English-speaking Background Research Articles

Bias intervention messaging in student evaluations of teaching: The role of gendered perceptions of bias

Many studies have documented discrepancies in student evaluation of teaching ratings between male and female instructors and between ethnic majority and minority instructors. Given the importance of such ratings to academic careers and the likelihood of potential intergroup bias, it is crucial that institutions consider approaches to mitigate such biases. Several recent studies have found that simple bias mitigation messaging can be effective in reducing gender and other biases. In the present research, students enrolled in several large Faculty of Science undergraduate courses at an Australian university were recruited on a volunteer basis via the course learning management system. Half of the participants were randomly assigned an intervention message highlighting potential biases relating to gender and language background. Data from 185 respondents were analysed using Bayesian ordinal regression models assessing the impact of message exposure on evaluation scores. Reading a bias intervention message caused students to significantly adjust their scores, with the nature of that change dependent on student and instructor characteristics. Among male students, the bias intervention message significantly increased scores for all except male instructors with English speaking backgrounds, for whom there was no significant impact of the message. In contrast, among female students, the bias intervention message significantly decreased scores for male instructors with English speaking backgrounds only. The sample showed an overall decrease in scores in the intervention group relative to the control group. This is the first study to detect a negative impact of bias intervention messaging on SET scores. Our results suggest students may not acknowledge their own potential bias towards instructors with whom they share similar demographic backgrounds. In conclusion, bias intervention messaging may be a simple method of mitigating bias, but it may lead to consequences in which one or more groups receive lower ratings as a result of the correction.

Moral injury appraisals and complex PTSD in refugees: A longitudinal study.

Refugees show elevated rates of complex posttraumatic stress disorder (CPTSD). However, relatively little is known regarding the psychological mechanisms that underlie the association between exposure to potentially traumatic events (PTEs) and CPTSD following exposure to war, persecution and displacement. In this study, we investigated the potential mediating role of moral injury appraisals (cognitive appraisals regarding the experience and consequences of morally transgressive events) in the association between PTE exposure, posttraumatic stress disorder (PTSD), and disturbances in self-organization (DSO) symptoms. Participants were 889 refugees from Arabic-, Farsi-, Tamil-, and English-speaking backgrounds who completed an online survey in their own language at two time points 12 months apart. We assessed PTE exposure, moral injury-other appraisals (appraising moral transgressions as enacted by others), moral injury-self appraisals (appraising moral transgressions as enacted by the self), PTSD symptoms, and DSO symptoms. Longitudinal structural equation modeling indicated that moral injury-other appraisals mediated the association between PTE exposure and both PTSD and DSO symptoms. In contrast, moral injury-self appraisals only mediated the association between PTE exposure and DSO symptoms. Findings highlight the role of moral injury appraisals in exacerbating traditional PTSD symptoms, as well as the broader symptoms characteristic of CPTSD. Further, results indicate that specific types of moral injury appraisals (relating to one's own and others' perceived moral transgressions) may lead to differential psychological reactions, raising important implications for clinical practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Who says “Ps get Degrees”? Examining the Profile of Undergraduate Students Maintaining High Achievement at University

The circumstances associated with high levels of achievement in undergraduate studies has not been thoroughly explored in the Australian context. This study investigated factors predicting high academic achievement, defined as maintaining a Distinction average, at undergraduate level. Findings revealed several factors that predicted achievement after two semesters of study. These factors included essay writing skills, with students having satisfactory writing 5.16 times more likely to maintain a Distinction average compared to those with below satisfactory writing; faculty, with students enrolled in Health Sciences 4.63 times more likely compared to students from other faculties; language background, with English-speaking background students 1.67 times more likely compared to English as an additional language or dialect (EAL/D) students; gender, with females 1.45 more likely compared to males; and age, with older students 1.03 times more likely to achieve high performance compared to younger students. Creating a profile of students likely to excel academically assists decision makers in allocating resources to students less likely to achieve. This research opens the door to further studies investigating whether these factors play a role in predicting student achievement at university.

