Journal articles on the topic 'Foreign students – Australia'
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Caruso, Marinella, and Josh Brown. "Continuity in foreign language education in Australia." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 280–310. http://dx.doi.org/10.1075/aral.17029.car.
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Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.
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Jee, Min Jung. "Foreign language anxiety in relation to affective variables." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 328–48. http://dx.doi.org/10.1075/aral.17068.jee.
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Abstract This study investigated Korean-as-a-foreign-language (KFL) students’ foreign language anxiety (FLA) in relation to five affective variables (i.e., unwillingness to communicate, classroom risk-taking, classroom sociability, motivation, and self-efficacy) as well as to self-rated Korean proficiency. One hundred and fifty-two KFL students who were enrolled in Korean classes in a large public university in Australia completed survey items for the study. Overall, KFL students in Australia showed moderate levels of anxiety (M = 2.79) and unwillingness to communicate (M = 2.58). Additionally, their levels of motivation (M = 3.92) and self-efficacy (M = 3.41) were high. Five affective variables were proven to be significantly related with FLA: a positive correlation between FLA and unwillingness to communicate; and negative correlations between FLA and classroom risk-taking, classroom sociability, motivation and self-efficacy. Among the variables, self-efficacy and self-rated overall Korean proficiency were found to be the best predictors of FLA.
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Pennell, Richard. "Making the Foreign Past Real: Teaching and Assessing Middle Eastern History in Australia." Review of Middle East Studies 51, no. 1 (February 2017): 40–44. http://dx.doi.org/10.1017/rms.2017.51.
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Teaching modern Middle East history at the University of Melbourne raises problems of culture. Students are not generally acquainted with the Middle East and North Africa—even those whose families originate there—news coverage is patchy, and Australia is far away. Not all students are even arts students let alone history majors: our degree structure requires interdisciplinary study. The University is liberal about how to assess students, only requiring that during a twelve-week semester subject a student must write 4000 words. Within broad bounds, how teachers do this is up to them, although the Arts Faculty has a culture of avoiding unseen examinations. History major students are very accustomed to the “traditional” researched essay format, but it does not provide much variety of intellectual training; it is unfamiliar to non-Arts students; in classes that regularly number over 100 students, it is tiring and boring to assess; and large numbers of essays are freely available online. So I have introduced an assessment task to replace the standard researched essay. The purpose here is to describe an alternative approach to assessment and learning by using a simulation: in that sense the actual topic of the simulation is secondary. It concerns refugees, which is of course, a matter of vital current concern, but it is the reasoning behind the task that I hope is instructive.
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Apasova, М. V., I. Y. Kulagina, and E. V. Apasova. "Conditions for the adaptation of foreign students to universities." Современная зарубежная психология 9, no. 4 (2020): 129–37. http://dx.doi.org/10.17759/jmfp.2020090412.
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The article discusses the features of adaptation of foreign students and postgraduates in universities in various countries-Europe, Asia, America and Australia. In foreign psychology, there are a number of external and internal factors that determine the success of adaptation and cause difficulties in the course of adaptation processes. The main external factors include the cultural distance between the home and host countries, the age and gender of students, the specifics of living in campuses, household problems and climate. Socio-cultural adaptation depends mainly on the degree of proximity of cultures, although in any case, foreign students experience a "culture shock". The main internal factors include communicative competence, the nature of motivation, self-efficacy, and value orientations. While studying at a post-graduate at University in another country, the same problems arise as while obtaining higher education, but they are more acute due to the inclusion in research activities, especially those related to the use of equipment and requiring coordination of the work regime with colleagues. In foreign psychology, much attention is paid to the social support of foreign students – informational, emotional and instrumental.
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Gomes, Catherine. "Living in a Parallel Society." Journal of International Students 10, no. 1 (February 15, 2020): xiii—xv. http://dx.doi.org/10.32674/jis.v10i1.1850.
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Whenever I write an opinion piece in any online media outlet about international students in Australia, I brace myself for the responses that appear in the comments section below the article. Often, a repeated complaint is that international students refuse to engage with local culture and society and hence keep to themselves by hanging out with co-nationals and speaking their native languages. While the general public in Australia does not engage in open conflict with international students over such grievances, they will instead discuss these anonymously online and with each other. Often these grievances have public airing through the media (e.g., Australian Broadcasting Corporation’s Four Corners episodes “Degrees of Deception,” 2015, and “Cash Cows,” 2019) or for political point scoring by Australian politicians (e.g., Senator Pauline Hanson of the right-wing, nationalist and anti-immigration party One Nation; Kainth, 2018).
However, the reception international students receive in terms of the attitudes of the citizenry unsurprisingly does not assist in any way in helping them feel a sense of belonging to their host country Australia. In 2013 I interviewed 47 Asian international students in the Australian city of Melbourne on their self-perceived identities, social networks, and engagements with media and communication technologies, in order to understand how they create a sense of belonging for themselves while overseas (Gomes,2015, 2017). The results revealed that international students create a parallel society with other international students in order to cope with living in a foreign country without the familiarity of family or loved ones who they left behind. While this parallel society allows international students to create a sense of community in Australia, its side effect is a perceived distancing from local society.
An International Student Parallel Society
International students strongly identify themselves more so as international students than their nationality. A student from India, for instance, explained that while in Australia, he prefers to be identified as an international student rather than by his nationality. Taking this point further, a student from Vietnam explained that while he is proud of his nationality, he prefers not to reveal that he is from Vietnam for fear of any negative assumptions the citizenry make about Vietnamese people. These negative assumptions he felt, would then be translated into ways the citizenry might treat him.
At the same time, the Asian international students also revealed that they did not consider ethnicity as significant to them. This was played out interestingly in how they viewed Asian Australians. Here the students felt that they had very little in common with Asians who were born or grew up in Australia. An international student from China explained that Australians of ethnic Chinese descent or ABCs (Australian-born Chinese) as she called them, were more Australian than they were Chinese. Meanwhile an Indian student undertaking postgraduate study vividly explained that he thought Indian-Australians were “not true Indians.” He said that while they may look like him, they were significantly different because he considered Indian-Australians culturally Australian and not culturally Indian. These responses are not surprising. In a separate study where colleagues and I surveyed 6,699 international students in Australia on who made up their friendship circles, we found that less than 1% of international students were friends with Australians who were of the same ethnicity as them (Gomes et al., 2015).
International students identifying themselves according to their status as foreigners studying in Australia also provides itself to be a beacon for the development of friendships with other international students. The Asian international students interviewed revealed that their friendship circles were made up of fellow international students who were co-nationals in the first instance, which was followed by international students from the Asian region, and then, to a lesser extent, international students from elsewhere. These friendship circles contribute to the parallel society international students inhabit where they exist, occupy, and mimic Australian communities but do not integrate with them. For instance, international students may adopt and recreate Australian cultural practices that involve their friendship circles (e.g., having backyard barbeque parties) but do not integrate with Australian societies (e.g., the backyard barbeque parties are made up solely of fellow international students).
In addition, forming friendships with fellow international students rather than with local communities has practical benefits. For instance, international students revealed that their local peers were unable to advise them on the everyday challenges they faced especially when they first arrive to Australia such as how to open bank accounts and where to find dependable Asian grocery shops. Clearly being friends with international students is important, if not necessary.
