Track A O'Donoghue
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Transcript of Track A O'Donoghue
Barriers and Benefactors forfor Overseas Students
Clare O’Donoghue (Arts and Ed) & Stephen Burbidge (EIS)
Overview Motivation for Study Study Methodology Empirical Results Implications for Supporting
Students
Motivation for the Study Anecdotal observation and
counselling students Personal experience of working
and living abroad Rich pictures EIS
student
library
Finance dept
Accommodationsecurity
Student id card
How many classes a week
What type of transport is avail
How many hrs can i work
Part time job
What's my time table
Which building
Summary Rich Pictures
Results: Rich Pictures
The Study Methodology 1 Questionnaire designed and piloted Questionnaire administered to 68
overseas Mdx students in four groups:
PG EIS MSc students (n=6) PG Arts and ED MA students (n=9) PG Pre-sessional students (n= 28) International Foundation students
(n=25)
The Questionnaire 1 Personal Data: (Nationality, L1, number of
previous visits to the UK) Educational context in which English
was learnt (School MFL, Language of instruction school / university, Private EFL, Family language, other)
Types of academic assessment in L1 and L2 (MCQs, short answer, paragraph, short (2-500), medium (2-5,000) long (5-10,000) assignments, dissertation, orals, artefact)
The Questionnaire 2 Accommodation on arrival in
London and during study period Anxieties before coming to Mdx Anxieties / problems occurring
whilst studying at Mdx Factors attributed with supporting
students’ success Open-ended comments section
Results: NationalitiesNationalities Libya
KSA
Pakistan
India
Bangladesh
Sri Lanka
China
Taiwan
Thailand
Vietnam
Nigeria
Kenya
Eithiopia
Afghanistan
Kurdistan
Turkmenistan
Cyprus
Previous Visits to UK
Previous Visits to UK
First Visit
1 Previous Visit
2 -3 Previous visits
4 Previous visits
5-9 Previous visits
10+ Previous visits
Results: How English Learnt
Q6. How English Learnt
MFL at School
School Lang of Instruction
Uni Lang of Instruction
Private EFL School
Family Lang
Other
Results: L1 Assessment Types
Q.10 L1 Assessment TypesMCQs
Short Answer Tests
Paragraph Writing
Short Text (200 - 500 words)
Medium Text Writing (2,000 -5,000 words)
Long Text Writing (5,000 -10,000 words)
Dissertations (10,000+ words)
Oral Presentations
Oral Exam
Artefact
Other
Results: English Assessment Types
Q.10 L2 Assessment TypesMCQs
Short Answer Tests
Paragraph Writing
Short Text Writing (200-500words)Medium Text Writing (2,000 -5,000 words)Long Text Writing (5,000-10,000words)Dissertation
Oral Presentation
Oral Exam
Artefact
Other
Results: Anxieties Prior to UK
Pre-Arrival AnxietiesMiss Family
Miss Friends
Miss Pet
New Climate
New Culture
Big City
Accommodation
New Friends
New Food
Communicate in English
New Edu Context
Lectures&Seminars
Write EAP
Pass Course
Course Content
Cost London
Job London
Racism London
Crime London
Pre-Arrival Anxieties that Came True
Pre-Arrival Anxieties that Came True Lonely
Homesick
Miss Family / Partner
Miss Friends
Miss Pet
Climate
Culture
Accommodation
New Friends
New Food
Communicate English
New Edu Context
Lectures / Seminars in English
Writing EAP
Pass Course
Course Content
Cost London
Job London
Racism London
Results: Anxieties / Problems whilst at Middlesex
Anxieties / Problems whilst at Middlesex
Money Worries
Homesickness
Family Problems Back Home
Family Responsibilities UK
Job & Study
Lectures Hard
Seminars Hard
Feel Isolated in Study Group
Access Learning Materials
Assessed Group Work
Writing EAP
Independent Research
Formal Exams
Computer / Software Problems
Visa Worries
Results: Factors Supporting Success
Factors Supporting Success Family / Partner Support
Friends' Support
Sponsor's Support
Tutor Support
Peer Support
Personal Motivation
Personal Organisation
Good Accommodation
Financial Security
Access Learning Resources
Regular Class Attendance
Clear Lectures /Seminars
Programme / ModuleHandbooks
Mdx VLE
Clear Task Instructions
Formative Feedback Drafts
LDU workshops
Results:Initial Accommodation
Q7. Accommodation UK
Close Family
Extended Family
Family Friends
Own Friends
Student Halls
Landlord
House Share
Rented Apartment
Other
Results: Later Accommodation
Changed Accommodation During Stay
Stayed in Intial Accommodation
Changed Accommodation
Student Comments 1 Excitement and apprehension on arrival Culture Shock and homesickness
(exacerbated by weather) Loneliness and making new friends with
classmates and room-mates; finding fellow nationals
Importance of friendly support from tutors Strength from religious faith to persevere
Student Comments 2 Sense of privilege for opportunity
to study abroad Awareness of personal growth and
professional development
Tutor Comments / Observations Lack of engagement caused by financial
difficulties, severe homesickness Culture and educational shock causes
underlying mental health issues to rise to the fore
Lack of adaptation to new learning environment – can lead to frustration, futile repeating of successful behaviours from previous educational experience, loss of face, questioning self-efficacy
Implications 1 Academic English Assessments
Transparent genre and Discourse Community conventions
QAA recommendations to make anonymised examples of past students’ work available as models
Importance of formative feedback on drafts Fear of having to write long assignments in
L2 when have little experience of extended writing in any language – can lead to academic dishonesty in desperation
Implications 2 Isolation and group cohesion
Tutor can foster seminar group cohesion through use of initial ice-breakers; warmers / lead-ins that combine ‘getting to know you’ activities with subject knowledge; organising and manipulating group work combinations; horseshoe seating; encouraging peer name learning
Implications 3 Roles and responsibilities students
and tutors Cultural variation (Chinese students =
young; UK students = adults) Collectivist / Individualist attitude to
work and achievement (academic misconduct-collusion)
Locus of control and responsibility for success
Thank You
Any Questions?