Exploring the interplay of English academic reading and writing proficiency among international doctoral students

Academic English is discipline-specific and requires a high level of linguistic knowledge as well as expertise in respective fields. Therefore, doctoral students with limited exposure to academic English tend to face challenges in dealing with its demands, especially when they come from non-native English-speaking (NNES) backgrounds. At the doctoral level, research students are expected to work independently. Therefore, the ability to critically engage with academic materials written in English and the ability to write a dissertation in English at an expected standard play essential roles in successful PhD completion for students studying in international PhD programs where everything is conducted in English. This study investigates the relationship between English academic reading (EAR) and English academic writing (EAW) abilities among NNES doctoral students. We conducted a survey by employing a 1–6 Likert scale, following Dörnyei and Dewaele (2022), in the 2021–2022 academic year. A total of 255 international doctoral students studying in 65 PhD programs across Hungary voluntarily participated in the study. The students came from 49 countries and represented 48 mother tongues. The analysis revealed that students were positive about their abilities in both EAR and EAW, even though there was a significant gender difference at the p < 0.01 level. Additionally, students with the highest English proficiency level (C2) were found to be the most confident about their EAR and EAW abilities. The most junior students from 1st-year PhD programs were less confident about their abilities compared to their peers from 2nd, 3rd, 4th-year PhD programs. The analysis showed a significantly positive correlation between EAR and EAW (r = 0.792, p < 0.001). This study highlighted the inseparable role of EAR in fulfilling doctoral requirements and submitting a dissertation within a contracted PhD time framework, indicating the importance of targeted language support in facilitating academic progression within PhD programs.

Understanding young high-achieving Chinese L2 learners’ experiences: a case study in an Australian primary school

ABSTRACT Chinese (Mandarin) is taught as an L2 in many Australian primary schools and is considered challenging for English-speaking students to learn. This case study is an inquiry into the experiences of young high-achieving Chinese L2 learners’ (from an English-speaking background) in an Australian primary school. This study aims to search for the answers to ‘why’ and ‘what makes’ high-achieving students perform well and become high-achievers in Chinese L2 learning. Using interpretive phenomenological analysis, the findings of the multiple case study reveal that both internal and external factors play a role in supporting high-achieving students’ learning. Internal factors include self-confidence, positive attitudes towards L2 learning, and interest in L2 learning. External factors relate to continuously learning the same L2 curriculum and family support in language learning. This study highlights the importance of understanding the experiences of young high-achieving Chinese L2 learners and the factors that affect their learning for English-speaking background students.

Health selection, family division of labour and labour market participation of migrant and Australian born couples

Australia is a multi-cultural society, with the majority of recent migrants arriving from non-English speaking Asian countries. Yet we know little about how ethnic diversity in the population is reflected in employment participation and within-family time exchange. This paper investigates how nonmarket time and labour market time vary across migrant groups from non-English speaking country backgrounds (NESCB) compared with English-speaking country background migrants and non-Indigenous Australians (ESB&AU). It uses a longitudinal instrumental variable method to deal with biases caused by endogeneity and unobserved heterogeneity. We find that nonmarket time is strongly influenced by family circumstances such as having young children and partner’s circumstances (health status and life events including health shocks). The relationship of these factors with nonmarket time varies across our two major groups. For example, the relationship between a partner’s life events and partner’s health status and the other partner’s nonmarket time are significantly greater for NESCB migrant couples than for ESB&AU couples. This connects with our initial theories about the collectivist cultural backgrounds in NESCB couples in maintaining gender roles or different levels of economic security facing NESB migrants that affect how they allocate caregiving and housework time, especially when a partner becomes ill or face a life event. This paper also shows clear evidence of health selection into the labour market, and a strong trade-off between nonmarket and market time in both groups.

Students got mail: Do students read semi-tailored emails and what is the impact?

