“I don’t talk or I decide not to talk? Is it my culture?”—International students’ experiences of tutorial participation

Marlina, Roby

doi:10.1016/j.ijer.2009.11.001

Cited by 35 publications

(32 citation statements)

References 21 publications

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“…2008). Although this link has been reported among international nursing students (Marlina 2009), the association is still tenuous among local nursing students who are born overseas; and whether they also face similar challenges that impact negatively on their academic performance remains to be determined.…”

Section: Introductionmentioning

confidence: 96%

Diversity and demographic heterogeneity of Australian nursing students: a closer look

Salamonson

Ramjan

Lombardo

et al. 2011

International Nursing Review

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Diversity and demographic heterogeneity of Australian nursing students: a closer look. International Nursing Review 59, [59][60][61][62][63][64][65] Background: In the last decade, there has been a rapid growth of international students undertaking nursing studies in Australian universities. At the same time, nursing courses continue to attract local students from a diversity of backgrounds. Aim: The aim of this study is to examine first year nursing students by enrolment classification and country of birth: i) international; ii) local, overseas-born; and iii) local, Australian-born student, and demographic differences of academic performance at the 12-month follow-up. Methods: A prospective, correlational design was used to identify nursing student characteristics as predictors of academic performance in a large university in the western region of Sydney. Results: Of the 806 students enrolled in the course, 540 (67%) completed the survey and consented to data linkage. Fifty-six per cent of the 540 participants were born overseas, of which 38% were local and 18% were international students. Local, overseas-born students originated from 55 different countries, in contrast to international students who were representative of only 16 different countries. International students were younger, spent less time in paid work and were more likely to have a close friend in the same course. Although age was positively related to academic performance, local, overseas-born and international enrolment classifications, and hours in paid work during semester were negatively associated to academic performance. Conclusion: This study has taken a closer look at an important issue that requires further examination, given that international and local, overseas-born students were two distinctive groups. Although both groups underperformed academically compared with Australian-born students, the differences in characteristics between local, overseas-born students and international students suggest that these two student groups are likely to experience different challenges during their nursing studies in Australia.

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Section: Introductionmentioning

confidence: 96%

Diversity and demographic heterogeneity of Australian nursing students: a closer look

Salamonson

Ramjan

Lombardo

et al. 2011

International Nursing Review

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“…Speaking in small groups in the university context Tutorials and laboratories are typically small group learning opportunities which run alongside lectures, the main spoken academic event at undergraduate level. At postgraduate level, interactive seminars are becoming the main spoken academic event (Basturkmen, 2016;Marlina, 2009). Basturkmen (2016) outlines why interaction is important in academic speaking: it provides confirmation of student comprehension of key ideas, supports the development and confirmation of content knowledge for students, helps with relationship development with others in the class (staff and students), and builds familiarity with disciplinary norms.…”

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confidence: 99%

“…While Marlina (2009) reported social and educational benefits of tutorial participation in an Australian university by second language speakers of English, Jones (1999) noted that these speaking environments can cause strain for non-native speakers. In a longitudinal study of Chinese learners in a university setting in New Zealand, Skyrme (2010, p. 212) found that "within the university, speaking was the skill least required and most feared by the students, as it subjected them to public evaluation".…”

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confidence: 99%

Single and multi-word unit vocabulary in university tutorials and laboratories: Evidence from corpora and textbooks

Coxhead

Dang

Mukai

2017

Journal of English for Academic Purposes

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Single and multi-word unit vocabulary in university tutorials and laboratories: Evidence from corpora and textbooks Small-group academic interactions, such as tutorials and laboratory sessions, do not often feature in vocabulary or English for Academic Purposes (EAP) research. Yet across many disciplines in tertiary education, students are required to attend and participate in these speaking and listening events. EAP students need to be prepared for them, and their textbooks should help them prepare also. The present study included interview data from lecturers and students which identified specific issues with speaking in small groups in university; corpus-based analysis of tutorials and laboratory sessions which showed large amounts of high frequency vocabulary; and an EAP/ESP textbook analysis showed little focus on vocabulary in tutorials and nothing on laboratories. A total of 176 phrases were suggested in three textbooks as being useful for expressions for speaking in small groups. An analysis of these phrases in the corpus showed that three quarters of these phrases did not appear in the laboratory corpus and two thirds did not appear in the tutorial corpus. Finally, lexical patterns from the corpus were identified and categorised in the same way as existing lists of multiword units in spoken academic English. Implications for pedagogy and materials design are followed by suggestions for future research. 1.Introduction English for Academic Purposes (EAP) research has focused predominantly on writing for the university (Skyrme, 2010), with some attention in terms of academic speaking focused mostly on lectures (Feak, 2013), particularly with regard to discourse in lectures (Jordan, 1997) and student problems with understanding content in lectures (Basturkmen, 2016; Crawford Camiciottoli, 2010). Student presentations have been the focus of some research (e.g., Hincks, 2003), and are an area of concern for second language speakers of English (Kim, 2006). Lectures and student presentations are mostly one-way, in that one speaker tends to hold the floor. Basturkmen (2016) notes that there is limited research into academic speaking which involves interaction between speakers, such as between lecturers and students or students and students. This form of 'dialogic

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“…They observed that silence, avoidance of argument or apparently excessive deference to a teacher might be unfavourably evaluated by a native Western teacher. MacKinnon and Manathunga (2003) and Marlina (2009) find that academics consider silence in the classroom as negative and lack awareness that silence could be a sign of respect and a key aspect of the thought process. Such negative perceptions need to be challenged.…”

Section: The Voice Of International Business Studentsmentioning

confidence: 99%

Feeling able to say it like it is: A case for using focus groups in programme evaluation with international cohorts

Marra

McCullagh

2018

The International Journal of Management Education

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In today's costand efficiency-conscious environment there may be resistance amongst HEIs to use informal verbal approaches to programme evaluation, such as focus groups, due to their resource-intensive nature. There may also be a lack of confidence amongst staff working with international cohorts about having the necessary skills to facilitate evaluative discussion and create an atmosphere of trust and openness. Drawing directly from three years' experience of directing a Finance programme with an international cohort of four to ten students in a UK University, this paper argues that focus groups offer an invaluable source of rich feedback. As the HE sector prepares for the TEF, and Business, Management and Finance dealing programmes continue to rely on high numbers of international students, this is an opportune time for programme directors to reflect on how their commitment to teaching excellence is evidenced beyond rhetoric and box-ticking. The value of making space for the student voice is not limited to T&L enhancement, but includes:  helping students to develop reflective and critical thinking  enabling them to negotiate programme changes  engaging students with issues concerning their learning experience  ensuring that diversity and inclusion are central to discussion agendas  forging HEI-students partnership in the learning process.

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“I don’t talk or I decide not to talk? Is it my culture?”—International students’ experiences of tutorial participation

Cited by 35 publications

References 21 publications

Diversity and demographic heterogeneity of Australian nursing students: a closer look

Diversity and demographic heterogeneity of Australian nursing students: a closer look

Single and multi-word unit vocabulary in university tutorials and laboratories: Evidence from corpora and textbooks

Feeling able to say it like it is: A case for using focus groups in programme evaluation with international cohorts

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