Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields

Abstract

East Asian students, the largest international student group in US higher education, are as a group typically known to be silent or reticent in class. This survey examined views of East Asian international graduate students concerning required academic listening and speaking skill levels in their university courses, their own difficulties in meeting these expectations, and their suggestions as to the ways in which English for Academic Purposes (EAP) teachers might better prepare them through listening and speaking activities. Students reported that, in their graduate courses, the three most common academic oral classroom activities were participating in whole-class discussions, raising questions during class, and engaging in small-group discussions. They were most concerned about leading class discussions and participating in whole-class discussions. They considered formal oral presentations and listening comprehension the most important skills for academic success in graduate courses, and pronunciation of English and note-taking skills the least important. Several important issues and specific pedagogical suggestions for EAP instructions, curriculum planning and material development emerged from the current study.