This paper examines the effectiveness of providing personalised email feedback via an automated email application in a large undergraduate introductory accounting course. Over 1,200 students received feedback via emails sent weekly, semi-tailored to each student based on their results in online self-test learning quizzes. We first found that students read the majority of emails distributed. Second, through tracking, using regression analysis, we found that reading emails is related to significantly higher final examination performance in some cases. However, this is moderated by factors relating to diversity in a large cohort exceeding 1,000 students. The results indicate that feedback needs to be readily actionable and aligned with assessed learning outcomes to realise significant impacts on exam performance. This study is relevant to educators who teach large and diverse cohorts and need time-efficient solutions to tailor the learning experience to each student. Implications for practice or policy: Undergraduate students read the majority of weekly emails distributed, indicating emails can be used as an instructor communication device. Emails should specifically encourage activity completion aligning with learning objectives to improve grades. Students who achieve lower grades in tertiary studies, from English-speaking backgrounds and medium to high socio-economic status, high performers at high school and younger students aged 20 or less are positively impacted. Therefore, emails should be used by instructors teaching cohorts with these characteristics.

Complexity and competing interests: what factors bear on payment choices and financial decisions made for older people entering nursing homes?

ABSTRACT Each year, many frail older people in Australia and their informal carers, are faced with the complex choice of how to pay for nursing home accommodation (through a refundable, one-off lump sum payment on entry, daily ‘rent-style’ interest payments or a combination), a choice interconnected with several other financial decisions. The payment choice often needs to be made suddenly after a health shock and within tight timeframes, and impacts an older person’s income, consumption, and long-term wealth. To explore what factors potentially bear on this complex choice, we modelled payment choices in online survey data using multinomial and fractional logistic regression. We found payment choices to be associated with an older person’s finances, family situation and health situation, supporting that individual budgets and access to liquidity constrains choice. Informal carer characteristics including educational attainment, English-speaking background, investment risk appetite and perceived stress were associated with choices, suggesting informal carers may directly or indirectly exert influence. Nursing home providers’ payment preferences were also associated with choices, suggesting potential influence due to providers’ capital financing requirements. We offer policy suggestions on reducing the complexity of payment choices, and better aligning the interests of consumers and providers.

Does a rose by any other name smell as sweet? Assessing student evaluation of teaching ratings pre- and during the COVID-19 lockdown: an Australian study

The sudden sweep of the COVID-19 pandemic that led to significant lockdowns, and only gradual re-openings of societal interactions, forced the higher education sector to make significant changes in teaching and learning practices. Australian universities were no exception to this process. The adoption of almost universal online teaching in the face of lockdowns was one of the main changes executed by these universities. During this transition, instructors and students faced a plethora of challenges, with the former needing to master the necessary technological tools in a short period of time, especially with respect to creating and teaching online courses, while the latter had to deal with the socio-economic impacts of being unable to interact with their milieu in an orthodox fashion. This study examines students’ opinions about the effectiveness of their learning experiences prior to and during the pandemic period, within an Australian context. Utilising a pooled OLS methodology, we estimate the impact of the COVID-19 pandemic on student evaluation of teaching for a number of courses taught at an Australian university. We find statistically higher evaluation of teachers in the area of organisation, focus and inspiration during the pandemic period (where online teaching predominated) compared to the pre-pandemic period. This bifurcation is accentuated in favour of instructors from English-speaking backgrounds (ESBs) and for those teaching postgraduate courses.

What support do international doctoral students claim they need to improve their academic writing in English?

Novice scholars from non-native English-speaking (NNES) backgrounds tend to encounter challenges in their doctoral education related to scholarly writing in English. This study investigated the support that NNES doctoral students perceive as crucial for achieving their desired proficiency in English academic writing (EAW). A survey was conducted during the 2021–2022 academic year, involving 255 NNES international doctoral students studying in 65 English medium PhD programs across Hungary. Volunteers from 49 countries, representing 48 languages, participated in the study. An analysis of their responses to an open question revealed that the majority felt a need for support in enhancing their EAW skills. Very few believed they could already produce publishable texts or that the support of their doctoral schools was sufficient. Most participants recognized specific areas where improvement was necessary and took full responsibility for their progress. Thus, findings of this study align with previous quantitative analyses involving the same participants and the conceptual metaphors they provided, emphasizing the high demand for support in developing English academic writing skills (Phyo et al, 2022a, 2022b).