Conclusion
The significance of international student friendships during their study experience is enduring, if not complex. While international students may form a parallel society, they do so in order to feel a sense of belonging in Australia rather than to Australia. Though this is unsurprising, the challenge that emerges affects those international students wanting to stay longer through further study, work, or permanently reside. Not integrating somewhat into Australian society may have consequences for students in terms of their long-term plans (e.g., employment) primarily because they have not tapped into local networks.
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Shusharina, Marina V. "The main aspects of law protection of foreign students in Australia (1991-2015)." Vestnik Tomskogo gosudarstvennogo universiteta, no. 399 (November 1, 2015): 151–55. http://dx.doi.org/10.17223/15617793/399/25.
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McGrail, Matthew R., Belinda G. O’Sullivan, and Deborah J. Russell. "Rural Work and Specialty Choices of International Students Graduating from Australian Medical Schools: Implications for Policy." International Journal of Environmental Research and Public Health 16, no. 24 (December 11, 2019): 5056. http://dx.doi.org/10.3390/ijerph16245056.
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Almost 500 international students graduate from Australian medical schools annually, with around 70% commencing medical work in Australia. If these Foreign Graduates of Accredited Medical Schools (FGAMS) wish to access Medicare benefits, they must initially work in Distribution Priority Areas (mainly rural). This study describes and compares the geographic and specialty distribution of FGAMS. Participants were 18,093 doctors responding to Medicine in Australia: Balancing Employment and Life national annual surveys, 2012–2017. Multiple logistic regression models explored location and specialty outcomes for three training groups (FGAMS; other Australian-trained (domestic) medical graduates (DMGs); and overseas-trained doctors (OTDs)). Only 19% of FGAMS worked rurally, whereas 29% of Australia’s population lives rurally. FGAMS had similar odds of working rurally as DMGs (OR 0.93, 0.77–1.13) and about half the odds of OTDs (OR 0.48, 0.39–0.59). FGAMS were more likely than DMGs to work as general practitioners (GPs) (OR 1.27, 1.03–1.57), but less likely than OTDs (OR 0.74, 0.59–0.92). The distribution of FGAMS, particularly geographically, is sub-optimal for improving Australia’s national medical workforce goals of adequate rural and generalist distribution. Opportunities remain for policy makers to expand current policies and develop a more comprehensive set of levers to promote rural and GP distribution from this group.
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Reagan, Timothy. "BACKGROUND SPEAKERS: DIVERSITY AND ITS MANAGEMENT IN THE LOTE CLASSROOM.Michael Clyne, Sue Fernandez, Imogen Y. Chen, and Renata Summo-O'Connell. Belconnen, ACT, Australia: Language Australia, 1997. Pp. vi + 177. A$30.80 paper." Studies in Second Language Acquisition 23, no. 1 (March 2001): 135. http://dx.doi.org/10.1017/s0272263101241060.
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One of the growing challenges facing foreign language educators in many societies is that created by the presence of “native speakers” in second language classrooms. Especially in countries with significant immigration patterns, such as Canada, the United States, and Australia, there are growing numbers of students enrolled in courses in languages other than English (LOTEs) with which they have some background familiarity or knowledge. All too often, these students have been seen as something of a problem in the foreign language classroom, especially in K–12 settings. Background speakers constitutes an important and valuable first step in changing such perceptions.
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Astarita, Claudia, and Allan Patience. "Chinese students’ access to media information in Australia and France: a comparative perspective." Media International Australia 175, no. 1 (February 19, 2020): 65–78. http://dx.doi.org/10.1177/1329878x20905695.
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The ongoing growth of China’s economy and the premium attached to quality education within its culture has seen students from China become one of the largest groups of international students enrolling in schools and institutes of higher education around the developed world. Given the rising numbers of these students in overseas higher education institutions, their experiences in their host countries deserve more nuanced research. Little is known about what sources of information they rely on; whether, as students coming from a country with non-transparent access to information, their views and media habits are challenged, transformed or consolidated during their overseas experience; and whether they consider overseas media as a trustworthy source to expand their knowledge on China or an instrument of Western propaganda. Drawing from research conducted in Melbourne in 2016/2017, this article explores why Chinese international students in an Australian university, despite the impact of their international experience, prefer Chinese media sources, especially when looking for information about China. This contrasts with Chinese students enrolled in a university in France. Where does the broad scepticism about the reliability of non-Chinese media in reporting Chinese news come from? What do students mean when they refer to an ‘alleged incapacity of foreign media to understand what is good for China?’ In our conclusion, we propose some possible ways to address the perceived biases and offer some ideas to foreign media on how to better engage Chinese international students’ communities.
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Korczak, Jarosław. "EDUCATION AS AN EXPORT GOOD BASED ON THE EXAMPLE OF AUSTRALIA." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 266–68. http://dx.doi.org/10.5604/01.3001.0012.9954.
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Australia is known for exporting the wide range of goods to almost every place of the world. These goods, among others, are iron, aluminum, gold, coal, natural gas and beef. However, apart from material things, services are also an important segment of exports. The main ones are those related to education and travel. Educational ser-vices themselves are the third largest asset exported by Australia. They are not limited to the science itself but constitute a wide range of services accompanying the education process of foreign students. These include travel services, rental of real estate, agencies etc. This specificity and conditions conducive to such a large amount of educational services in a country that has no immediate neighbors is the subject of this description. It covers the characteristics of exported educational services, including data on the scale of its exports, major recipients, types of educational institutions, directions that are most popular among students. In addition, Australia's export educa-tional activity will also be discussed with the Polish example.
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Huang, Yang. "A Chinese Nurse’s Socio-Cultural Experiences in Australia." Journal of International Students 4, no. 3 (July 1, 2014): 292–95. http://dx.doi.org/10.32674/jis.v4i3.468.
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Studying overseas for international students means a lot--not only being away from home but also experiencing quite a few unexpected difficulties. It looks like a triangle of a pyramid since each part is closely connected with each other, and it falls apart if one part is not functioning! Studying abroad is full of challenges for every student due to the language barrier, culture shock and homesickness. For students who speak English as a second or foreign language, this is because being disconnected with families, friends, familiar environment and even preferred food may lead to directly or indirectly physical discomfort and emotional stress. I chose overseas studying as I was eager to understand the cultural differences, linguistic variables, and to establish my interest in community and medicine!
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Subandi, Yeyen. "Hubungan Internasional tentang Kerjasama Kemanusiaan Negara Utara dan Negara Selatan (Indonesia dan Australia)." Jurnal Dinamika Global 1, no. 02 (December 1, 2016): 81–102. http://dx.doi.org/10.36859/jdg.v1i02.22.
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The southern states can be regarded as a developing country views of the average income is low, infrastructure that can be said is still relatively underdeveloped, and also the human development index which is less than the northern countries as the developed countries. Here the exception of Australia and New Zealand, despite being located in the southern part, but both countries have been classified into developed countries. Relation to humanitarian cooperation between Australia and Indonesia has been going on for a long time, and this partnership is experiencing bright and dim influenced by the political situation and international relations between the two countries. Leadership change affect the existing cooperation, because both countries still need each other in bilateral relations, although sometimes intervention. The purpose of this study was to see whether the assistance provided by Australia solely for humanitarian or any other purpose. In this article will use qualitative methods and results can be informed or to sharing for students, non-governmental organizations (NGO) and government who have been getting foreign aid from Australia in humanitarian issues, until now the Indonesian government still expect and rely on the Australian government about assistance or cooperation in humanitarian issues.
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Barton, Georgina, Kay Hartwig, and Anh Hai Le. "International Students’ Perceptions of Workplace Experiences in Australian Study Programs: A Large-Scale Survey." Journal of Studies in International Education 23, no. 2 (July 18, 2018): 248–64. http://dx.doi.org/10.1177/1028315318786446.
