Abstract
The aim of research study is to investigate the manner how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. Although there have been many studies conducted with regard to the perceptions of international students with non-English backgrounds from Asian countries, there is no specific study yet conducted pertaining to how experience in learning TESOL in tertiary context in Australia impacts on Indonesian M.Ed Students’ perception in the English language learning and in the English language teaching in their context. The method used to collect data from the participants of the study consisting of eight of them is an individual semi-structured interview with openended questions and descriptive thematic analysis to analyze the data to generate the result of the study.
Highlights
An array of research has been conducted on the subject of studying experiences for international students from Asian background in tertiary education in native speaking countries like Australia (see, Andrade, 2006, 2010 & Australian Education International (AEI), 2013 as cited in (Phakiti, Hirsh & Woodrow 2013)
Because it is stated that to be accepted at tertiary education context in Australia their English proficiency must reach at least 6.5 of IELTS or equivalent (Li & Tin 2013)
Another different issue is due to the students‟ learning habitual style invested by the classroom instructional pedagogical engagement which tends to familiarize the students with the system of exam-based assessment orientation implemented in most of Asian country, including Indonesia (O‟Donnell, 2005; Pritchard & Maki, 2006 as cited in (Yanagi & Baker 2015), rather than the system which is referring to the operation of the high level of thinking hierarchy to train them activate their thinking skills
Summary
An array of research has been conducted on the subject of studying experiences for international students from Asian background in tertiary education in native speaking countries like Australia (see, Andrade, 2006, 2010 & Australian Education International (AEI), 2013 as cited in (Phakiti, Hirsh & Woodrow 2013). Because it is stated that to be accepted at tertiary education context in Australia their English proficiency must reach at least 6.5 of IELTS or equivalent (Li & Tin 2013). Based on their past academic and cultural experience backgrounds are different from that of the tertiary education in (host country) Australian context as has administratively been set as the guideline for the core courses in every higher education (HE). Another different issue is due to the students‟ learning habitual style invested by the classroom instructional pedagogical engagement which tends to familiarize the students with the system of exam-based assessment orientation implemented in most of Asian country, including Indonesia (O‟Donnell, 2005; Pritchard & Maki, 2006 as cited in (Yanagi & Baker 2015), rather than the system which is referring to the operation of the high level of thinking hierarchy to train them activate their thinking skills
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