Suitability of Computerised and Pencil‐and‐Paper Neuropsychological Assessments in Healthy Older Culturally and Linguistically Diverse Australians: The CogSCAN Study

AbstractBackgroundComputerised neuropsychological assessments (CNAs) are proposed as more accessible and culturally appropriate alternatives to traditional pencil‐and‐paper neuropsychological assessments (PnPAs) for diagnosing dementia in diverse populations. Whilst some PnPAs have demonstrated cultural and linguistic bias, research investigating the suitability of CNAs for culturally and linguistically diverse (CALD) individuals is limited, especially outside of the United States.MethodThis study compared cognitive performance in a heterogenous sample of older Australian CALD English‐speakers and an L1 English‐speaking background (ESB) sample. Cross‐sectional data were drawn from the ongoing CogSCAN Study. Participants were 212 community‐dwelling individuals aged 60‐95 years without a dementia diagnosis (159 ESB/53 CALD). Participants completed a PnPA and/or CNAs, sessions were counterbalanced accordingly. CNA sessions involved two of four commercially‐available CNAs in a randomised order. Differences in the level and pattern of cognitive performance between groups on two CNAs (CANTAB/Cogstate) and a comprehensive PnPA in English, controlling for sociodemographic and health factors, are reported here. Selection of key variables for examination were based on previous findings (PnPA) and test developer recommendations (CNAs).ResultSample characteristics are summarised in Table 1. CALD participants’ cognitive performance on individual tests (Figure 1) was largely comparable to ESB participants on PnPA and each CNA. Significant differences between groups, after Bonferroni correction for multiple comparisons, were observed for the Boston Naming Test (PnPA; a language test widely criticised for use with CALD populations due to culturally biased stimuli) and Rapid Visual Information Processing (CANTAB; a test of attention/processing speed). Among participants who completed PnPA and Cogstate, a significant interaction between group and assessment type on global cognitive performance was observed; ESB participants outperformed CALD participants on PnPA, but not on Cogstate (Figure 2). No significant main effects or interaction were observed in PnPA versus CANTAB.ConclusionThese results showed fewer and smaller discrepancies across groups and assessment types than has been found in previous literature with other CALD samples, perhaps reflecting higher levels of English proficiency, acculturation, and education in English than previous cohorts. Work in progress is investigating the influence of linguistic and acculturation factors on cognitive performance in a larger and more diverse sample.

Variation in pre-nasal raising of TRAP in Australian English

Phonetically raised and fronted realizations of pre-nasal TRAP are increasingly common in Australian English with previous research suggesting that greater raising may be associated with speakers from monolingual English-speaking backgrounds. Here, we present the results of an acoustic examination of pre-nasal TRAP raising (which we refer to as HAND) in a corpus of speech recordings from 183 adolescent speakers (aged 15–18) from five areas of Sydney that differ according to levels of linguistic diversity and the major heritage languages spoken (English-only, Arabic, Chinese, Indian, and Vietnamese). We extracted 1971 items containing the HAND vowel, along with 1807 items of pre-obstruent TRAP and 540 items of pre-obstruent DRESS. We calculated the degree of raising in HAND relative to pre-obstruent TRAP and DRESS through Euclidean Distance. The results show increased HAND raising in female speakers, although less raising is seen in the area with the highest proportion of Vietnamese language background speakers. Among male speakers the greatest incidence of raising is seen in the area with the lowest level of linguistic diversity (i.e., highest level of English-speaking background). These results suggest that HAND raising is associated with English-speaking backgrounds, but also that this is a change led by females.

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers.

Studies examining students' academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers' academic literacy learning process and the construction of teachers' professional identities. To address this issue, this study employed a longitudinal narrative inquiry to trace and evaluate the professional identity construction of two Chinese novice language teachers as they developed academic literacy in their master's and doctoral programs in the United States. The study adopted a Community of Practice (CoP) framework and drew upon various data sources, such as both novice teachers' coursework, reflection journals, statements of teaching philosophy, and other supplementary documents, to evaluate how each participant was socially engaged (or disengaged) in a new language education community and how they developed professional identities as language teachers in this process. The findings indicate that the pedagogical knowledge and theories acquired by both participants during their graduate studies informed their teaching methods and promoted their development of a researcher-teacher identity. In addition, the longitudinal data allowed for tracking changes in both participants' self-efficacy and emotions. While the stories of both novice teachers described the evolution of their teaching beliefs throughout their graduate studies, their narratives also highlighted a lack of micropolitical literacy training at the graduate level. This study contributes to our understanding of the connection between academic literacy development and the formation of teacher professional identity by shedding light on novice language teachers with a non-native English-speaking background. The implications for future research are also provided.