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Across the globe, there are increased numbers of students undertaking university-level study in foreign countries. Many of the programs they enroll in include a workplace experience (also known as work integrated learning, internship, and/or practicum). The Work Placement for International Student Programs (WISP) project was conducted across Australia and aimed to identify current practices related to international students’ workplace experiences as well as develop resources to improve these experiences overall. This article focuses on an Australian large-scale survey ( n = 252) designed to explore international students perceptions of workplace experiences. Results showed that students rated overall workplace experience highly; however, their confidence in completing assessment items where reflection and self-evaluation were required was a concern. Students also rated self-perception of employability as uncertain despite having positive experiences in the workplace context. Findings showed that there is a need for universities to better support international students in completing reflective and self-evaluative assessment. In addition, more work needs to be done to improve confidence levels of international students around employability.
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Yustina, Luli Sari, Syayid Sandi Sukandi, and Nurkhairat Arniman. "Islamic Indonesian EFL students’ responses on English-speaking countries." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 63. http://dx.doi.org/10.22373/ej.v9i1.9399.
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EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.
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Dodd, Bill, Claire Konkes, Donald Reid, and Libby Lester. "A freelance-based foreign exchange programme: Tasmanian students’ professional development on WORLDREP." Australian Journalism Review 41, no. 1 (June 1, 2019): 85–102. http://dx.doi.org/10.1386/ajr.41.1.85_1.
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In the context of rapidly changing newsrooms and a constriction in entry-level positions for graduates, the Europe and Australia in the World (WORLDREP) programme seeks to prepare students by pairing freelance journalism with overseas training and exchange. However, the entrepreneurial focus of the course must be weighed against the challenges and idiosyncratic hiring criteria that graduates face on their return home. This article discusses interviews with former Tasmanian participants to compare what the students felt they acquired during the course with perceived barriers and challenges post-graduation. We find that the programme’s freelance focus cultivates a range of applied skills, an extensive publication portfolio and professional confidence. However, interviewees also reported that a lack of local newsroom contacts – traditionally provided through newsroom internships – constitutes a hurdle on their return home. This prompts a discussion about how to complement exchange programmes with local networking and professional development initiatives that can ground what students have learnt overseas in local journalism practice.
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Nakane, Ikuko, Chihiro Kinoshita Thomson, and Satoko Tokumaru. "Negotiation of power and solidarity in email." Journal of Asian Pacific Communication 24, no. 1 (April 18, 2014): 60–80. http://dx.doi.org/10.1075/japc.24.1.04nak.
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The issue of e-politeness has been attracting increasing attention in the field of foreign language teaching and learning. This article examines how students of Japanese as a foreign language in Australia negotiated power and solidarity in their email correspondence with ‘facilitators’ in Japan who provided support in essay writing tasks. Their relationships, which were neither completely status-unequal nor status-equal, offer a unique social context for an examination of politeness. The study examines whether and how power and solidarity shifted over the 12 weeks of email exchanges. The results show varying levels of rapport and orientations to politeness developing over time, as well as evidence of students applying implicit input from the facilitators’ email messages. The article also considers the impacts, on the politeness phenomena in the data, of students’ cultural backgrounds and prior exposure to casual Japanese. The findings are discussed in relation to the question of ‘appropriateness’ in fostering foreign language learner ability to negotiate power and solidarity in intercultural communication.
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Machida, Sayuki. "Anxiety and oral performance in a foreign language test situation." Australian Review of Applied Linguistics 24, no. 1 (January 1, 2001): 31–50. http://dx.doi.org/10.1075/aral.24.1.03mac.
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Abstract This research investigates a situation specific anxiety: oral examination anxiety in a foreign language learning situation. It examines how a particular type of language anxiety - anxiety in oral communication - impacts on the learner’s oral performance. The subjects are first year Japanese language students at tertiary level in Australia. Questionnaire surveys were conducted to measure the students’: a) anxiety in foreign language classes, b) their anxiety toward oral examinations, and c) the anxiety they actually felt in an oral examination. The objectives of the study were to investigate relations between anxiety and scores in oral examinations. The results indicated that state anxiety can be a strong predictor of learners’ performance in an examination. However, the subjects’ trait anxiety had also both direct and indirect influence over their oral performance. A cause-effect relation among trait anxiety, oral performance, and state anxiety (MacIntyre and Gardner 1989) was also observed in this study.
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Singh, Jasvir Kaur Nachatar, and Humayra Ayasha Chowdhury. "Early-career international academics' learning and teaching experiences during COVID-19 in Australia: A collaborative autoethnography." Journal of University Teaching and Learning Practice 18, no. 5 (December 1, 2021): 218–35. http://dx.doi.org/10.53761/1.18.5.12.
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Scholarly articles on international academics mainly focuses on personal and professional challenges endured by international academics’ during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching ‘shock’ – to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia.
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TANWIN, SUWANDY. "PEMBELAJARAN BIPA (BAHASA INDONESIA PENUTUR ASING) DALAM UPAYA INTERNASIONALISASI UNIVERSITAS DI INDONESIA PADA ERA GLOBALISASI." Jurnal Bahasa Indonesia Prima (BIP) 2, no. 2 (September 23, 2020): 31–38. http://dx.doi.org/10.34012/bip.v2i2.1215.
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The existence of Indonesian as an international language in the international arena cannot be doubted. There are several universities in Asia, Australia and mainland Europe that provide Indonesian language learning as one of the compulsory courses. One of the efforts to bring Indonesian to the international arena is through BIPA learning. The use of Indonesian in educational activities in Indonesia is regulated in Law no. 24 of 2009, especially Article 29 paragraph (1). This also applies to the BIPA teaching program in Indonesia. Therefore, foreign students studying or studying and even working in Indonesia, must be able to master the use of the Indonesian language. one way that foreign students can use Indonesian in their daily life is through the BIPA program. Previously, BIPA was used as an effort to internationalize the Indonesian language. So, in addition to being able to bring Indonesian as an international language, the BIPA program can also be used in efforts to internationalize universities in Indonesia, especially in the current era of globalization. The increase in BIPA students can be used to introduce Indonesian to other foreign students so that they are interested in learning it.
Keywords: BIPA, internationalization, globalization, university
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Gribble, Catriona, Jill Blackmore, and Mark Rahimi. "Challenges to providing work integrated learning to international business students at Australian universities." Higher Education, Skills and Work-Based Learning 5, no. 4 (November 9, 2015): 401–16. http://dx.doi.org/10.1108/heswbl-04-2015-0015.
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Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.
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Erfani, Shiva Seyed, and Hoda Mardan. "The Relationship between Big-Five Personality Traits, English Language Proficiency Scores on IELTS, and Academic Success of Iranian Foreign Students." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1046. http://dx.doi.org/10.17507/tpls.0711.13.
