Rethinking english language support : reflections from chinese international students on communicating orally in english in the study abroad context
- Authors: Pruis, Karen
- Date: 2019
- Type: Text , Thesis , PhD
- Full Text:
- Description: Australian universities are currently emphasizing such graduate qualities as English language proficiency. However, this can be problematic for many international students who may still be struggling to communicate orally in English while participating in their chosen course of study. Indeed, the English language proficiency of international students has often received negative attention from the Australian media, employers, and academics. Several government reviews have recommended ongoing English language support for international students that extends beyond existing English language entry requirements, English Academic Preparation programs, and Post-entry Language Assessments. At the same time, there has been a critique of responses to these issues which focus on language proficiency—and simply place the onus on international students to increase their English language proficiency—without taking issues of intercultural communicative competence into account, along with calls for institutional frameworks to better support student experience. This thesis is one contribution to this debate, supported and informed by an exploration of lived experiences of Chinese students engaging with oral English language use and other supports. Not only are Chinese students the largest cohort of international students in Australia, but English education in China also does not appear to prepare them effectively to communicate orally in English. Very different sociocultural backgrounds can also make it difficult for this cohort to engage both academically and socially in Australian higher education. These issues comprise road blockers that can limit English language practice opportunities and negatively affect academic success. iii This thesis shines a light on this cohort’s oral English language experiences in the study abroad context via engagement of Max van Manen’s (1990, 2014) frameworks for phenomenologically oriented qualitative research. Drawing on the lived experiences of Chinese students and a critical review of the regulatory frameworks that inform sectoral and institutional English language proficiency models, this thesis argues for an English language proficiency support framework that integrates insights from intercultural communicative competence into oral English language proficiency as well as the development of curriculum, course delivery, and assessments.
- Description: Doctor of Philosophy
- Authors: Pruis, Karen
- Date: 2019
- Type: Text , Thesis , PhD
- Full Text:
- Description: Australian universities are currently emphasizing such graduate qualities as English language proficiency. However, this can be problematic for many international students who may still be struggling to communicate orally in English while participating in their chosen course of study. Indeed, the English language proficiency of international students has often received negative attention from the Australian media, employers, and academics. Several government reviews have recommended ongoing English language support for international students that extends beyond existing English language entry requirements, English Academic Preparation programs, and Post-entry Language Assessments. At the same time, there has been a critique of responses to these issues which focus on language proficiency—and simply place the onus on international students to increase their English language proficiency—without taking issues of intercultural communicative competence into account, along with calls for institutional frameworks to better support student experience. This thesis is one contribution to this debate, supported and informed by an exploration of lived experiences of Chinese students engaging with oral English language use and other supports. Not only are Chinese students the largest cohort of international students in Australia, but English education in China also does not appear to prepare them effectively to communicate orally in English. Very different sociocultural backgrounds can also make it difficult for this cohort to engage both academically and socially in Australian higher education. These issues comprise road blockers that can limit English language practice opportunities and negatively affect academic success. iii This thesis shines a light on this cohort’s oral English language experiences in the study abroad context via engagement of Max van Manen’s (1990, 2014) frameworks for phenomenologically oriented qualitative research. Drawing on the lived experiences of Chinese students and a critical review of the regulatory frameworks that inform sectoral and institutional English language proficiency models, this thesis argues for an English language proficiency support framework that integrates insights from intercultural communicative competence into oral English language proficiency as well as the development of curriculum, course delivery, and assessments.
- Description: Doctor of Philosophy
10 Days in 2009 : An auto-ethnographical study of "Communical Resistance" taken by international students in Australia
- Authors: Saunders, Owen
- Date: 2017
- Type: Text , Thesis , PhD
- Full Text:
- Description: The early millennium saw the rise of an educational system in Australia where unchartered private educational provider institutions teach degree courses via contractual arrangements with parent universities. This study examines an incident where students at several such institutions collectively declined to submit a required online assessment piece to the possible detriment of the successful completion of their degrees. The research questions that arose from this incident were; what went wrong; how can we understand what happened here; and, what does this mean for me personally? Students’ perceptions of an online assessment piece are examined in the study of this incident. The study covers identical units offered at six private providers in three different Australian cities and the parent university. The students at the private institutions were all international students; those at the parent were a mix of international and domestic students. The assessment piece, a mandatory requirement for completion of the degree, was given to a collective cohort of approximately 400 students. The majority of students from four of the private institutions declined to submit the assessment piece. Initial research indicated that the students were uncomfortable with the format of a new blended-learning delivery introduced that year (2009). Upon deeper investigation, it was revealed that the declination to submit was, in fact, a complex situation involving conflicts, cultural clashes, social upheaval, and legislative misunderstandings that combined to create an environment where the students felt they had no option but to openly protest against perceived injustices. The author of this work is also the educator at the centre of this event, thus the thesis has been written in an auto-ethnographical method, viewed through the educator’s lens. To protect sensitive information, pseudonyms have been used and identifying details removed. The parent university at the centre of the event, named Newgarth University, is fictitious. Auto-ethnography has been used to present the empirical data (quantitative and qualitative), and the reader will be taken through a “detective story” that reveals various characters, plots, and protest. The study documents a previously unrecorded incident in the international student education industry in Australia. The study offers explanations as to why this incident occurred and adds to the cumulative knowledge of the international student education industry in Australia by offering suggestions to prevent such incidents occurring again. The study demonstrates that when a group of students are placed in an unfamiliar uncomfortable environment with little or no access to pastoral care or welfare services, they will create support groups of allegiance to protect their interests. These allegiance groups will employ tried and tested methods of communal resistance practised by the dominant culture of that field of endeavour.
