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Differing perspectives of non-native speaker students' linguistic experiences on higher degree courses


Hennebry, M and Lo, YY and Macaro, E, Differing perspectives of non-native speaker students' linguistic experiences on higher degree courses, Oxford Review of Education, 38, (2) pp. 209-230. ISSN 0305-4985 (2012) [Refereed Article]

Copyright Statement

Copyright 2012 Taylor & Francis

DOI: doi:10.1080/03054985.2011.651312


We report a small-scale study investigating the perceptions of postgraduate students who are non-native speakers of English and those of academic staff with regard to those students. Previous research has focused only on the former and identified a number of linguistic and cultural challenges these students face in adapting to Anglophone institution environments. A sample of 43 students in one department at a Russell Group university were surveyed and a sub-sample interviewed. Six members of academic staff were interviewed and some observed in their teaching. Findings suggest that, despite the high linguistic admission requirements set by the university, this group of students faced a range of difficulties in all four language skills but particularly in skills needed for oral interaction in seminars. Students and staff provided differing accounts of the source of these difficulties and students expressed a desire for better integration with native speaker students. There were also differing accounts regarding the amount of linguistic support students should receive, particularly with regard to proofreading written work. The study suggests a need for further research of this comparative kind potentially leading to recommendations for additional support for students and staff development.

Item Details

Item Type:Refereed Article
Keywords:higher education, international students, linguistic challenges, non-native speakers
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Hennebry, M (Dr Mairin Hennebry-Leung)
ID Code:140218
Year Published:2012
Web of Science® Times Cited:16
Deposited By:Education
Deposited On:2020-07-31
Last Modified:2020-08-20

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