International research students’ experiences in academic success
- Authors: Yeoh, Joanne , Terry, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Universal Journal of Educational Research Vol. 1, no. 3 (2013), p. 275-280
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- Description: The flow of international students to study in Australia increases each year. It is a challenge for students to study abroad in a different sociocultural environment, especially for postgraduate research students, as they experience numerous difficulties in an unfamiliar and vastly different study environment. A study aimed to investigate the experiences of international research students and how this impacted upon their studies at the University of Tasmania (UTAS). This study also provides insight and guidance regarding the experiences of current and future international research students in Australia and universities globally. It also offers to educational services and relevant government agencies a greater understanding on how to support international research students more effectively. Qualitative research methods were used to gain deeper insights about the issue. Semi-structured interviews were conducted with ten participants who were selected randomly from different faculties within the university. All collected data were analysed by Nvivo version 10. Constructivist grounded theory was the basis of qualitative data analysis. The findings indicate that there are five main areas of difficulty when international research students are studying in the Australian tertiary education context. These are; language barrier, time management, research resources, educational background and cultural background. The findings of the study provide guidelines and references for current and prospective international research students in the Australian university context.
- Authors: Yeoh, Joanne , Terry, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Universal Journal of Educational Research Vol. 1, no. 3 (2013), p. 275-280
- Full Text:
- Reviewed:
- Description: The flow of international students to study in Australia increases each year. It is a challenge for students to study abroad in a different sociocultural environment, especially for postgraduate research students, as they experience numerous difficulties in an unfamiliar and vastly different study environment. A study aimed to investigate the experiences of international research students and how this impacted upon their studies at the University of Tasmania (UTAS). This study also provides insight and guidance regarding the experiences of current and future international research students in Australia and universities globally. It also offers to educational services and relevant government agencies a greater understanding on how to support international research students more effectively. Qualitative research methods were used to gain deeper insights about the issue. Semi-structured interviews were conducted with ten participants who were selected randomly from different faculties within the university. All collected data were analysed by Nvivo version 10. Constructivist grounded theory was the basis of qualitative data analysis. The findings indicate that there are five main areas of difficulty when international research students are studying in the Australian tertiary education context. These are; language barrier, time management, research resources, educational background and cultural background. The findings of the study provide guidelines and references for current and prospective international research students in the Australian university context.
Strategic english learning and proficiency among vietnamese tertiary learners : beyond passive stereotypes
- Nguyen, Hoang, Terry, Daniel, Jang, Sun
- Authors: Nguyen, Hoang , Terry, Daniel , Jang, Sun
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Learning in Higher Education Vol. 24, no. 1 (2016), p. 19-34
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- Description: Practitioners and researchers worldwide have enthusiastically undertaken research on language learning strategies (LLS) since the early 1970s. They have since established solid evidence on LLS as an influential factor in determining success in second/foreign language learning. However, in the context of Vietnam, there is a dearth of evidence regarding LLS and successful second/foreign language learning. The purpose of this study was to examine the frequency and pattern of LLS use among Vietnamese students undertaking English as a foreign language (EFL) at the tertiary (university) level. Secondly, it sought to investigate the relationship between LLS use and self-rated English proficiency. Quantitative data were collected from 564 students through a researcher-generated questionnaire, the English Language Learning Strategy Questionnaire (ELLSQ), which had been pretested to ensure validity and reliability. Findings revealed that the students were moderate users of learning strategies, and frequency of strategy use was positively correlated with self-reported English proficiency. © Common Ground Research Networks, Rungnapha Khamung, Basanti Majumdar, Rana Pongruengphant, All Rights Reserved.
- Authors: Nguyen, Hoang , Terry, Daniel , Jang, Sun
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Learning in Higher Education Vol. 24, no. 1 (2016), p. 19-34
- Full Text:
- Reviewed:
- Description: Practitioners and researchers worldwide have enthusiastically undertaken research on language learning strategies (LLS) since the early 1970s. They have since established solid evidence on LLS as an influential factor in determining success in second/foreign language learning. However, in the context of Vietnam, there is a dearth of evidence regarding LLS and successful second/foreign language learning. The purpose of this study was to examine the frequency and pattern of LLS use among Vietnamese students undertaking English as a foreign language (EFL) at the tertiary (university) level. Secondly, it sought to investigate the relationship between LLS use and self-rated English proficiency. Quantitative data were collected from 564 students through a researcher-generated questionnaire, the English Language Learning Strategy Questionnaire (ELLSQ), which had been pretested to ensure validity and reliability. Findings revealed that the students were moderate users of learning strategies, and frequency of strategy use was positively correlated with self-reported English proficiency. © Common Ground Research Networks, Rungnapha Khamung, Basanti Majumdar, Rana Pongruengphant, All Rights Reserved.
The safety of international students in a regional area of Australia : perceptions and experiences
- Lê, Quynh, Auckland, Stuart, Nguyen, Hoang, Terry, Daniel
- Authors: Lê, Quynh , Auckland, Stuart , Nguyen, Hoang , Terry, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of the Australian and New Zealand Student Services Association Vol. , no. 42 (2013), p. 15-24
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- Description: In Australia, international students have not only made an enormous economic contribution to the educational sector, but also enriched the cultural diversity of Australian institutions and societies. When international students become a part of the Australian community, issues related to their personal safety are significant, not only to relevant authorities but also to the broader community. This study aimed to investigate the safety of international students at a regional campus and surrounding environment. Semi-structured interviews were conducted with 25 international students aimed at exploring the current concerns and needs regarding their safety on and off campus. In addition, a focus group discussion was conducted with five stakeholders to investigate ways to improve the safety of international students in the current context. Four main themes emerged from the data, including safety concerns, safety risks, preventative safety strategies, and safety needs. One of the most frequent suggestions was to increase the reach of surveillance, greater support from the responsible authorities, particularly as related to environments beyond the confines of the university campus. The findings of this study have offered practical implications associated with the enhancement of the safety of international students in regional Australia.
- Authors: Lê, Quynh , Auckland, Stuart , Nguyen, Hoang , Terry, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of the Australian and New Zealand Student Services Association Vol. , no. 42 (2013), p. 15-24
- Full Text:
- Reviewed:
- Description: In Australia, international students have not only made an enormous economic contribution to the educational sector, but also enriched the cultural diversity of Australian institutions and societies. When international students become a part of the Australian community, issues related to their personal safety are significant, not only to relevant authorities but also to the broader community. This study aimed to investigate the safety of international students at a regional campus and surrounding environment. Semi-structured interviews were conducted with 25 international students aimed at exploring the current concerns and needs regarding their safety on and off campus. In addition, a focus group discussion was conducted with five stakeholders to investigate ways to improve the safety of international students in the current context. Four main themes emerged from the data, including safety concerns, safety risks, preventative safety strategies, and safety needs. One of the most frequent suggestions was to increase the reach of surveillance, greater support from the responsible authorities, particularly as related to environments beyond the confines of the university campus. The findings of this study have offered practical implications associated with the enhancement of the safety of international students in regional Australia.
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