non-English Speaking Background Students Research Articles

Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University

This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery to support the expanding non-traditional, new generation learners while enhancing opportunity and success for traditional learners. The Block Model developed by Victoria University (VU), Australia for its undergraduate cohort, was a bold response to support all students including its high proportion of First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. In this radical new hybrid Block model, students study one unit/subject at a time over four weeks. The article reports on preliminary results after two years of implementing the VU Block Model. While both traditional and new-generation cohorts significantly improved their performance, there was a higher improvement in the pass rates of LSES, NESB and FiF students, compared to the improvements in the traditional cohorts of students. These initial results confirm the value of the institution-wide strategy to expand opportunity and enhance success for all.

How Can Universities Encourage Self-Disclosure by Equity Students?

This paper extends upon a previous study into reasons behind student non-disclosure of equity status (Clark, Kusevskis-Hayes & Wilkinson, 2018). Based on findings from this previous study, this paper proposes good practice guidelines for universities to encourage self-disclosure by students in equity cohorts—Indigenous students, students with disabilities and those from non-English-speaking backgrounds (NESB). The previously published 12-month study, reporting on an equity staff survey on the subject of current university practices and student motivations for disclosure and reasons for concealing equity status, revealed that the primary reasons for disclosure versus non-disclosure varied between these three groups. Indigenous students were influenced by pride in identity versus popular perceptions of special treatment and may perceive Indigenous programs as primarily intended to achieve bureaucratic goals and meet “diversity” targets (Sullivan, 2008). Students with disabilities appreciated adjustments, but often waited until a crisis moment before seeking help. We advocate removal of barriers rather than a ‘medical model’ of support (Shakespeare and Watson, 2002). NESB students were least likely to disclose, because in many cases disclosure was not necessary to receive assistance, or no targeted assistance was available despite the apparent frustration of teaching staff (Fildes et al. 2010). The guidelines urge universities to adopt inclusive practices to reduce the need for self-disclosure, and to define equity groups in a practical and understandable way. Universities should educate staff and students to improve understanding of equity groups. Where disclosure is necessary, universities should offer options for levels of disclosure so students can retain control of their data. They should explain equity programs and services with clear guidelines for benefits and preserving confidentiality. Finally, they should explain the need for disclosure and allow noncommittal responses during enrolment, with later follow up.

Bridging the ‘English gap’: achievements and challenges of a non-award English Language Support Program

Australian universities are increasingly welcoming international non English speaking background (NESB) students with little consideration for the cultural, linguistic and institutional adjustments that the students must make. The substantial gap between the required English language proficiency for entrance and that expected on graduation remains a concern. This need for additional language support became evident in the Student Learning Centre (SLC) at [institutional details removed for review], where records indicated that NESB students seeking academic assistance were overrepresented. Consequently, the SLC created an English Language Support Program (ELSP) to enhance the communication skills of NESB students. Student feedback and improvements in ability showed that this program had been successful. However, it is only a first step in addressing the so-called ‘English problem’. This paper discusses the advantages and constraints of non-award programs such as these to assist NESB students to bridge the ‘English gap’ in higher education.

Captioned Recorded Lectures as a Mainstream Learning Tool

Captioned Recorded Lectures as a Mainstream Learning Tool

Video Lecture Capture Technology Helps Students Study without Affecting Attendance in Large Microbiology Lecture Courses

Recording lectures using video lecture capture software and making them available for students to watch anytime, from anywhere, has become a common practice in many universities across many disciplines. The software has become increasingly easy to use and is commonly provided and maintained by higher education institutions. Several studies have reported that students use lecture capture to enhance their learning and study for assessments, as well as to catch up on material they miss when they cannot attend class due to extenuating circumstances. Furthermore, students with disabilities and students from non-English Speaking Backgrounds (NESB) may benefit from being able to watch the video lecture captures at their own pace. Yet, the effect of this technology on class attendance remains a controversial topic and largely unexplored in undergraduate microbiology education. Here, we show that when video lecture captures were available in our large enrollment general microbiology courses, attendance did not decrease. In fact, the majority of students reported that having the videos available did not encourage them to skip class, but rather they used them as a study tool. When we surveyed NESB students and nontraditional students about their attitudes toward this technology, they found it helpful for their learning and for keeping up with the material.

Flipping the classroom in an undergraduate sports coaching course

There are increasing concerns in higher education for the need to move away from the traditional lecture format in order to more effectively prepare students as future leaders. Research in active learning has encouraged many tertiary educators to experiment with the flipped classroom approach that has been used extensively in K-12 educational programs. This descriptive paper outlines the design, implementation, and outcomes of a ‘flipped classroom’ approach that was put into practice in an undergraduate course in Sports Coaching. The students reported that they experienced more constant and positive interactions with lecturers/peers than in other courses. Overall, a high level of commitment to the course was indicated, while group work, discussions, and practical applications were also identified as positive aspects of the course. The most common suggestions for improvement included providing more time for group tasks to allow more interaction between classmates. Responses demonstrated a significant difference ( p < 0.05) in the responses of the 12 female and 23 male students, supporting the literature that females prefer cooperative learning environments. However, no significant difference was noted between those students with English as their first language and non-English speaking background students. The authors conclude that the flipped classroom approach is a very effective teaching and learning strategy that can be employed to enhance the effectiveness of coach education programs.

