ACADEMIC PRESENTATION

International student’s learning experience in terms of oral participation in classes in English

The presentation outline

Conclusion

Initial findings

The three Thems

3-5 minutes

The profile

profile

1. Chinese male student.

2. He is studying at Leeds University for an MA in Film.

3. He chose Leeds University for its high ranking and the city's features

4. He had attended a pre-sessional for 10 weeks before his program.

5. he is thinking to apply for a PhD degree in the future.

students' confidence in their language proficiency.

previous experience.

The knowledge about the content of the discussion.

"My experience Most of our class are Teaching is during the lecture and list. Well, students were sitting and we just listen. "

The interviewee

"Most teachers...... if you ask some That they disagree with his points, and maybe it's where you will take a risk. "

The interviewee

’' in my country, maybe the teacher they like parents. ......... they went to master you ''

The interviewee

The previous learning experience seems to have a significant impact on the ability of the international student to engage orally in the classroom while studying abroad.

Similar to...

( Sawir, 2005)

who stated that previous learning experience impacts international student oral participation in terms of the education system including learning methods and teacher-student relationships

Possible analysis :

This similarity is regardless of the context of learning as Sawir's (2005) study was conducted at an Australian university while this study was conducted at a UK university. This lead to the need for universities' awareness of The factor that may hinder the full benefit from the study experience of International students to establish their courses in line with encouraging students to get used to participating in classes.

’'Sometimes I really don't know about the topic, but I will try to say something"

The interviewee

"but I will say something. Let my experience. Maybe it's related to them."

The interviewee

’' I can learn something. Learn knowledge from the class and the tutor....... I tried to speak''

The interviewee

In contrast to the literature review, the knowledge of content seems to be less effective in oral participation according to the results of study.

In contrast to...

(  Aslan and Sahin, 2020; Liu, 1996 )

who claimed that the knowledge of content is highly considered by students as an encouraged element to participate in class discussions.

Possible analysis :

This may be explained by the prevailing culture in British universities, where people's opinions are listened to and respected, whatever they are, as the student mentioned that he shares his experience whatever it is.

That may be because the participant focused on trying to improve his speaking skills rather than participating in the main topic.

if you can speak it's a good chance for you. But at the beginning I'm nervous. I'm worried I can't even open my mouth even if I have a question I worried if I open my mouth if I speak I wanted to let where I will make a mistake whether the grammar is correct whether the tutor can know what I'm saying. Maybe I make a mistake. The tutor can catch my meaning also I will lose my face with my classmates. So I'm very worried and nervous.’’

The interviewee

International students' concerns about their language proficiency appear as a great factor in oral participation.

Similar to...

Lee's (2007) explanation ;

The oral participation of 2L students in the class is negatively affected by their worry about their linguistic level

Possible analysis :

This is not surprising, as the ideas, no matter how strong they are and related to the context of the discussion, require confidence in the linguistic ability to express them orally.

References

• Aslan, R and Sahin, M. 2020. ‘I FEEL LIKE I GO BLANK’: IDENTIFYING THE FACTORS AFFECTING CLASSROOM PARTICIPATION IN AN ORAL COMMUNICATION COURSE. Teflin journal. 31(1), pp.19-41

• Lee, E. L. 2007. Linguistic and cultural factors in East Asian students' oral participation in US university classrooms. INTERNATIONAL EDUCATION-KNOXVILLE-. 36(2), pp.27-47‏
• Liu, J. 1996. Perceptions of Selected International Graduate Students Towards Oral Classroom Participation in Their Academic Content Courses in a U.S. University. PhD. Dissertation, Ohio State University.
• Sawir, E. 2005. Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal. 6(5), pp. 567-580

thanks!