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There is a potential to supply personality as a psychological factor in terms of the Big-Five Model including Extraversion, Agreeableness, Consciousness, Openness to Experience, and Neuroticism. This study was an attempt to examine the relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. The participants of the study included 202 Iranian students (126 males and 76 females) who studied at English speaking universities in different countries including Armenia, Austria, Australia, Canada, Cyprus, Germany, Hungary, India, Italy, Malaysia, New Zealand, Pakistan, Philippines, Sweden, the United Arab Emirates, the United Kingdom, Ukraine, and the United States of America. The necessary data for this study were collected from participants' first-semester academic reports to measure the degree of academic achievement, academic IELTS certificates to determine the language proficiency of candidates, as well as International Personality Item Pool Big-Five inventory to identify the participants’ personality traits. The data were gathered via different communication tools. The correlational analyses showed that there were significant relationships amongst personality traits and Iranian foreign students’ language proficiency. Neuroticism was the only psychological trait, negatively correlated with both language proficiency and academic success of Iranian foreign students. The study also revealed that there was a high correlation between the scores on IELTS and academic success of Iranian foreign students. Finally, multiple regression analysis indicated the causality among the Big-Five personality traits, English language proficiency score on IELTS, and academic success of Iranian foreign students. These bear testimony to the idea of cognitive approach in that one’s underlying mental processes are in charge of second language learning process.
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Handa, N., and C. Power. "Land and Discover! A Case Study Investigating the Cultural Context of Plagiarism." Journal of University Teaching and Learning Practice 2, no. 3 (July 1, 2005): 74–95. http://dx.doi.org/10.53761/1.2.3.8.
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Despite a growing body of evidence, the common causal factors of plagiarism among international students are still widely seen to be poor language skills or a lack of academic integrity on the part of the students. This research uses the experiences of a particular cohort of students to explore these assumptions. It investigates and compares the notion of academic integrity and the understanding of plagiarism of both Indian postgraduate students who are currently studying in Australia and students currently studying at Indian universities. Postgraduate international students from India have studied in English at an undergraduate level in India and have a clear understanding of academic integrity in their own context. However their undergraduate experience occurs in a culturally different context to that of the Australian university system and they face the challenge of learning new academic conventions. This paper argues that students coming from different educational cultures require proper and explicit induction into the principles and philosophy behind many western academic conventions as different conventions of scholarship in the Australian education system can create unique difficulties for them. To accuse international students in general of a lack of integrity because they plagiarise or to blame only their lack of language skills for plagiarising seems to be arguable. Rather, the impact of transition from a different university culture without explicit academic skills orientation and instruction needs to be addressed. The paper also points towards the paradox of punishment in western universities where international students have to prove their integrity and innocence regarding the ethical principles of a new and foreign culture.
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Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.
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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.
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McCarthy, Brian. "Taking off with CALL." ReCALL 4, no. 7 (November 1992): 6–9. http://dx.doi.org/10.1017/s0958344000005231.
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Over the past two years, the Department of Modern Languages at the University of Wollongong (Australia) has developed a range of software, primarily for use with beginner foreign language students. This article looks at the project from three angles: a brief survey of CALL software produced; discussion of some of the elements which have combined to make the project successful; comments on the integration of CALL into the teaching program.
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Bruveris, Ilona. "STUDENTS WITH BEHAVIOUR DIFFICULTIES AND LATVIAN TEACHER BELIEFS ABOUT THEM: GLOBALISATION OR GLOCALISATION IN ACTION?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 17. http://dx.doi.org/10.17770/sie2017vol3.2242.
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This paper analyses Latvian teacher beliefs about students with behaviour difficulties to ascertain whether the same issues are of concern for Latvian teachers as teachers from another system, such as Australia. Do they identify similar behaviours as of concern, do they have similar expectations and views about educating these students or are they so dissimilar that they, by borrowing from elsewhere, end up importing surrogate values and impossible solutions? This rests within a context of globalisation in education which encourages teachers to look to and borrow from foreign systems as an astute way of providing pre-tested solutions for local needs.
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Hsu, Jane Lu, and Mei-Hui Lu. "Educational implications in generic skills improvement from participation in overseas working programs." International Journal of Comparative Education and Development 18, no. 4 (November 14, 2016): 246–58. http://dx.doi.org/10.1108/ijced-06-2016-0012.
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Purpose The purpose of this paper is to reveal generic skills improvement from participation in overseas working programs using Taiwanese young adults taking an Australian working holiday program as an example. Design/methodology/approach In this study, respondents needed to be those who had participated in an Australian working holiday program and had stayed in Australia for at least six months so that their experiences would be extensive enough to enable answering questions in the questionnaire. There were a total of 122 respondents. After eliminating incomplete observations, there were a total of 95 valid observations. Findings The average number of jobs held per person was 2.77, and farm and factory jobs seemed to be popular. Thinking skills and learning skills were significantly improved, especially for highly motivated respondents. An unfamiliar working environment in foreign countries reinforces personal characteristics. Students who participate in overseas working programs need to interact with local people to improve communication skills, especially for those who are less motivated. Although the natural environment is the main attraction for students who participate in overseas working programs, improvement in generic skills is actually the core factor for students to benefit from the experiences. Originality/value The results of this study would be useful for working holiday participants to understand what they can expect to experience in improving generic skills and further to form a baseline for future studies as well as guidelines for promoting Australian working holiday programs.
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Bitok, Jane Jebet, Alice Ondigi, and Esther Munyiri. "Foreign Scholars Activities and their Impacts on Sustainable Tourism Development in Nairobi Metropolis, Kenya." Journal of Hospitality and Tourism Management 6, no. 1 (January 27, 2023): 30–46. http://dx.doi.org/10.53819/81018102t2119.
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Foreign scholars move to international destinations and enroll in institutions for academic courses of study. The students form a promising niche’ market and is the third export earner in Australia. Africa is endowed with unique geographical features which attract the students who enroll in programs such as; eco-tourism, heritage tourism, rural/farm tourism and student exchanges between educational institutions. Africa recognizes educational tourism as a promising niche’ market segment to cushion out the fluctuating numbers of other market segments. The region receives about 14% foreign scholars yearly to add to those existing in their institutions of learning. Kenya receives 50,000 of the students distributed as 1% admissions to public universities and 12% to private universities, a constant 200,000 international students annually. The reasons why scholars from developed nations do not prioritize Africa should be investigated to increase Kenya’s market share. The study purposed to establish the tourist activities that are of interest to the scholars. The scholars from all over the globe join Kenya’s institutions of higher learning and throughout their course of study, they will be attached to attraction sites either as part of their study or as leisure activities. UNESCO supports travel of students to foreign destinations in order to enhance and promote culture and international understanding. International students visit several tourist attraction sites and can be classified as foreign or local tourists. Questionnaires were administered to the scholars, the heads of foreign student offices were subjected in-depth interviews while the communities offering tourism participated in focus group discussions. Only 29.7% (98) had involved themselves with various activities in the communities while a considerable number (65.2%) did not involve themselves in the activities within host communities. However, there was a significant relationship between tourists’ activity options and sustainable tourism development, the P-value 0.029 (P-value<0.05). When tourists’ activity options and economic impact were cross tabulated, no significant relationship was displayed because P-value is 0.301 (P-value>0.05). Majority 58.7% of the students were self-driven to the local communities. The study shows that most of the activities linked to educational trips are organized in relation to the products of tourism available within destinations. Keywords: International students, international destinations, local destinations, niche’ market, foreign scholars
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Sadovets, Olesia. "Academic English as a Component of Curriculum For ESL Students (Foreign Experience)." Comparative Professional Pedagogy 9, no. 1 (March 1, 2019): 33–43. http://dx.doi.org/10.2478/rpp-2019-0004.
