University students' experiences with non-first language as the medium of instruction - a mixed method study

Students from Asian countries form the largest group of mobile international students in Western anglophone countries. Despite research on the mobility experiences of international students to anglophone and non-anglophone countries, there are limited cross-comparative, mixed-method studies explorin...

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Bibliographic Details
Published in:	Higher education research and development Vol. 43; no. 2; pp. 406 - 420
Main Authors:	Ramjan, Lucie M., Chao, Mei-Sheng, Glew, Paul J., Everett, Bronwyn, Chen, Hsin-Tzu, Lan, Yi-Chen, Lin, Shi J., Salamonson, Yenna
Format:	Journal Article
Language:	English
Published:	Routledge 17-02-2024
Subjects:	Chinese Chinese language usage Comparative analysis English language usage Higher education International students Language acquisition Multimethod techniques Non English speaking background Second language learning Student attitudes Student experience University students Australia Taiwan
Online Access:	Get full text
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Summary:	Students from Asian countries form the largest group of mobile international students in Western anglophone countries. Despite research on the mobility experiences of international students to anglophone and non-anglophone countries, there are limited cross-comparative, mixed-method studies exploring the experiences of host language acquisition and usage and how these impact on academic performance and shapes social connectedness. This study contributes further understanding by exploring language acquisition experiences of international university students in Taiwan and Australia, where the language of instruction is not their native language. In the two universities studied, usage levels (general usage, speaking, reading, listening and writing) differed and depended on situational and contextual needs. Those studying in Australia consistently reported higher mean scores of host language usage across three of the five components: listening, reading and writing. Written communication was perceived to be a challenge for both groups during interviews. Overall, students preferred face-to-face classroom learning and highly valued peer support. Information communication and technology use was common in supporting vocabulary and pronunciation. We discuss how the findings of our study inform the types of academic learning support needed, and how these differed, depending on the host language, and student background.
Bibliography:	Refereed article. Includes bibliographical references.
ISSN:	0729-4360 1469-8366
DOI:	10.1080/07294360.2023.2234297