Academic experiences of international PhD students in Australian higher education: From an EAP program to a PhD program

For the last few decades, Australia has played a pivotal role in the supply of quality education to international students and other educational industries associated with them. In the higher education sector, in particular, international PhD student numbers continue to increase. However, the limited availability of resources for the students and the lack of investigation concerning the students indicate that there is a need for both higher education providers and other related stakeholders to understand and take into account the difficulties and challenges of international PhD students and their implications in the Australian academic context. While learning a new academic culture in a new country, international PhD students meet situations where they have to deal with a range of language problems, cultural differences and personal matters. The study reported in this article explores international non-English speaking background (NESB) students' experiences with university preparation programs and PhD programs and investigates the issues they face at an Australian university with a focus on factors affecting the NESB students' academic experiences. It provides implications for the teaching of postgraduate preparation programs and the supervision of international NESB PhD students at Australian universities.

Development of an electronic role-play assessment initiative in bioscience for nursing students

Devising authentic assessments for subjects with large enrolments is a challenge. This study describes an electronic role-play assessment for approximately 600 first-year nursing students to learn and apply pathophysiology (bioscience) concepts to nursing practice. Students used Microsoft Office PowerPoint® to prepare electronic role-plays both between a nurse and patient, and between two nurses, thus simulating workplace scenarios. Student feedback demonstrated that respondents found this assessment useful for learning pathophysiology, and for applying pathophysiology to a nursing clinical setting. This electronic presentation circumvented issues associated with a traditional oral presentation such as embarrassment and logistics of scheduling groups, and rated well with students of non-English speaking background. The electronic role-play assessment initiative encouraged students to apply their bioscience knowledge to a clinical setting, and allowed students to conceptualise the importance of bioscience within both the nursing degree and the profession.

Globalisation, internationalisation, and language education: an academic program for global citizens

In response to the postmodern globalisation era characterised by porous geographical boundaries allowing ideas, people, services, and goods to move rapidly across borders, many universities in different parts of the world have developed strategies for internationalising their educational programs. While international awareness, intercultural communication skills, and open-mindedness lie at the heart of the goals of international education, different practices for these goals to be achieved have been implemented. Some educational contexts mandate the teaching of English to all non-English speaking background students, while others emphasise the incorporation of issues of cultural diversification into all aspects of the learning curriculum. However, numerous studies claim that both these practices still seem to be relatively problematic and monocultural-chauvinistic. This has led to a question whether an internationalised academic program that attempt to fully respond to the complex ‘landscape’ that globalisation has created exists.This paper presents a case study of how an international/intercultural-communication-focussed program offered by a university in Australia responds to this landscape more adequately. Based on in-depth interviews with two domestic Australian students and two international students on their learning experiences in the program, the paper also showcases the contributory role(s) the students believe the program has played in challenging (for some) ethnocentric perceptions and (for others) self-deprecating perceptions. It is hoped that the study provides internationally-oriented curriculum developers with a (not ‘the’) model for developing an academic program/curriculum that prepares students for living in today's international and intercultural communicative encounters.

Improving NESB Students’ Learning in Communication Through Simulating Social Media: An Australian Case Study

Australian universities are mindful of graduating students who are prepared for the workforce. A growing trend in organisational communication is the use of digital/electronic media to communicate with stakeholders, and many universities are now adopting pedagogy that simulates professional use of social media.International students who come from non-English speaking backgrounds (NESB) and are new to Australian university study can often struggle with understanding information that is delivered verbally, particularly when delivered under the traditional lecture/tutorial or didactic approach. The use of online communication in the curriculum can improve employability skills and heighten comprehension for NESB students.This paper examines results by NESB students mainly from Chinese universities studying through a collaborative articulated pathway program who have completed the core communication unit between 2010 and 2012. The majority of these students have come from limited English-speaking environments. The paper analyses their results and uses contemporary literature to form conclusions on cognitive capabilities for the NESB cohort when studying this introductory unit on-campus.The student results and the literature analysed demonstrates that NESB students perform better when comprehending and consolidating knowledge delivered through interactivity involving digital communication, primarily e-text-based content that simulates social media. It concludes that electronic communication based on social media model can heighten NESB student engagement and improve employability.

Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students

Lecture recordings are increasingly used to supplement lecture attendance within higher education, but their impact on student learning remains unclear. Here we describe a study to evaluate student use of lecture recordings and quantify their impact on academic performance. Questionnaire responses and online monitoring of student's access to recordings indicate that ∼75% students use this material, the majority in a targeted manner. In contrast, a small subset of students (∼5%) are highly dependent on recordings downloading every lecture, and viewing the material for long periods, such that this represents a large proportion of their independent study. This ‘high user’ group is atypical, as it contains a high proportion of dyslexic and Non-English Speaking Background students. Despite high usage, lecture recordings do not have a significant impact on academic performance, either across the cohort or with students that use the recordings. Overall, this approach appears to be beneficial, but may reduce lecture attendance and encourage surface learning approaches in a minority of students.