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AbstractIt has been substantiated that Academic English must be an integral component of ESL students’ study at foreign languages departments to achieve success as professionals and be ready to realize themselves in a demanding world of today. We have defined the main problem on the way to it, namely the insufficient provision of the Academic English discipline in curricula of foreign language departments or its absence. The necessity to elaborate a syllabus for Academic English discipline being taught throughout all the course of study has been substantiated. Educational programs of Academic English in a number of foreign educational establishments of Great Britain, the USA, Canada and Australia have been analyzed and their defining features have been outlined. Strategies and conditions for effective teaching of Academic English have been characterized. It has been defined that in general, in spite of slight differences in the topics covered by different EAP programs, all of them are aimed at: developing strategies and vocabulary for reading and understanding academic texts; finding, understanding, describing and evaluating information for academic purposes; developing active listening and effective note-taking skills; building on language skills to describe problems and cause-and-effect; gathering a range of information, using the skills learned, to integrate it into a written report; engaging in peer-to-peer feedback before finalising one’s piece of academic work. Requirements for students’ achievements at the end of the course have been determined. As a basis for Academic English syllabus elaboration has been chosen a course by M. Hewings and C. Thaine (upper-intermediate and advanced levels). On its basis we have defined units to be covered by the course as well as skills to be developed. Recommendations as to better and more efficient teaching of the discipline have been outlined.
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Kuzmenko, Taras, Tetiana Tsoi, Iuliana Goncharenko, Liudmyla Zhvania, and Nataliia Kvitko. "Social communications of students in the modern intercultural space." LAPLAGE EM REVISTA 7, Extra-C (June 19, 2021): 303–14. http://dx.doi.org/10.24115/s2446-622020217extra-c1015p.303-314.
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The aim of this article is to study the influence of social communications on the formation of relations between students in the intercultural space on the example of the State Higher Educational Institution "Vasyl Stefanyk Precarpathian National University" and Kyiv University named after Borys Hrinchenko. Methods: analysis, synthesis, abstraction, modeling, description, observation, comparison, tabular and graphical representation, questionnaires and generalizations. Results: It is determined that countries such as Australia, Canada, Great Britain, New Zealand, France and the Netherlands have the highest rates of attracting foreign students to study in higher education institutions. The most international universities in the world are the University of Hong Kong, ETH Zurich, Chinese University of Hong Kong, University of Oxford and Imperial College London, which occupy the first five positions in the World University Rankings 2021. It was found that most often social communication between students belonging to different socio-cultural groups occurs using social media.
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Skyba, Yurii, and Lebedynets Hanna. "Students’ assessment tools of professional activities of scientific and pedagogical workers of higher education institutions: foreign and domestic experience." International Scientific Journal of Universities and Leadership, no. 8 (November 20, 2019): 108–18. http://dx.doi.org/10.31874/2520-6702-2019-8-2-108-118.
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Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist.
The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-reflection of their own professional activities, the development of a trajectory of professional development focused on the areas that require professional development and improvement of quality.
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Amorati, Riccardo. "The motivations and identity aspirations of university students of German: a case study in Australia." Language Learning in Higher Education 11, no. 1 (May 1, 2021): 175–94. http://dx.doi.org/10.1515/cercles-2021-2007.
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Abstract In the English-dominated field of L2 motivation, there is a need for more research on learners of languages other than English. This is particularly important in English-speaking countries, where issues involving the recruitment and retention of language students are pressing. This study discusses the main qualitative findings of a study on the motivations and identity aspirations of university students of German in Australia. The findings obtained through a questionnaire (n = 86) are complemented by in-depth interviews conducted with a small sample of respondents (n = 5). The study shows that learners of German are instrumentally, integratively and intrinsically motivated and wish to shape identities as international professionals with unique linguistic skills (Exotenmotiv, see Riemer 2006), tourists and anti-tourists, bilingual speakers in a monolingual Anglophone context and educated individuals (Bildungs-Selbst, see Busse 2015). This research furthers our knowledge on this learner population in Australia and, more broadly, on Anglophone elective language learners, as well as students of German as a foreign language in other contexts. It also contributes to our understanding of the link between motivation and processes of identity creation and development.
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Howe, Joanna. "A Legally Constructed Underclass of Workers? The Deportability and Limited Work Rights of International Students in Australia and the United Kingdom." Industrial Law Journal 48, no. 3 (October 24, 2018): 416–46. http://dx.doi.org/10.1093/indlaw/dwy021.
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Abstract International students have not traditionally been the focus of labour law scholarship, in part because their central purpose in a foreign country is to study rather than work. It is also generally accepted that there is no special reason to focus on international students as a distinct category of workers. This article attests to the particular vulnerability of international students in domestic labour markets, drawing on a comparative study of government policy and practice in relation to international students in Australia and the UK. Immigration rules in both jurisdictions frame the manner in which international students engage in the labour market during their studies. These rules restrict the hours in which international students can engage in paid work during semester, and if breached can result in the international students being deported from the host country. This has the effect of limiting the job market for international students, increasing the power of employers and reducing the likelihood international students will report exploitative work. Instead of strict work hour limits and deportation for breach, governments should rely on other regulatory mechanisms for ensuring international students are present in the host country for the purpose of education rather than work.
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Matsumoto, Masanori. "Persistence in Japanese language study and learners’ cultural/linguistic backgrounds." Australian Review of Applied Linguistics 32, no. 2 (January 1, 2009): 10.1–10.17. http://dx.doi.org/10.2104/aral0910.
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Motivational characteristics of students learning Japanese as a foreign language at universities in Australia were investigated to find out what affecting factors are closely related to their intentions for continuing/discontinuing their study. The results showed that students’ cultural/linguistic backgrounds have a significant impact on their performance in learning the language, and sustaining motivation, which is closely related to their interest in aspects of Japanese culture, is an important determinant for persistence in their study. Developing intrinsic cultural interest is an important factor for sustaining motivation, which is more likely to occur when learners have distant cultural/linguistic backgrounds from Japanese. Closer cultural/linguistic backgrounds, on the other hand, may become hazardous for having accurate self-efficacy.
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dummy contact - do not alter, ZZZ. "Persistence in Japanese Language study and learners’ cultural/linguistic backgrounds." Australian Review of Applied Linguistics 32, no. 2 (2009): 10.1–10.17. http://dx.doi.org/10.1075/aral.32.2.01mat.
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Motivational characteristics of students learning Japanese as a foreign language at universities in Australia were investigated to find out what affecting factors are closely related to their intentions for continuing/discontinuing their study. The results showed that students’ cultural/linguistic backgrounds have a significant impact on their performance in learning the language, and sustaining motivation, which is closely related to their interest in aspects of Japanese culture, is an important determinant for persistence in their study. Developing intrinsic cultural interest is an important factor for sustaining motivation, which is more likely to occur when learners have distant cultural/linguistic backgrounds from Japanese. Closer cultural/linguistic backgrounds, on the other hand, may become hazardous for having accurate self-efficacy.
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Vartanyan, A. "International Student Migration: Regional Aspect." World Economy and International Relations 60, no. 2 (2016): 113–21. http://dx.doi.org/10.20542/0131-2227-2016-60-2-113-121.
