Abstract: When International students from non-English speaking backgrounds (INESB students) choose to study in an Australian university, they come, like any student, with hopes, expectations, and understandings. Their teachers also have hopes, expectations, and understandings regarding these students. In fact, it appears that students and teachers are generally hoping for the same things, namely, that students will pass their subjects, understand the concepts, and improve their English. However, while both parties appear to be hoping for the same outcomes, there are significant differences in the extent to which they hope for these things. And, more critically, there exists a fundamental mismatch between students’ and teachers’ expectations, and their understandings about how these outcomes might be achieved.
This paper presents an overview of these hopes, expectations and understandings and discusses how they are either reinforced or reconsidered by students and teachers following the critical moment of assessment. It also considers how this influences a student’s choice of deep or surface learning strategies. It suggests that assessment itself may be the master key unlocking the level of achievement, the level of understanding, and the level of language that these students, and their teachers, are hoping for. Finally, this paper presents a practical suggestion of how these outcomes might be achieved.
Key Words: Assessment Deep/surface learning English language Learning Journals Discourses
Abstract: Numerous studies have highlighted that the most pronounced differences between international and domestic students are with classroom participation and intercultural relationships. In Ward’s (2003) report for the NewZealand Ministry of Education, she identified a pressing need for research to evaluate intervention strategies. In response, this study investigated the effect of an intervention program entitled Excellence in Experiential Learning and Leadership (ExcelL) Intercultural Skills Program. While the ExcelL program has been successfully implemented in Canada, Australia, the United Kingdom and The Netherlands, this is the first-time it has been utilised in the New Zealand context. Twenty-five students enrolled at a New Zealand institution completed the six-week ExcelL program. There were significant changes between the pre- and post- intervention scores for open-mindedness, social initiative and emotional stability. Furthermore students reported increased confidence and friendships both in the classroom and in the wider community. While this study has shown the immediate effectiveness of the ExcelL program, it is recommended that further investigation of the long-term impact of such an intervention strategy be conducted.
Key words: International students, intercultural competencies, classroom success
Abstract: There is emphasis in some tertiary courses on in-class presentations as an important skill and as a means of assessment. Frequently, this appears in the first semester of a student’s enrolment. This may present especial issues for international students, particularly those from countries with significant cultural and linguistic differences to Australia. It may be somewhat confronting to not only have to make an adjustment to a new and different cultural and educational setting, but also be asked within a month or two to place oneself on public display, potentially in what may not be your first language.
This paper examines data that compare anxiety levels of incoming international students to local students; some of the associated anxiety issues experienced by international students who have presented at a University Counselling service; and discusses a two-session workshop offered as an intervention.
Abstract: The international students at the University of Technology, Sydney (UTS) enhance their studies with a range of practice-focused assignments, vibrant multi-cultural activities and collaborative industry links. These can range from work experience at the Sydney Opera House to cheering local footy teams with “cultural interpreters” who are also classmates.
This paper explores some of the ingredients for cross cultural learning used by Humanities and Social Sciences (HSS) students, using the two-way symmetrical model taught in the Faculty’s Public Communication program. The HSS Faculty is one of nine at UTS. The university currently has international students from over 110 countries. Examples are given to show how international students utilise this model to engage with community and university stakeholders. Students who are at first unfamiliar with Australian socio-cultural, political and economic contexts can tap into a range of challenging opportunities that lead them out of their comfort zones into dynamic professional and cultural networking exchanges. These exchanges have been found to result in enriched academic outcomes. The boundary spanner role played by the HSS Faculty’s International Student Adviser is also discussed.
Abstract: The foremost concerns of most international Asian students were disappointments with their academic performance and their lack of fluency in English. There was a huge gap between their own expectations and reality, and was primarily caused by cultural misunderstanding and language inadequacy. However, such gap also created unnecessary performance pressures, prevented meaningful interaction and integration between international and local students, and generated feelings of rejections and isolations. Placing appropriate support mechanisms and training opportunities could address many of these issues.
Even though all students needed support and care, it was much more effective and efficient to address a specific ethnic group and adopt strategies of their cultures. As a result, a support and care programme called Ongoing Support for Asian Students (OSAS) was initiated and implemented to raise awareness, communicate issues to students to encourage and equip them to do well academically as well as overall in the long term. OSAS organised many activities in the attempt to achieve its missions.
This paper focuses on one particular support implementation that aims to develop strong relationships between Asian students, cultivate community care and group dynamics, extend social and communication skills, provide leadership internship, and build much self-confidence in themselves.
Key Words: International education, international students, Asian students, pastoral care, educative care.
