How Vietnamese Students Adapt to A New Educational Environment when Studying in Australian Institutes? A Case Study at La Trobe University
Main Article Content
Abstract
Abstract: The paper looks closely at experiences of Vietnamese students during their studies in Australian universities. The main aim of the study is to examine whether or not Vietnamese students are able to adapt to a new educational environment. The paper adopts the qualitative methodology through the interviews. There were four Vietnamese students studying in the Australian universities are invited to join the three-round interview. The results show that even coming from a traditional educational background, Vietnamese students have adapted quickly to a new educational environment in Australia. Especially, they have showed their abilities of adapting to an independent learning method - a method the European students are very good at. The conclusion of the paper leaves open if these students could promote the abilities they have studied when they come back to Vietnam or not. They could do it if they have adequate support and attention.
Keywords: Overseas Vietnamese students; learningmethod; autonomous learning.References
[2] Australian Universities Quality Agency. (2007a). AUQA Audit Manual, Version 4.0. Melbourne: Australian Universities Quality Agency.
[3] Australian Universities Quality Agency. (2007b). ‘Australian Quality Standards Framework: Quality Assurance Statements’. Retrieved 10 January, 2008 from http://www.aqf.edu.au/quality.htm
[4] Biggs, J., & Tang, C. (Eds.). (2007). Teaching for quality learning at university: what the student does. Maidenhead Open University Press.
[5] Ballard, B., &Clanchy, J. (1997).Teaching international students: A brief guide for lecturers and supervisors: Deakin ACT, IDP Australia.
[6] Bochner, S. (1986).Culture shock: psychological reactions to unfamiliar environments. London: Methuen.
[7] Burns, R. (Ed.). (1994). Introduction to Research Methods (Second Edition ed.). Melbourne: Longman Cheshire.
[8] Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). Handbook of qualitative research (Third Edition ed.). California; London; New Dehi: Sage.
[9] Hanh, H. (2011) Chất lượng giáo dục đại học phải thay đổi tận gốc (The quality of higher education needs to be reformed from the root).Dantri online. Available at: http://dantri.com.vn/c25/s25-531140/chat-luong-giao-duc-dh-phai-thay-doi-tan-goc.htm Accessed on 19/11/2011.
[10] Hofstede, G. (1986). Cultural difrrences in teaching and learning.International Journal of Intercultural Relations, Vol. 10, pp. 310-320.
[11] Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 71-94.
[12] Nguyen, C. T. (2011). Challenges of Learning English in Australia towards Students Coming from Selected Southeast Asian Countries: Vietnam, Thailand and Indonesia. International Education Studies, Vol. 4(No. 1), Pp. 13-20.
[13] Nguyen, C. T. (2011). Impacts of Socio-Culture on the Development of Autonomous Learning: A Lens of Vietnamese Context. Journal of Studies in Education, Vol. 1(No. 1), Pp. 1-10.
[14] Nguyen, C. T. (2012) The Roles of Teachers in Fostering Autonomous Learning at the University Level.Paper published in the proceeding of Cyprus International Conference on Educational Research (CY-ICER-2012) North Cyprus. Vol. 47, Pp 605-609.
[15] Punch, F. K. (2009). Introduction to research methods in education. London: Sage.
Savin-Baden, M., & Major, C. H. (2010).New Approaches to Qualitative Research: Wisdom and Uncertainty. UK: Routledge.