- Description: Doctor of Philosophy
- Authors: Saunders, Owen
- Date: 2017
- Type: Text , Thesis , PhD
- Full Text:
- Description: The early millennium saw the rise of an educational system in Australia where unchartered private educational provider institutions teach degree courses via contractual arrangements with parent universities. This study examines an incident where students at several such institutions collectively declined to submit a required online assessment piece to the possible detriment of the successful completion of their degrees. The research questions that arose from this incident were; what went wrong; how can we understand what happened here; and, what does this mean for me personally? Students’ perceptions of an online assessment piece are examined in the study of this incident. The study covers identical units offered at six private providers in three different Australian cities and the parent university. The students at the private institutions were all international students; those at the parent were a mix of international and domestic students. The assessment piece, a mandatory requirement for completion of the degree, was given to a collective cohort of approximately 400 students. The majority of students from four of the private institutions declined to submit the assessment piece. Initial research indicated that the students were uncomfortable with the format of a new blended-learning delivery introduced that year (2009). Upon deeper investigation, it was revealed that the declination to submit was, in fact, a complex situation involving conflicts, cultural clashes, social upheaval, and legislative misunderstandings that combined to create an environment where the students felt they had no option but to openly protest against perceived injustices. The author of this work is also the educator at the centre of this event, thus the thesis has been written in an auto-ethnographical method, viewed through the educator’s lens. To protect sensitive information, pseudonyms have been used and identifying details removed. The parent university at the centre of the event, named Newgarth University, is fictitious. Auto-ethnography has been used to present the empirical data (quantitative and qualitative), and the reader will be taken through a “detective story” that reveals various characters, plots, and protest. The study documents a previously unrecorded incident in the international student education industry in Australia. The study offers explanations as to why this incident occurred and adds to the cumulative knowledge of the international student education industry in Australia by offering suggestions to prevent such incidents occurring again. The study demonstrates that when a group of students are placed in an unfamiliar uncomfortable environment with little or no access to pastoral care or welfare services, they will create support groups of allegiance to protect their interests. These allegiance groups will employ tried and tested methods of communal resistance practised by the dominant culture of that field of endeavour.
- Description: Doctor of Philosophy
International students and social connectedness : The role sport can play
- Authors: McLeod, Beth Lauren
- Date: 2015
- Type: Text , Thesis , PhD
- Full Text:
- Description: Whilst it is well known that international education is a lucrative industry, what is not so well known is how to continue attracting prospective higher education students to Australia in what has become a competitive global market. Adding concern to Australia’s reputation as an international education provider is the recent research which indicated that international students are dissatisfied with their social experiences while in Australia. This research highlights that international students in Australia are not getting the most value out of their educational sojourn, in part, because of their less than engaging experiences with Australians. As a consequence, one of the main challenges faced by Australia’s international education sector is to create and sustain a positive student experience in order to enhance Australia’s reputation as an education provider, be fair to the students and remain competitive in this valuable industry. Developing stronger social connections appears to be an important factor for creating a positive international student experience, and a case can be made to consider the role of sport as a potential strategy for enhancing the international student experience. In particular, sports participation and spectatorship may be possible vectors for enhancing international students’ social connections with Australians because of the opportunity provided for personal interaction. To date, there is a relative lack of research that has investigated this relationship. This Australian-based study aimed to bridge this knowledge gap by focusing on three key areas: (1) to determine whether there was a relationship between sports participation and social connectedness, and if this relationship was influenced by the students’ type and level of sports participation; (2) to determine whether there was a relationship between sport spectatorship and social connectedness, and if the context of sport spectatorship influenced this relationship; and, (3) to determine whether there was a relationship between sport spectatorship and sports participation, particularly from the perspective of international students in Australia. ii The investigation used a mixed methods approach, which combined quantitative and qualitative data collection and analysis, in a sequential manner. The first phase involved the collection of questionnaire data. Subsequently, these quantitative findings were used to frame the qualitative interview themes and foci. Through this process, greater depth and personal perspectives were added to the initial findings to enrich understanding of various elements of the investigation. Qualitatively the overarching premise as to why a quantitative relationship existed between sports participation and social connectedness (p<0.0001) was that sporting involvement enabled close proximity to the Australian people, who the students perceived to be highly active in sport. The qualitative findings also supported the quantitative finding for the second research sub-question indicating that spectatorship was related to social connectedness (p<0.0001). According to the qualitative results spectatorship was deemed to be one of the best ways for students to connect with Australian people. The students explained this was possible because spectatorship provided them with an easy and relaxed way to connect to people, particularly Australian people and in a casual environment. Three underlying themes explained why spectatorship was perceived to provide this unique environment and connection opportunity. These were (1) spectatorship is a universal and inclusive leisure activity; (2) spectatorship connects people; and (3) Australia has a strong sporting culture. The quantitative results from the third research sub-question revealed a relationship between spectatorship and sports participation (p<0.0001) and the qualitative interview data enriched this finding. The interview data indicated that students considered spectatorship as a driver for their sports participation. Students revealed that spectatorship helped them increase their level of sports participation, and to feel included in sport even without physical involvement. The qualitative results from this study suggest spectatorship plays a more important role than sports participation for international students in developing social connections with Australian people. Results revealed that increased involvement in sports participation and spectatorship enhanced students’ understanding of the Australian language and culture, assisting them iii to develop and maintain meaningful friendships in their host country. This finding indicates that sport may be a unique way for international students to achieve the connections they desire with Australians. The value of both sports participation and spectatorship for international students is evident. Accordingly it is recommended that Australian educational institutions offer sporting opportunities specifically for international students, and thus contribute positively to a rewarding and lasting educational experience.
