Enabling effective teaching with non-English speaking students

Abstract

Nowadays, students' language and cultural differences are distinct in the University campuses. Every year Non-English Speaking Background (NESB)/international students come to Australia to do the higher study. But the problem is identifying how those students manage their study load despite language and cultural differences. To enable effective teaching for culturally and linguistically dissimilar groups of students, this study looks at students' problem experiences and the learning barriers from their point of view. Qualitative method and narrative analysis are used and narrative data (stories) from 11 individual participants or small groups are collected through interviews. Based on what they said and on the obtained meanings, pattern/themes have been created. NESB students' problems factors include financial pressure, loneliness, cultural differences of values, social isolation, low motivation and low resources. For the purpose of written assessments, English language course necessity, studying in English medium and listening and comprehending lecture and tutorial in the classroom environment have been explored. Undergraduate students experience more difficulties to pursue their study than postgraduate students. Both undergraduate and postgraduate NESB students need more learning support and resources, especially for the duration of the first year of study.

Date of Award	2021
Original language	English