The mental health effects of changing from insecure to secure visas for refugees.

In response to growing numbers of refugees worldwide, host governments are increasingly implementing temporary protection policies; however, little is known regarding the mental health impact of these policies. This online longitudinal study investigated whether refugees who transitioned from low visa security (e.g. short-term transient visas) to medium (e.g. temporary protection visas) or high visa (e.g. permanent visas) security showed changes in depression symptoms, social difficulties and immigration-related fears. Participants were 1,201 refugees and asylum-seekers from Arabic, Farsi, Tamil or English-speaking backgrounds. Study variables were measured prior to and after change in visa status (6 months apart). Refugees who transitioned from low to medium security visas showed reduced immigration-related fear (B = -0.09, 95% confidence interval = -0.29 to -0.06), but no change in depression symptoms or social difficulties compared to those who retained low visa security. Refugees who transitioned from low to high security visas showed reduced depression symptoms (B = -0.02, 95% confidence interval = -0.04 to -0.01), social difficulties (B = -0.04, 95% confidence interval = -0.05 to -0.01) and immigration-related fear (B = -0.03, 95% confidence interval = -0.06 to -0.01) compared to those who retained low visa security. Findings indicate that the increased security afforded by temporary protection policies (vs short-term transient visas) did not translate into improved mental health and social outcomes for refugees. In contrast, permanent protection was associated with significant improvements in psychological and social functioning. These results have important policy implications for countries who have committed to protect and facilitate improved mental health among refugees.

Skin cancer-related conditions managed in general practice in Australia, 2000–2016: a nationally representative, cross-sectional survey

ObjectiveSkin cancer is Australia’s most common and costly cancer. We examined the frequency of Australian general practice consultations for skin cancer-related conditions, by patient and general practitioner (GP) characteristics and...

Rates of psychotropic medicine prescribing in paediatric populations in Australian general practice from 2000-2016

General practitioner (GP) prescribing of psychotropic medicines to paediatric patients is increasing across countries, sparking the need for additional research into this field. We examined prescribing rates, GP and patient characteristics and indications associated with prescribing psychotropic medicines to paediatric patients in Australian general practice, using data from the Bettering the Evaluation and Care of Health (BEACH) program. We extracted all encounters with children aged 3 to 17 from 2000 to 2016. Psychotropic medicines were defined as those in the ATC codes N05 (Psycholeptics) and N06 (Psychoanaleptics). Of the 144,397 encounters, GPs prescribed 1829 psychotropic medicines to paediatric patients at an average rate of 1.16 prescriptions per 100 encounters (95% confidence interval 1.09-1.23). We found that the rate of psychotropic medicines prescribed to paediatric patients in Australian general practice increased. Patients who were adolescent, female, socio-economically disadvantaged or from an English-speaking background were significantly more likely to be prescribed a psychotropic medicine. GP practices in remote or regional areas and Australian graduate GPs were more likely to prescribe psychotropic medicines to paediatric patients. Depression, attention deficit hyperactivity disorder, anxiety and autism were the most common psychiatric indications managed with psychotropic medicines. Antidepressants, psychostimulants, benzodiazepines, antipsychotics and other psychotropic medicines were prescribed, signifying a high rate of off-label use. Sertraline was the most common psychotropic medicine prescribed, followed by fluoxetine and methylphenidate. Future studies involving data from other prescribers, e.g. paediatricians and psychiatrists, and studies linking prescribed medicines to their indications may widen our understanding of psychotropic medicine prescribing in Australian paediatric patients.