Evidence of English language proficiency and academic achievement of non-English-speaking background students

The increasing number of international students enrolled in Australian universities over the last decade has met with a corresponding concern that many non-English-speaking background (NESB) students experience considerable difficulty in their courses. Consequently, concerns about admission procedures have been raised regarding how English language proficiency (ELP) is determined for NESB students (both domestic and international). In addition to standardised ELP tests, some universities accept other forms of evidence, such as the completion of English-medium courses. This large-scale quantitative study analysed data on 5675 undergraduate and postgraduate students available from one university's database over a three-year period to ascertain if its ELP requirements were sufficient to ensure the academic progress of adequate numbers of these students. The best evidence for potential academic success was found to be standardised tests while students submitting other forms of ELP evidence tended to have more difficulties.

International Students in Independent Schools: The Divide Between Attitude to Mathematics Class and Perception of Classroom Environment

The experience of students with a non-English speaking background (NESB) studying in Australian independent school classrooms is an ongoing concern for administrators of these schools. This paper reports on research by Kilgour and Rickards (2009) into the perceptions these students have of the learning environments of their Mathematics classrooms along with the same students’ attitudes to Mathematics as a subject. Data collected by survey and interview revealed that NESB students have a more positive attitude to Mathematics as a subject than their Australian classmates, but their perception of their learning environment is more negative than their Australian classmates.

Podcasting of health sciences lectures: Benefits for students from a non-English speaking background

<span>Podcasting in higher education is the presentation of study material in digital format that can be downloaded as audio or video files onto a MP3 player or computer. These files can then be accessed anywhere and at any time students choose. The use of podcasting is now widespread amongst undergraduate students, yet their application to the specific needs of students with a non English speaking background (NESB) is largely unknown. The findings of this study are based on a survey of 404 NESB and 708 native English speaking Health Science undergraduate students at the University of South Australia. Ninety percent of NESB students accessed podcasts of undergraduate lectures, with the majority listening to more than 15 podcasts during each semester. The availability of podcasts had limited effect on attendance at lectures. M-learning (mobile learning) was not popular amongst NESB students compared to other students. They preferred to listen to audio recordings of the whole lecture from a computer in conjunction with the </span><em>PowerPoint</em><span> presentation. This study suggests the use of podcasts as a revision tool has obvious benefits as perceived by undergraduate NESB students in terms of their learning in face to face classes and when reviewing and revising complex material.</span>

Examining the Learning Experiences of Secondary Non-English Speaking Background Students in the Mainstream English Classroom

Examining the Learning Experiences of Secondary Non-English Speaking Background Students in the Mainstream English Classroom

Responsive curriculum design in a statistics service unit

Many students have difficulty when first exposed to statistical concepts. In the case of service teaching arrangements where the focus is more on the statistical literacy needs of the profession and concepts need to be developed in short time frames the challenges are even more imposing, particularly if cohorts contain substantial numbers of non-English speaking background (NESB) students. In this paper the results of a responsive curriculum project modelled on the action research paradigm are described. Disparities between the performance of ESB and NESB students are identified and removed using changes to teaching and assessment strategies. A focus on literacy and conceptual outcomes within contexts relevant to the future professional needs of students, and assessment schemes to equitably support these, are seen to improve learning outcomes for all students. Key factors in the improved curriculum are identified and explained.

NESB and ESB students' attitudes and perceptions of plagiarism

Concern about plagiarism by students from non-English speaking backgrounds (NESB) has grown apace with the increased numbers of international students attending western institutions. We present an exploration of student attitudes, perceptions and understandings of intellectual property, particularly plagiarism and copyright, and explore potential differences between NESB and ESB (English speaking background) students. The results indicate that while NESB students are more likely have engaged in plagiarism than ESB students, plagiarism overall is very common and reflects a combination of disrespect for material from the Internet and significant confusion about what actually constitutes plagiarism.

Developing Praxis for a Few Non-English Speaking Background Students in the Class

Developing Praxis for a Few Non-English Speaking Background Students in the Class

Teacher education

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DO INTERNATIONAL NESB STUDENTS NEED AN ACADEMIC LANGUAGE DEVELOPMENT PROGRAM

This study examined the academic language skills of international students from non-English speaking background (NESB) at the University of Melbourne. It aimed to determine whether or not they need an academic language development program. The participants were 158 international NESB students of distinct categories. The students' academic language were measured using the Diagnostic English Language Assessment (DELA) test administered before the commencement of their academic study. Scores of the test were compared across categories and correlated across academic language skills. The results from this study suggested that. in general. international NESB students need a language development program to improve their academic writing skill. In addition. it was suggested that the development of the academic writing skill of international N ESB students be accomplished through a program directly related to academic language writing.