- Description: Doctor of Philosophy
- Authors: McLeod, Beth Lauren
- Date: 2015
- Type: Text , Thesis , PhD
- Full Text:
- Description: Whilst it is well known that international education is a lucrative industry, what is not so well known is how to continue attracting prospective higher education students to Australia in what has become a competitive global market. Adding concern to Australia’s reputation as an international education provider is the recent research which indicated that international students are dissatisfied with their social experiences while in Australia. This research highlights that international students in Australia are not getting the most value out of their educational sojourn, in part, because of their less than engaging experiences with Australians. As a consequence, one of the main challenges faced by Australia’s international education sector is to create and sustain a positive student experience in order to enhance Australia’s reputation as an education provider, be fair to the students and remain competitive in this valuable industry. Developing stronger social connections appears to be an important factor for creating a positive international student experience, and a case can be made to consider the role of sport as a potential strategy for enhancing the international student experience. In particular, sports participation and spectatorship may be possible vectors for enhancing international students’ social connections with Australians because of the opportunity provided for personal interaction. To date, there is a relative lack of research that has investigated this relationship. This Australian-based study aimed to bridge this knowledge gap by focusing on three key areas: (1) to determine whether there was a relationship between sports participation and social connectedness, and if this relationship was influenced by the students’ type and level of sports participation; (2) to determine whether there was a relationship between sport spectatorship and social connectedness, and if the context of sport spectatorship influenced this relationship; and, (3) to determine whether there was a relationship between sport spectatorship and sports participation, particularly from the perspective of international students in Australia. ii The investigation used a mixed methods approach, which combined quantitative and qualitative data collection and analysis, in a sequential manner. The first phase involved the collection of questionnaire data. Subsequently, these quantitative findings were used to frame the qualitative interview themes and foci. Through this process, greater depth and personal perspectives were added to the initial findings to enrich understanding of various elements of the investigation. Qualitatively the overarching premise as to why a quantitative relationship existed between sports participation and social connectedness (p<0.0001) was that sporting involvement enabled close proximity to the Australian people, who the students perceived to be highly active in sport. The qualitative findings also supported the quantitative finding for the second research sub-question indicating that spectatorship was related to social connectedness (p<0.0001). According to the qualitative results spectatorship was deemed to be one of the best ways for students to connect with Australian people. The students explained this was possible because spectatorship provided them with an easy and relaxed way to connect to people, particularly Australian people and in a casual environment. Three underlying themes explained why spectatorship was perceived to provide this unique environment and connection opportunity. These were (1) spectatorship is a universal and inclusive leisure activity; (2) spectatorship connects people; and (3) Australia has a strong sporting culture. The quantitative results from the third research sub-question revealed a relationship between spectatorship and sports participation (p<0.0001) and the qualitative interview data enriched this finding. The interview data indicated that students considered spectatorship as a driver for their sports participation. Students revealed that spectatorship helped them increase their level of sports participation, and to feel included in sport even without physical involvement. The qualitative results from this study suggest spectatorship plays a more important role than sports participation for international students in developing social connections with Australian people. Results revealed that increased involvement in sports participation and spectatorship enhanced students’ understanding of the Australian language and culture, assisting them iii to develop and maintain meaningful friendships in their host country. This finding indicates that sport may be a unique way for international students to achieve the connections they desire with Australians. The value of both sports participation and spectatorship for international students is evident. Accordingly it is recommended that Australian educational institutions offer sporting opportunities specifically for international students, and thus contribute positively to a rewarding and lasting educational experience.
- Description: Doctor of Philosophy
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