Download Document - Office for Learning and Teaching

More documents

Recommendations

Info

Australia, I think I know English. But when I listen to the lecture and write report, it’sdifferent”. Others found reading and writing very difficult. One of them commented,“Writing, because my grammar is really bad. I have found Australians cannotunderstand me”.(3) Do you find it hard to communicate with your lecturers/fellow students inEnglish?Five of the graduates found it easy to communicate with lecturers or fellow studentsin English, but four of them found it hard to do so. For example, one of themcommented, “Always. As English is not my first language, I may not be able to fullyexpress my ideas of the learning subjects. Also, I may misunderstand teacher’smessages, assignments, and textbook contents”. Another student said she found ithard to communicate with lecturers, especially in class, but not with fellow students.(4) Do you still prefer to speak your own language to your fellow students wheneverthere is opportunity?Five said it was easier to use their mother tongue instead of English. For example,one of them commented, “I prefer to communicate in my own language. However, ifthere are people who are from other countries, I prefer to speak English to showbasic politeness to … Sometimes, people who are from the same country as mestart chatting to me via Chinese, my mother tongue, I thus reply to them in the samelanguage”. Only two of them insisted on speaking English.(5) What assistance has the university provided to help you with your languageproblems?One graduate said he had no problems with English. The rest of the graduates hadreceived help from different resources at the university, such as help from lecturers,the university’s language centre and English courses. One of them commented,“Rosemary provided me lots of help for writing skill. I did not feel too much otherhelp from our university”. Another student commented, “Firstly, when I came here Iapplied for a four week English course. That was quite useful”.(6) Do you believe the university has done enough to help you with your languageproblems?One graduate said he did not care about this and another responded “definitely not”.The rest of the graduates believed the university has done enough to help. One ofthem commented, “Oh yes, yes. Initially, I didn’t get a high score in the IELTS test,so the University said I can go to the TAFE for more English lessons… Theuniversity staff have been very helpful and friendly”. Another student said,“Rosemary helped me a lot, checking grammar and content. I found it veryrelieving”.(7) If not, what other assistance do you need?There were a lot of ideas about this. Some students thought the university shouldprovide more English courses, some suggested community activities, some eventhought about a free English magazine. For example, “The University should providethe chance for the student to make a speech. The university should also provide afree magazine to students and also provide a new book list and related free article tothe international students to further help improve their English”.5.4.5 Culture-based Teaching and Learning Concepts(1) International students: what were the main study difficulties you encountered in1st year?All seven graduates had encountered difficulties in the first year of study at inAustralia University. One of them gave a very good summary; he said, “At first,when I came here in the 1st year, I worried that I could not understand the localEnglish and could not catch what the lecturers were saying, so I was nervous.95
Furthermore, I was not familiar with the university’s environment. Sometimes I couldnot find the right way to the class. Thirdly, I felt the food was very different to thefood from my country and I did not like the western food. Fourthly, there were alsosome other problems, such as public transport, finding accommodation, building agood relationship with my landlord and making friends with overseas students”.Other students mentioned only one problem such as language, loneliness,homesickness, or culture shock. Only one student felt he had had good luck, andcommented, “I’ve always had support, everyone has been so helpful. There werepeople to guide me, so I don’t think I’ve had many other difficulties”.This section presents interview data analysis results for international students, staff,local students and graduates. These results will be used in the following sections.96
Page 1 and 2:
Strategies and Approaches toTeachin
Page 3 and 4:
Table of Contents0 EXECUTIVE SUMMAR
Page 5:
0 Executive SummaryAustralian terti
Page 8 and 9:
1 Project OutcomesThe outcomes of t
Page 10 and 11:
The identification information sect
Page 12:
questions aim to discover their ass
Page 15 and 16:
3.2 Literature reviewCross-cultural
Page 17 and 18:
4 Survey Data AnalysisThis section
Page 19 and 20:
Total Count 380 632 1012Percentage
Page 21 and 22:
2 Count 12 30 42Percentage 3.1% 4.7
Page 23 and 24:
Table 13 shows that nearly all loca
Page 25 and 26:
methods are good, while less than h
Page 27 and 28:
Preferredfewerlectures andmore labs
Page 29 and 30:
Table 26 (Question III.4.D) Preferr
Page 31 and 32:
Maindifferencesbetweenteachingmetho
Page 33 and 34:
Table 33 shows that about half of l
Page 35 and 36:
Table 38 (Question IV.4) Sufficient
Page 37 and 38:
understanding lectures?Table 42 (Qu
Page 39 and 40:
confident Count 301 179 480Percenta
Page 41 and 42:
Table 49 (Question VI.4) Caring abo
Page 43 and 44:
Table 52 shows that more local stud
Page 45 and 46: Table 56 shows that both local and
Page 47 and 48: a chi-square test to determine whet
Page 49 and 50: Significance Level (α= 0.05)Hypoth
Page 51 and 52: presentations are unrelated (Indepe
Page 53 and 54: Hypotheses V.2H0: Student category
Page 55 and 56: encountered at university in 2/3/4
Page 57 and 58: III.7What are you most concerned ab
Page 59 and 60: II.6.EII.6.FII.6.GTextbooks you pre
Page 61 and 62: 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: Only two of the graduates had diffi
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 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
show all

Download Document - Office for Learning and Teaching

Create successful ePaper yourself

Delete template?

Save as template?