.281 0.697 0.119III.4.B 0 0.161 0 0.263 0.365III.4.C 0 0.183 0.161 0 0.256III.4.D 0.077 0.52 0.031 0.141III.4.E 0 0.145 0.008 0.219 0.063III.4.F 0.358 0.281 0.768III.4.G 0 0.394 0 0.462 0 0.392III.5 0 0.311 0 0.307 0 0.334III.6 0.097 0.001 0.250 0.816III.7 0.001 0.138 0.088 0 0.210III.8 0.158 0.662 0.181III.9 0.248 0.001 0.263 0.752IV. Education management systemIV.1 0 0.294 0 0.310 0 0.263IV.2 0.053 0.115 0.374IV.3 0 0.140 0 0.257 0.001 0.163IV.4 0.068 0.163 0.007 0.203 0.007 0.151IV.5 0 0.008 0.218 0.365IV.6 0 0.254 0 0.290 0 0.262V. LanguageV.1 0 0.465 0 0.508 0 0.487V.2 0 0.389 0 0.265 0 0.462V.3 0 0.509 0 0.482 0 0.547V.4 0 0.547 0 0.543 0 0.600V.5 0 0.519 0 0.513 0 0.538VI Culture-based teaching & learning conceptsVI.1 0 0.248 0.029 0.193 0 0.286VI.2 0 0.206 0.233 0 0.254VI.3 0.099 0.626 0.0453VI.4 0 0.179 0.007 0.204 0 0.189VI.5 0.73 0.877 0.98VI.6 0 0.212 0 0.281 0 0.231VI.7 0.042 0.099 0.063 0.05 0.121VI.8 0.085 0.462 0.15VI.9 0.002 0.120 0.095 0.037 0.127VI.10 0.265 0.427 0.406VI.11 0.307 0.278 0.394VII. OtherVII.1.1 NAVII.1.2VII.2NANA122
Page 1 and 2:
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
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III.6 Do you like lecturers to ask
Page 65 and 66:
distribution of these comments acro
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Figure 4.5 University of Sydney und
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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 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: ead lecture notes.2. Regarding the
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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