Citations (82)
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Mira Kim. (2023) A personalised autonomous model to resolve a prolonged dilemma in international students’ English language needs in higher education. Higher Education Research & Development 42:3, pages 603-618.
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Yan Jiang & Dorothy Chun. (2023) Web-based intonation training helps improve ESL and EFL Chinese students' oral speech. Computer Assisted Language Learning 36:3, pages 457-485.
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Minh Nguyet Nguyen & Margaret Jeanne Robertson. (2022) International students enacting agency in their PhD journey. Teaching in Higher Education 27:6, pages 814-830.
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Li Bai & Ying Xian Wang. (2022) Pre-departure academic preparation: international students’ experiences of disciplinary study on 2 + 2 joint programmes. Globalisation, Societies and Education 20:4, pages 479-491.
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Roeland M. van der Rijst, Antonia M. Lamers & Wilfried F. Admiraal. (2022) Addressing student challenges in transnational education in Oman: the importance of student interaction with teaching staff and Peers. Compare: A Journal of Comparative and International Education 0:0, pages 1-17.
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Congcong Xing, Guanglun Michael Mu & Deborah Henderson. (2022) Problematising English monolingualism in the ‘multicultural’ university: a Bourdieusian study of Chinese international research students in Australia. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Anqi Peng & Meagan M. Patterson. (2022) Relations among cultural identity, motivation for language learning, and perceived English language proficiency for international students in the United States. Language, Culture and Curriculum 35:1, pages 67-82.
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Rosemary King, Paul Blayney & John Sweller. (2021) How language background impacts learners studying International Financial Reporting Standards: a cognitive load theory perspective. Accounting Education 30:5, pages 439-450.
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Helen L. Blake, Sarah Verdon & Sharynne McLeod. (2021) Exploring multilingual speakers’ perspectives on their intelligibility in English. Speech, Language and Hearing 24:3, pages 133-144.
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Giuliana Ferri & Viktoria Magne. (2021) Exploring the language ideology of nativeness in narrative accounts of English second language users in Montreal. Critical Inquiry in Language Studies 18:3, pages 229-246.
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Jeanne Sinclair, Elizabeth Jean Larson & Shakina Rajendram. (2019) “Be a Machine”: International Graduate Students’ Narratives around High-Stakes English Tests. Language Assessment Quarterly 16:2, pages 236-252.
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Belete J. Bobe & Barry J. Cooper. (2019) The effect of language proficiency on approaches to learning and satisfaction of undergraduate accounting students. Accounting Education 28:2, pages 149-171.
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Heike Neumann, Nina Padden & Kim McDonough. (2019) Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study. Higher Education Research & Development 38:2, pages 324-338.
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Gillian Skyrme. (2018) Learning to write in the university after the writing course is over: what helps second language writers?. Higher Education Research & Development 37:6, pages 1274-1286.
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Helen L. Blake, Sharynne Mcleod, Sarah Verdon & Gail Fuller. (2018) The relationship between spoken English proficiency and participation in higher education, employment and income from two Australian censuses. International Journal of Speech-Language Pathology 20:2, pages 202-215.
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Bin Ai. (2017) Constructing an academic identity in Australia: an autoethnographic narrative. Higher Education Research & Development 36:6, pages 1095-1107.
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Bin Ai. (2017) The communication patterns of Chinese students with their lecturers in an Australian university. Educational Studies 43:4, pages 484-496.
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Rahul Choudaha. (2017) Three waves of international student mobility (1999–2020). Studies in Higher Education 42:5, pages 825-832.
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Gillian Skyrme & Alyson McGee. (2016) Pulled in many directions: tensions and complexity for academic staff responding to international students. Teaching in Higher Education 21:7, pages 759-772.
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Xia Chao. (2016) Community Service Learning as Critical Curriculum: Promoting International Students' Second Language Practices. Critical Inquiry in Language Studies 13:4, pages 289-318.
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Anthony J. Liddicoat. (2016) Language planning in universities: teaching, research and administration. Current Issues in Language Planning 17:3-4, pages 231-241.
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Paul J. Moore & Michael Harrington. (2016) Fractionating English language proficiency: policy and practice in Australian higher education. Current Issues in Language Planning 17:3-4, pages 385-404.
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Michael Haugh. (2016) Complaints and troubles talk about the English language skills of international students in Australian universities. Higher Education Research & Development 35:4, pages 727-740.
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Margaret R. Rowntree, Carole Zufferey & Sue King. (2016) ‘I Don't Just Want to Do It for Myself’: Diverse Pespectives on Being Successful at University by Social Work Students Who Speak English as an Additional Language. Social Work Education 35:4, pages 387-401.
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Olivia Groves, Irina Verenikina & Honglin Chen. (2016) Mapping participation in situated language learning. Higher Education Research & Development 35:2, pages 267-281.
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Thomas Morgan Wallace. (2016) English spoken here? To what extent are transnational EFL students motivated to speak English outside the classroom?. Journal of Further and Higher Education 40:2, pages 227-246.
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Christof Van Mol & Joris Michielsen. (2015) The Reconstruction of a Social Network Abroad. An Analysis of the Interaction Patterns of Erasmus Students. Mobilities 10:3, pages 423-444.
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Paul Moore & Greg Hampton. (2015) ‘It’s a bit of a generalisation, but …’: participant perspectives on intercultural group assessment in higher education. Assessment & Evaluation in Higher Education 40:3, pages 390-406.
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Sepideh Fotovatian & Jenny Miller. (2014) Constructing an institutional identity in university tea rooms: the international PhD student experience. Higher Education Research & Development 33:2, pages 286-297.
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Ben Fenton-Smith & Rowan Michael. (2013) Mandatory trialling of support services by international students: what they choose and how they reflect. Teaching in Higher Education 18:8, pages 933-949.
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Neil Murray. (2013) Widening participation and English language proficiency: a convergence with implications for assessment practices in higher education. Studies in Higher Education 38:2, pages 299-311.
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Sepideh Fotovatian. (2012) Three constructs of institutional identity among international doctoral students in Australia. Teaching in Higher Education 17:5, pages 577-588.
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Joanna Crossman & Jane Burdett. (2012) Matters arising. Australian University Quality Agency feedback in relation to the academic engagement of international students enrolled in onshore university programmes. Quality in Higher Education 18:2, pages 221-234.
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Carmela Briguglio. (2011) Quality and the English language question: is there really an issue in Australian universities?. Quality in Higher Education 17:3, pages 317-329.
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Erlenawati Sawir. (2011) Dealing with diversity in internationalised higher education institutions. Intercultural Education 22:5, pages 381-394.
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Michał Wilczewski & Ilan Alon. (2022) Language and communication in international students’ adaptation: a bibliometric and content analysis review. Higher Education 85:6, pages 1235-1256.
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Heike Neumann, Stephanie Kozak & Leslie Gil. (2023) The Impact of Academic Acculturation and Language Proficiency on International Students’ University Experience and Academic Success: A Longitudinal Study. The Canadian Modern Language Review 79:2, pages 121-140.
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Averil Grieve, Binh Ta & Bella Ross. (2022) Placement educators’ perspectives of international social work students’ sociopragmatic communication skills. Advances in Health Sciences Education 28:2, pages 347-368.
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