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------------------------------------------------------------------------------------------------------------Appendix A:The “at least one” questions for improving your English and studyingperformance:- A daily check list for first year students of non-English speaking backgrounds:• Have you talked to “at least one” local student, or your tutor, or your lecturertoday?• Did you sit in “at least one” lecture/tutorial session today?• Did you respond to “at least one” question from a lecturer or fellow student inclass today?• Have you read “at least one” chapter/section/page of a textbook today?• Have you reviewed “at least one” lecture today?• Have you participated in class discussion today and asked “at least one”question?• Did you show up to all lectures this week?• Have you made adequate contribution to your group assignment?• Have you completed scheduled weekly workshop/lab/assignment task/s?147
9 Disciplinary and interdisciplinary linkagesThis section presents a discussion of links between the project and other projects inthe ALTC Strategic Priority Areas and also a discussion of disciplinary andinterdisciplinary linkages between IT and business that have emerged as a result ofthe project.9.1 Linkages with other ALTC projectsAfter searching through the list of ALTC funded projects, five projects are beingidentified as sharing the common themes of “inter-cultural” and “internationalstudents” with our project. They are:• Investigating the efficacy of culturally specific academic literacy andacademic honesty resources for Chinese students(http://www.altc.edu.au/project-investigating-efficacy-vu-2008 )• Addressing the on-going English language growth of international students(http://www.altc.edu.au/project-addressing-ongoing-english-monash-2007 )• Development and evaluation of resources to enhance skills in higher degreeresearch supervision in an intercultural context(http://www.altc.edu.au/project-development-evaluation-resourcesmacquarie-2007)• Assessing students unfamiliar with assessment practices in Australianuniversities (http://www.altc.edu.au/project-assessing-students-unfamiliarrmit-2005)• Enhancing domestic and international students engagement: changingattitudes and behaviours (http://www.altc.edu.au/project-enhancing-domesticinternational-melbourne-2008)To gain more information about other projects, a member of our project team, KumLeng Chin, participated in a workshop facilitated by the team of the first project,“Investigating the efficacy of culturally specific academic literacy and academichonesty resources for Chinese students”. The workshop took place on 29th August2008 and its purpose, according to the hosts, was “to gain insight into issuessurrounding academic literacy and teaching Chinese students” from a 'referencegroup' of academics who had experiences in these issues.About twenty academics from a number of Australian universities attended the fulldayworkshop. There were seven twenty-five minutes presentations followed byplenty of discussion time throughout the workshop. A number of important issuesrelated to the teaching and learning of international students - particularly Chinesestudents - were raised and discussed at the workshop. These issues, whichincluded academic literacy, communication skills, academic honesty and plagiarism,cultural impact on learning behaviour and much more, were highly relevant to ourATLC project. The sharing of some of the innovative and successful solutions tosome of these problems was also very inspiring and encouraging.This workshop has given us the opportunity to learn from other ATLC projects insimilar research areas. It has also affirmed the significance of our study.Participation in this workshop has allowed us to draw on the experience and findingsof related work so as to refine and enrich our investigation. Given the vast amount ofinterest being shown in our project at the workshop, we are looking forward to futurepossibilities in information sharing and research collaboration with the workshop148
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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
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III.6 Do you like lecturers to ask
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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
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example, one student said that home
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5 Interview Data AnalysisThis secti
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class?Eight students thought studen
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(1) Did you have any difficulty sel
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5.2 Staff interview data analysisA
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(2) Do you think that the methods y
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is the biggest problem”. One lect
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comments was, “No, I send them to
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lecturer, and one of them like the
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am a shy person I am not comfortabl
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When they have difficulties in read
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(7) Have you been involved in many
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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 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: Avoid cheating and plagiarismAustra
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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