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The article provides a profound analysis of the main trends of international student migration for tertiary education, discusses the key factors influencing the choice of destination for studying abroad, and reveals the regional peculiarities of instruments for student migration regulation. The first part of the paper highlights the official statistics showing that in recent decades the world witnessed the steady increase in the number of international students, concentrating mainly in the USA and the European Union. Almost 48% of all international students in the world study in the European Union. This region also shows the highest internal student mobility. Among others, such countries as Austria, Luxemburg, Switzerland, Australia and New Zealand demonstrate the biggest shares of foreign students in the total number of university students. As for donor countries, the dynamics proves the major role of the Asia region, with a half of all international students originated from it. The largest number of foreign students come from China, India and South Korea. Nonetheless, the Asia region becomes a popular destination of student mobility nowadays. The second part of the article concerns different coordination policies of tertiary migration in the regional context. Mostly in developed countries, practices of attracting foreign students to study in professional programs and degree programs with a perspective to enter a national labor market after graduation become more and more popular. Postgraduate migration remains a priority. Most countries encourage job-searching for foreign graduate students, as they are considered to have a high-skill level, international views and an opportunity to live and work in a variety of socio-cultural conditions. Further analysis refers to the main factors determining the choice of destination for foreign students, which are: geographical proximity, language skills, cultural proximity, the cost of education, and a country's reputation in the field of higher education. The paper reveals the leading role of the EU in the developed intraregional educational mobility, the regional asymmetry of migration processes in other regions of the world, and Asian countries actively promoting temporary educational and labor migration to developed countries with incentives to return to a home-country in the future. In recent years, due to positive dynamics of the return migrants number, an interest in the creation of the returnees strategy grows as well as desire of developed and developing countries to benefit most from the return migration.
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Kim, Sun Hee Ok. "Learner background and the acquisition of discourse features of Korean in the Australian secondary school context." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 339–58. http://dx.doi.org/10.1075/aral.35.3.06kim.
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This paper explores how learner background shapes learner performance on discourse features in writing by analysing data produced as part of the Student Achievement in Asian Languages Education project (Scarino et al., 2011) by Year 10 (mid-secondary school) students learning Korean as a foreign or heritage language. Five participants were in their second year of learning Korean as a foreign language at an Australian high school, whereas four Korean-speaking participants were learning their mother tongue in Saturday community schools and had varied experience of learning Korean and English, the language of mainstream schooling in Australia. Participants’ performance on two writing tasks–one independent and one integrated– is examined in terms of two assessment categories–“forms and structures” (i.e., morpho-syntax) and “discourse” (i.e., coherence and cohesion). Results reveal that participants’ performance within each group varies according to task types and that the pattern of within-group variation also differs between the two groups. It appears that the two types of learners respond differently to different types of tasks and that their learning is different in nature. It is concluded that this difference needs to be taken into consideration in teaching and assessment in languages education at the secondary school level.
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Seminikhyna, N. "BUILDING LEADERSHIP COMPETENCE WHILE TRAINING MASTERS OF EDUCATION IN UNIVERSITIES OF AUSTRALIA." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 165–79. http://dx.doi.org/10.33989/2226-4051.2020.22.222018.
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Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education.
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Fitriani, Suci, and Febria Sri Artika. "International Students’ Vocabulary Learning Strategies at the English Language Intensive Course for Overseas Students’ Program." Jurnal Educative: Journal of Educational Studies 5, no. 2 (December 31, 2020): 136. http://dx.doi.org/10.30983/educative.v5i2.3518.
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<p style="text-align: justify;">The purpose of this research is to investigate the Vocabulary Learning Strategies (VLS) employed by international students who are studying English as a second language at the English Language Intensive Course for Overseas Students Program (ELICOS) of the University of Canberra College English Language Centre (UCCELC) in Australia. A qualitative design was used to gather information from six international students from different countries including Indonesia, China, Philippine, and Japan by using interviews. The results from the interview were then analyzed and presented by using the qualitative research procedures including coding, grouping, argument construction, and drafting. The finding of this research revealed that students at the ELICOS program employ various VLS including cognitive, metacognitive, memory, and social strategies. Cognitive strategies are identified as the most popular strategies used by the students, followed by metacognitive and memory strategies respectively and social strategies are recognized as the least popular. These findings have important implications in improving the quality of language teaching and learning process and enriching the research repertoire in the field of VLS.</p><p> </p><p style="text-align: justify;"><em>Penelitian ini bertujuan untuk mengetahui strategi pembelajaran kosa kata yang digunakan oleh mahasiswa internasional yang sedang mempelajari bahasa Inggris sebagai bahasa kedua di English Language Intensive Course for Foreign Students Program (ELICOS) di University of Canberra College English Language Centre (UCCELC) di Australia. Desain kualitatif digunakan untuk mengumpulkan informasi kepada enam siswa internasional dari berbagai negara termasuk Indonesia, Cina, Filipina, dan Jepang dengan menggunakan wawancara. Hasil wawancara kemudian dianalisis dan disajikan dengan menggunakan prosedur penelitian kualitatif meliputi pengkodean, pengelompokan, penyusunan argumen dan penyusunan. Temuan penelitian ini mengungkapkan bahwa siswa pada program ELICOS menerapkan berbagai strategi pembelajaran kosakata termasuk strategi kognitif, metakognitif, memori dan sosial. Strategi kognitif diidentifikasi sebagai strategi paling populer diikuti oleh strategi metakognitif dan memori masing-masing dan strategi sosial diakui sebagai yang paling tidak populer. Temuan ini memiliki implikasi penting dalam meningkatkan kualitas proses belajar mengajar bahasa dan memperkaya khasanah penelitian di bidang strategi pembelajaran kosa kata. </em></p>
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Fitriani, Suci, and Febria Sri Artika. "International Students’ Vocabulary Learning Strategies at the English Language Intensive Course for Overseas Students’ Program." Jurnal Educative: Journal of Educational Studies 5, no. 2 (December 31, 2020): 136. http://dx.doi.org/10.30983/educative.v5i2.3518.
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<p style="text-align: justify;">The purpose of this research is to investigate the Vocabulary Learning Strategies (VLS) employed by international students who are studying English as a second language at the English Language Intensive Course for Overseas Students Program (ELICOS) of the University of Canberra College English Language Centre (UCCELC) in Australia. A qualitative design was used to gather information from six international students from different countries including Indonesia, China, Philippine, and Japan by using interviews. The results from the interview were then analyzed and presented by using the qualitative research procedures including coding, grouping, argument construction, and drafting. The finding of this research revealed that students at the ELICOS program employ various VLS including cognitive, metacognitive, memory, and social strategies. Cognitive strategies are identified as the most popular strategies used by the students, followed by metacognitive and memory strategies respectively and social strategies are recognized as the least popular. These findings have important implications in improving the quality of language teaching and learning process and enriching the research repertoire in the field of VLS.</p><p> </p><p style="text-align: justify;"><em>Penelitian ini bertujuan untuk mengetahui strategi pembelajaran kosa kata yang digunakan oleh mahasiswa internasional yang sedang mempelajari bahasa Inggris sebagai bahasa kedua di English Language Intensive Course for Foreign Students Program (ELICOS) di University of Canberra College English Language Centre (UCCELC) di Australia. Desain kualitatif digunakan untuk mengumpulkan informasi kepada enam siswa internasional dari berbagai negara termasuk Indonesia, Cina, Filipina, dan Jepang dengan menggunakan wawancara. Hasil wawancara kemudian dianalisis dan disajikan dengan menggunakan prosedur penelitian kualitatif meliputi pengkodean, pengelompokan, penyusunan argumen dan penyusunan. Temuan penelitian ini mengungkapkan bahwa siswa pada program ELICOS menerapkan berbagai strategi pembelajaran kosakata termasuk strategi kognitif, metakognitif, memori dan sosial. Strategi kognitif diidentifikasi sebagai strategi paling populer diikuti oleh strategi metakognitif dan memori masing-masing dan strategi sosial diakui sebagai yang paling tidak populer. Temuan ini memiliki implikasi penting dalam meningkatkan kualitas proses belajar mengajar bahasa dan memperkaya khasanah penelitian di bidang strategi pembelajaran kosa kata. </em></p>
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Hyams, Ross. "“On teaching students to ‘act like a lawyer’: What sort of lawyer?”." International Journal of Clinical Legal Education 13 (July 18, 2014): 21. http://dx.doi.org/10.19164/ijcle.v13i0.65.