Same degree but different outcomes: an analysis of labour market outcomes for native and international PhD students in Australia

This paper used data on career destinations over the period 1999–2015 to study the labour market outcomes of native and foreign PhD graduates staying on in Australia as skilled migrants. Natives with an English-speaking background emerge as benefiting from positive employer ‘discrimination’ (a wage premium unrelated to observed characteristics such as gender, age, and previous work experience). The premium is field-specific and applies to graduates in Science, Technology, Engineering and Mathematics (STEM). In contrast, foreign PhD graduates with a non-English speaking background experience inferior labour market outcomes, especially if they work in the university sector. Against expectations to the contrary, completing the highest degree of education in the host country and staying on in the same sector where one acquired human capital does not appear to eliminate lesser labour market outcomes for the foreign-born.

Context, coping, and mental health in refugees living in protracted displacement.

There is currently an unprecedented number of forcibly displaced people worldwide. Little is known, however, about how external stressors and internal coping strategies intersect to influence mental health in displaced refugees, particularly whether specific types of coping strategies are more or less effective across different levels of external stress. This study aimed to understand whether positive and negative internal coping strategies were differentially associated with mental health across high and low levels of external stressors in displaced refugees. Participants were 1,216 refugees living in Indonesia who completed an online survey indexing demographic characteristics, exposure to ongoing stressors, positive psychological coping strategies (i.e., cognitive flexibility, self-efficacy, and hope), negative psychological coping strategies (i.e., rumination and intolerance of uncertainty), psychological symptoms (i.e., posttraumatic stress disorder, depression, and anxiety) and mental health-related quality of life. Participants (27.3% female, Mage = 30.52 years) were from Arabic-, Farsi-, Tamil-, Somali-, Dari-, and English-speaking backgrounds. Results of latent moderated structural equation modeling indicated that the association between negative psychological coping strategies and poorer mental health was stronger at higher levels of stress, whereas the association between positive psychological coping strategies and better quality of life was stronger at lower levels of stress. These findings provide evidence in support of tailored approaches that integrate interventions addressing external stressors and internal coping strategies to support positive mental health and enhanced quality of life in displaced refugees.

Examining the effectiveness of an online EAP course in developing researchers' virtual conference presentation skills

Virtual conferences and webinars are increasingly transforming the nature of academic communications. In their transition from conventional to digital academic venues, researchers require guided mentorship, hands-on experience, and consistent feedback. In this study, the aim was to explore the effectiveness of an online EAP course in developing researchers' virtual presentation skills. The participants included the researchers (N = 20) from different departments of sciences in a state university in Iran. Through narrative interviews, the needs analysis phase was completed. The findings demonstrated that the researchers' virtual presentation needs are characterized by academic language competence, pragmatic communication skill, and remote audience engagement. To meet these needs, an online short-term EAP course was designed and held. Through participatory observations and peer feedback, the effectiveness of the course was investigated. The results showed the positive contributions of the course. The participants' attitudes towards their immediate learning experiences were further probed through focus-group interviews. The findings highlighted the researchers' revived self-confidence, live demo experience, digital academic competence, multimedia-enhanced presentation skill-building, collaborative community-based learning, awareness of audiences' affective engagement, and increasing attention to communicative language choices in this course. The findings have potential relevance and application to those involved in the design, delivery, and teaching of online EAP courses – and not only for academics from non-English speaking background, but also English-speaking background.

‘Maybe if you talk to her about it’: intensive mothering expectations and heritage language maintenance

AbstractMaintaining heritage languages is frequently desired by migrants to continue cultural and social connections to family and identity. However, in imagined monolingual nations such as Australia, efforts to transmit minority languages are seen as a private matter and largely unsupported. Transmission of culture and language is also frequently seen as women’s work (Heller, Monica &amp; Laurette Lévy. 1992. Mixed marriage: Life on the linguistic frontier.Multilingua11(1). 32). This article seeks to explore how linguistically intermarried heterosexual couples orient to the task of heritage language maintenance along gender lines. It draws on a qualitative interview-based study into 22 couples living in Sydney. For the English-speaking background parents in the study, pressure to raise bilingual children arising out of a discourse ofintensive mothering(Hays, Sharon. 1996.The cultural contradictions of motherhood. New Haven: Yale University Press) was experienced in more negative ways by mothers than fathers. The analysis points to the effects of the non-migrant partner’s first language and their gender on heritage language efforts in linguistically intermarried families, and their impact on the (dis)continuation of linguistic diversity.