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“Case studies are most effective for me.”“Depends on what subject it is. For example if it is a practical subject, likeprogramming, networking that we IT students do a lot. Practical exercise is the bestway to learn. If it is a topic to answer, group discussion is the best.”(2) Can you tell me which teaching method(s) you have come across are the leasteffective?Three of them thought the least effective teaching method would be a lecturer whojust stood and read the lecture notes or PowerPoint slides. Another three thoughtthat big lectures without communication were the least effective. One of themcommented, “The big lectures are the least effective to me, because the big lecturesare the process that the lectures input all of knowledge to you and there is littlechance to provide the student participation in the discussion”. One graduatebelieved there was no least effective one, and he commented, “I don’t think there isa ‘least one’, because you should be able to gain from any method”.(3) Do you think different teaching methods should be applied to local andinternational students? Why /why not?Seven of them thought that different teaching methods should not be applied.. Oneof them commented, “I think the teaching methods for all students should be thesame. Maybe lecturers need to pay more attention to speaking clearly so a wholeclass of international students can understand, but that is not a problem”. Theremaining three thought different teaching methods should be applied to local andinternational students. One of them commented, “firstly, the lecturer should paymuch more attention to the speed of speaking … Furthermore… the lecturers shouldlearn more about Asian economics and culture, and put those contents into …”Another comment was, “Sometimes it’s necessary to use different ways to teach…Ithink learning needs a little more advanced support for international students to givethem more confidence with their English”.(4) Do you ask many questions in class? Why / why not?Five of them said they did not ask questions in class. One of them could not followwell so he had no questions; the other four said they were too shy to ask. Theircomments were: “sometimes when the lecturers teach, I had no time to think it overproperly due to my language problems … so there was no chance to have thequestions”, and “No, Not really. I am very shy. Sometimes I go to the lecturer directlyto ask questions, but not usually in class….maybe it’s more of a cultural thing, aswell as the fact I’m shy”. Three of them said they did ask questions in class. One ofthem said, “Yes, I do ask some questions, but not too many. … the culturedifference….. If the students get a problem, they ask questions to their lecturersafter the classes”.(5) Do you think students should be given more opportunities to ask questions inclass?Six of the graduates thought students should be given more chance to askquestions. The other two thought this was not so efficient; one graduatecommented, “Some students have an idea of what they want to ask but they have todo it clearly, but it takes time”. Another student thought, “If the lecture is small, thereis enough time for lecturer to give students for question. But if the class is big, that’swould not work”.(6) Do you think it is important for students to actively engage in the classroomdiscussions in your learning? Why /why not?All of the interviewed graduates thought it was important. One of them commented,“It will help the student to solve their studying problems if the students can discuss inthe classroom. Some questions discussed in class, whether you understand or not,will help the students clearly to comprehend the discussed issue, and bring you upto date with the information”.91