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137
Hits 101 – 120 of 2.725
101
Thai hotel undergraduate interns’ awareness and attitudes towards English as a lingua franca
Waraporn Suebwongsuwan
;
Singhanat Nomnian
In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 704-714 (2020) (2020)
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102
Meta-communication Devices Used in a Multilingual EFL Telecollaboration for Secondary School Students
Fatemeh Zununi Vahed
;
Hassan Soleimani
In: Applied Linguistics Research Journal, Vol 4, Iss 3, Pp 24-36 (2020) (2020)
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103
Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories
H. Halimah
In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 84-94 (2020) (2020)
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104
THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
Isvanelly Anwar
;
Rusdi Noor Rosa
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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105
THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION
Mohammad Husam Mohammad Alhumsi
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 1-14 (2020) (2020)
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106
Improving Students’ Awareness of Functional Literacy
Dita Surwanti
;
Isti'anatul Hikmah
In: English Language Teaching Educational Journal, Vol 2, Iss 2, Pp 79-89 (2020) (2020)
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107
Metalinguistic Awareness of Multilingual First Graders: An Exploratory Study
Irish Mae Dalona
;
Alvert Dael Dalona
In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 102-111 (2020) (2020)
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108
Critical ‘intercultural awareness’ enhancement: Effects of using asynchronous online discussion with Thai tertiary students
Krich Rajprasit
In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 118-131 (2020) (2020)
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109
The Process of Becoming Multilingual: Individual Language Biographies of Poles in Bukovina
Krasowska, Helena
In: Cognitive Studies | Études cognitives; No 20 (2020) ; 2392-2397 (2020)
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110
Work Integrated Learning: A Case Study of Chinese Students in an Australian University
Nguyen, Tien Cuong
. - 2020
Abstract:
International students make a major contribution to Australia, financially and through adding to human capital for a skilled workforce. Given the significant role that international students play in Australia's education, their employment and an understanding of their related issues requires further examination. In response to the demand for greater employability and graduate attributes, Australian institutions have increasingly embedded Work Integrated Learning (WIL) into their curricula. In order to conduct successful WIL programmes, it is of great importance to gain an insight into the experience and perceptions of key stakeholders, especially international students who are a valuable student cohort in Australian Universities. In designing WIL models, Australian institutions largely assume that students, regardless of their background and context, desire the same certain outcomes which are often common to most, a "one size fits all‟ solution. To date, the effectiveness of a uniform application of WIL models has attracted little attention, especially from the perspectives of international students who, on completion, return to their country where they encounter different working environments, and business protocols. This study employs a qualitative approach to data collection and analysis and uses two instruments for collecting data, namely an online survey and semi-structured interviews. The two groups of stakeholders who participated in the study were Chinese graduates from Victoria University (VU) who undertook some form of WIL or work placement in Australia as part of their coursework, and VU staff who were engaged in the management, supervision, development or delivery of WIL programmes. Chinese students represent the largest international student cohort at VU; therefore, this particular student cohort was identified as a key focus of the study. This study explores and interprets the experiences and perceptions of international students and staff from VU regarding the value of WIL programmes in terms of graduate attributes, graduate employability, challenges and institutional support. It reveals several main themes regarding the experience and perceptions of WIL by VU international students and staff. These themes revolve around the contribution of WIL to the development of international students‟ language, interpersonal skills, technical knowledge, cultural awareness, and personal attributes. For each theme, the study analyses the expectations of international students, the development of relevant skills through WIL, and the extent to which these skills are transferrable to the work settings in their home country. The study also examines the challenges that international students face as a result of their international student status, the lack of prior work experience, the lack of an understanding of the Australian labour market, and their financial constraints. It also explores the extent to which the University provides support for WIL and provides suggestions to improve the development and implementation of WIL programmes. These themes are discussed with specific reference to VU's Chinese student cohort. Graduate employability for international students is the running concept that informs and connects emerging themes for the key findings of the study. It is found that VU's placement models have, to a large extent, been implemented in alignment with the University's core values and missions for graduate employability. However, mostly the same approach has been used to facilitate the delivery of WIL to students while the practical needs and circumstances of international students are not always attended to. The findings of the research reinforce those of previous studies, which acknowledge the positive benefits of WIL to the outcomes of international graduate students. On the other hand, it also raises concerns over the multiple challenges that international students face during their WIL participation. These include language and communication barriers, inadequate knowledge of the workplace, cultural differences, and international student status. The study shows that there are some differences between the employment culture in Australia and China that suggest the WIL models for international students in general, and Chinese students in particular, by VU should be developed and implemented with more attention to the particular needs of students and take into account their possible context of employment following their graduation. The findings indicate that more support needs to be allocated to international students since the challenges they face are specific in nature, differing from those needs of domestic students.
Keyword:
1301 Education Systems
;
1303 Specialist Studies in Education
;
Australia
;
Chinese students
;
College of Arts and Education
;
cultural awareness
;
graduate attributes
;
graduate employability
;
Institute for Sustainable Industries and Liveable Cities
;
international students
;
interpersonal communication
;
language development
;
university support
;
Victoria University
;
work integrated learning
;
work placement
URL:
https://vuir.vu.edu.au/41794/1/NGUYEN_Tien_Cuong-thesis_nosignature.pdf
https://vuir.vu.edu.au/41794/
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111
Opinar sobre um tema: padrões linguísticos e complexidade do self /Opine on a theme: linguistic Patterns and Self Complexity
Hadinei Ribeiro Batista
;
Maria Célia Lima-Hernandes
In: Revista de Estudos da Linguagem, Vol 28, Iss 3, Pp 1373-1402 (2020) (2020)
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112
Visual-gestural communication : a workbook in nonverbal expression and reception
Conley, Willy
. - London : Routledge, 2019
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UB Frankfurt Linguistik
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113
Importance of Cultural Awareness in Speech Language Pathology Education
Barailo, Aurora
In: Honors Program Theses and Projects (2019)
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114
An exploratory study of foreign accent and phonological awareness in Korean learners of English
Park, Mi Sun
. - 2019
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115
Yabancı dil olarak Fransızca öğretiminde öğrencilerin Fransız kültürüne ilişkin görüşleri
Ertek, Betül
In: 6th International Symposium on Academic Studies in Eductional and Social Sciences ; https://hal.archives-ouvertes.fr/hal-02377759 ; 6th International Symposium on Academic Studies in Eductional and Social Sciences, Jun 2019, Ankara, Turkey (2019)
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116
Diagnose von Sprachbewusstheit und Bildungssprache in der Lehrerinnen- und Lehrerausbildung ... : Evaluation of subject-related language awareness as a diagnostic task in teacher education ...
Sinn, Christian
;
Vollmer, Helmut Johannes
. - : Schweizerische Gesellschaft für Lehrerinnen- und Lehrerbildung (SGL), 2019
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117
Diagnose von Sprachbewusstheit und Bildungssprache in der Lehrerinnen- und Lehrerausbildung ; Evaluation of subject-related language awareness as a diagnostic task in teacher education
Sinn, Christian
;
Vollmer, Helmut Johannes
In: Beiträge zur Lehrerinnen- und Lehrerbildung 37 (2019) 1, S. 69-82 (2019)
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118
From grammar to reading ; A study on referential dependencies
Batalha, Joana
. - 2019
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119
The influence of phonological awareness on EFL pronunciation acquisition ...
Łodzikowski, Kacper
. - : Mendeley, 2019
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120
The influence of phonological awareness on EFL pronunciation acquisition ...
Łodzikowski, Kacper
. - : Mendeley, 2019
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