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<p>Teaching professionalism is a challenge for educators in any course of professional education. It is also often very confronting for students. In legal education, both students and teachers can find the concepts foreign because of the focus on analytical and logic skills and the lack of application to ‘real life’ requirements of legal practice. </p><p>This paper investigates the intersection of clinical teaching and professional responsibility. It investigates the issue of teaching students to “act like a lawyer” and asks the fundamental question: “What sort of lawyer do we want students to act like?” In presenting this paper, it is accepted that, certainly in Australia, about 50% of law graduates end up in non-legal practicing, but related professions – and thus an approach to teaching needs to be developed which deals with this reality.</p>
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Kattiyapornpong, Uraiporn, and Shamika Almeida. "An examination of comparative perspectives on international internships." Education + Training 64, no. 1 (November 5, 2021): 41–55. http://dx.doi.org/10.1108/et-02-2021-0072.
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PurposeWork integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development.Design/methodology/approachThis study used data from 20 interviews, including 15 undergraduate business students from two universities in Australia and Thailand who undertook internships in Asian countries, three internship administrators across two universities, and two overseas internship partners. Thematic-based analysis using the Nvivo program and duoethnographic reflections of the internship coordinators in Australia was applied for data analysis.FindingsThe data analysis indicates that international internship experiences facilitate students to become culturally savvy, build their international professional networks, enhance the level of self-perceived competency and cultivate a globalised career adaptability perspective.Research limitations/implicationsThis study contributes to theory-building within the WIL literature, international internship experiences, students’ career adaptability and capital.Practical implicationsAlthough international internship opportunities are available to students, few students are willing to challenge themselves in a foreign setting. The study’s insights provide a better understanding of how university administrators could set up a task force of academics and professional staff to consider a cohesive resourcing structure for the long-term sustainability of the international internship programs.Originality/valueThis study highlights how the international internships enhanced students’ globalised social, cultural and human capital and their ability to adapt to culturally diverse business contexts. The international internship experience can also increase student’s confidence to enter the global labour market and seek opportunities beyond their original country of residence.
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Zhuchkova, S. V. "Evidence-Based Development of Doctoral Education: The Landscape of Doctoral Students' Experience Research." University Management: Practice and Analysis 25, no. 2 (August 12, 2021): 98–113. http://dx.doi.org/10.15826/umpa.2021.02.017.
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Regular surveys of doctoral students on their career trajectories, satisfaction with the program and the learning process, with the organization of supervision, etc. are widespread in leading foreign universities. The results of such surveys are used to improve programs and assess the effect of the introduced measures. In Russia, however, there is a lack of empirical data on the doctoral students’ experience, which makes it impossible to identify and address the reasons for the low performance of the Russian doctoral education observed over the past few years. To support the discussion about the need for such monitoring surveys in Russia, this article presents the results of an analysis of open information from the websites of about 150 foreign institutions that organize doctoral student surveys at the national, cross-university, and institutional levels. The presented review shows how actively doctoral education data collection takes place in the USA, Canada, Australia, and the UK, where there are one or more large-scale projects stimulating the collection of data from several universities, and how the results of such research are used by universities, employers, and applicants. On the example of topics related to the motivation for entering doctoral programs, to the career trajectories of doctoral students, and to the organization of supervision, it is discussed how the described research practices can be used for the evidence-based development of Russian doctoral education.
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Xiaoyin, Liu, and A. A. Abzhapparova. "Features of educational migration of Chinese youth." Bulletin of the L.N. Gumilyov Eurasian National University. Political Science. Regional Studies. Oriental Studies. Turkology Series. 135, no. 2 (2021): 38–50. http://dx.doi.org/10.32523/2616-6887/2021-135-2-38-50.
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Migration or the movement of people from one region to another has been going on for centuries. At the same time, educational migration is a relatively new form of migration, whose roots go back to the time when the countries of Asia and Africa were under colonial rule. A limited number of young people were selected to study in the higher educational institutions of the cities of the Empire, with the aim of their further work in the administrative centers of the colonies. Often, studying abroad is seen as a step towards migration in the future. International students, especially from developing countries, often stay in the host country after graduation. A foreign degree is often seen as an investment in finding a job after graduation, either in the host country or at home. Many host countries are interested in hiring talented foreign young people who have graduated from their universities. The article examines the dynamics of educational migration of Chinese students and the impact of the threat of the spread of the "coronavirus" on student migration from China. China is one of the leading countries that send students to study abroad. By the end of the last decade, the number of Chinese students abroad had become the largest group of international students in the world. The coronavirus outbreak has had a major impact on the mobility of international students. Australia, New Zealand, the US and Singapore were among the countries that have banned foreigners from leaving China since early February 2020, while thousands of Chinese students have returned to China.
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Sumarsono, Puji. "AUTHENTIC NARRATIVE TEXTS IN ENGLISH TRANSLATION VERSION OF HOLY QURAN: A GENRE-BASED APPROACH." Indonesian EFL Journal 4, no. 1 (January 29, 2018): 65. http://dx.doi.org/10.25134/ieflj.v4i1.801.
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Language exposure is crucial for beginners or students who learn English as their second or foreign language. Students are difficult to directly speak and write English if they never hear English conversation or monologue and never see the product of English in term of result of writing. Text as a product of writing is available and easily accessed around us. This circumstance, consequently, insists the ease use of reliable teaching material and effective teaching reading. As it was found in Australia and also the author experience, when teacher had students to freely write, 90% of the students wrote recount and narrative texts. Narrative texts have important role of narrative that every word in narrative is potentially memorable and possible to contribute to understanding text easily. In fact, it was found that there are many narrative texts in English translation of Holy Qur�an. However, they have their own typical.Keywords: authentic, English translation of Holy Qur�an, genre-based approach, narrative text
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Steel, Caroline H., and Mike Levy. "Language students and their technologies: Charting the evolution 2006–2011." ReCALL 25, no. 3 (April 11, 2013): 306–20. http://dx.doi.org/10.1017/s0958344013000128.
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AbstractThis paper has two key objectives. Firstly, it seeks to record the technologies in current use by learners of a range of languages at an Australian university in 2011. Data was collected via a large-scale survey of 587 foreign language students across ten languages at The University of Queensland, Brisbane, Australia. Notably the data differentiates between those technologies that students used inside and outside of formal classrooms as well as recording particular technologies and applications that students perceived as beneficial to their language learning. Secondly, this study aims to compare and contrast its findings with those from two previous studies that collected data on students’ use of technologies five years earlier, in 2006, in the UK and Canada. The intention is to chart major developments and changes that have occurred during the intervening five-year period, between 2006 and 2011. The data reported in two studies, one by Conole (2008) and one by Peters, Weinberg and Sarma (2008) are used as points of reference for the comparison with the present study.The findings of the current study point to the autonomy and independence of the language learners in this cohort and the re-emergence of CALL tools, both for in-class and out-of-class learning activities. According to this data set, learners appear to have become more autonomous and independent and much more able to shape and resource their personal language learning experience in a blended learning setting. The students also demonstrate a measure of sophistication in their use of online tools, such that they are able to work around known limitations and constraints. In other words, the students have a keen awareness of the affordances of the technologies they are using.
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Cheah, Isaac, and Ian Phau. "Effects of “owned by” versus “made in” for willingness to buy Australian brands." Marketing Intelligence & Planning 33, no. 3 (May 5, 2015): 444–68. http://dx.doi.org/10.1108/mip-01-2014-0016.
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Purpose – The purpose of this paper is to examine the effects of economic nationalism and consumer ethnocentrism in the form of country of origin (COO) cues specifically “Made in […]” and “Owned by […]” on the product judgement of bi-national wine brands (brands with multiple country affiliations). Further, the role of consumer product knowledge is examined as a moderator of these xenophobia attitudes. Design/methodology/approach – A self-administered questionnaire was designed using established scales. A convenience sample was drawn from participants attending a major wine trade exhibition in Western Australia and university students. A variety of statistical techniques were used to analyse the data. Findings – High levels of economic nationalism and anti-foreign sentiment was so strong that respondents did not want products that had any association with a foreign country, regardless of whether the products are directly or indirectly related to a foreign origin. This suggests that Australian consumers are not any more receptive to bi-national brands; as such domestic affiliations have not diluted the economic nationalistic sentiment. Further, results confirm that Australian consumers use COO cues as part of wine evaluations. Consumers with low product knowledge are likely to rely on extrinsic country cues to reinforce their brand evaluation, whereas consumers who are more knowledgeable are found to base evaluations on intrinsic attributes rather than extrinsic cues. Research limitations/implications – Only respondents from Perth, Western Australia were chosen, thus limiting the representativeness of the sample. Other cultural contexts and product categories based on a larger sample size should be investigated in the future. Practical implications – This research provides useful consumer insights and new market entry implications in terms of advertising and branding strategies for international wine manufacturers and distributors who wish to expand globally. In addition, there are managerial implications for domestic market where local retailers, merchandisers, importers can avoid importing products originating from offending countries and take on opportunity to exploit and promote “buy domestic campaigns”. Originality/value – Conceptually, this study extends the existing COO literature by introducing bi-national brands into the model; expanding on country of ownership appeals in evaluating bi-national brands; and identifying the correlation between the economic nationalism and consumer ethnocentrism constructs. Further, this research can significantly help wine marketers to develop more effective positioning strategies. It will also help in the development of pricing and promotional decisions.
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Safitri, Ragil, and Sugirin Sugirin. "Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 261. http://dx.doi.org/10.30659/e.4.2.261-274.
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Experts in English Language Teaching often consider culture as the fifth skill in foreign language learning as cultural literacy is a must in 21st-century learning. Thus, this study is to investigate students’ interest in the insertion of Big ‘C’ and little ‘c’ themes from different countries into the English classroom. In this study, the researcher distributed a questionnaire to 58 students in a senior high school in Yogyakarta. The study indicated that the respondents’ preferences were mostly about local culture (Yogyakarta and Indonesian culture), followed by target culture (culture of English-speaking countries) and international culture. In accordance with the cultural themes, they showed a relatively higher preference toward Big ‘C’ over the little ‘c’ culture. Concerning Indonesian culture, the students were excited in learning about art/literature, history, and food while for Yogyakarta culture includes history, foods, and lifestyles. Meanwhile, for target culture (Britain, America, and Australia), the students were eager to learn about lifestyles and foods. The last, for international culture, the cultural themes of lifestyles and music/sports were preferred by the students.
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Othenin-Girard, Corinne. "A Personal Narrative: Living with the Experience of Aphasia, Verbal Dyspraxia and Foreign Accent Syndrome." Brain Impairment 15, no. 3 (December 2014): 202–15. http://dx.doi.org/10.1017/brimp.2014.24.
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This paper is a personal exploration of one woman's lived experience with aphasia, verbal dyspraxia and accent change following cryptogenic ischaemic stroke. I share insights into my experiences, especially of an emotional and cultural nature, after growing up multilingual in Europe and then living with communication changes in a predominantly English-speaking country (Australia) and following return to Europe. My formal reflections commenced 15 years after the stroke and, following my previous studies in the medical field, multimodal visual arts and philosophy, were initiated in the context of postgraduate study emphasising a multimodal arts-based, collaborative, experiential approach to reconstructing understandings of experiences, values and meanings. Central features of this personal narrative include emergent, iterative enquiry and learning: emergent, in that the enquiry was open-ended, allowing for an element of surprise and the opportunity to pursue unanticipated directions; iterative, in that it involved knowingly experiencing and conversing about what had been discovered in order to engage with the process of continuous meaning-making. Following the enquiry, fellow students provided intersubjective responses to issues that touched personal reflection on their part. In particular, I highlight one fellow student's intersubjective responses that touched me in return by providing especially pertinent understanding and images.
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Razak, Darmianti, and Fajrin Satria Dwi Kesumah. "Understanding Tourists’ Perceptions of Eastern Indonesia." International Journal of Economics, Business, and Entrepreneurship 2, no. 1 (August 14, 2019): 41–55. http://dx.doi.org/10.23960/ijebe.v2i1.48.
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This paper examines tourists’ perceptions of Eastern Indonesia through comparisons with foreign visitors’ who have been to Indonesia, specifically Eastern Indonesia, and those who have never been to Indonesia. The aims of this study are to assess what foreign tourists perceive about Eastern Indonesia and elaborate the differences between the perceptions of visitors and non-visitors. The comparison of the visitor and non-visitor perceptions is important in order to understand Eastern Indonesia more deeply. This qualitative research uses focus group interviews to assess the perceptions of Eastern Indonesia. The perceptions from different participants came from different nationalities. In Group 1, two participants came from China, two Saudi Arabians, and one Bangladeshi. The four participants in Group 2 came from Australia. All of participants were students. The results indicate that tourists who have never been to Indonesia perceives Eastern Indonesia by comparing their experiences to other places that they have visited. From those experiences, they construct a positive image of Eastern Indonesia and as a result, indicate a willingness to visit Eastern Indonesia. All Australian participants had been to Indonesia and shared a positive image of Eastern Indonesia as well as of other places in Indonesia. However, while participants’ perceptions in Group 2 were positive, they also imply some ideas for the improvement regarding tourism development in Eastern Indonesia. Apart from that, all participants showed an intention to revisit and explore more places in EasternIndonesia in the near future.
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Khandaker Abu Talha, Md. Ferdous Hasan Farhana Selina, Himangshu Shekar Das, Nahian Ahmed Chowdhury, Ahmad Nafee, and Tafhim Ahmed Rifat. "Review article on the change in the hospital revenue and healthcare economy during COVID-19 pandemic." Journal of Sylhet Women’s Medical College 11, Number 1 (January 1, 2021): 66–72. http://dx.doi.org/10.47648/jswmc2021v11-09.
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The economy of the world has been shaken due to the COVID-19 pandemic situation. Nearly 8% of the world economy has shrunk during this time. Few countries have been identified as more vulnerable to be affected in comparison to others according to the Pandemic Vulnerable Index (PVI). Lot of universities of USA, Australia and UK have suffered from huge financial crisis due to lack of foreign students admission. Lockdown and travel restriction have affected the revenue generation of countries like China, USA, South Africa, India and sub-Saharan countries for which government subsidize were declared. Bangladesh has suffered mostly due to disruption in garment and textile business. Medical tourism also experienced severe financial trauma.