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• W565457911 abstract "International students appear to outperform their Australian counterparts in the engineering field at Australian universities when considering the results of prior student progress unit studies. It has been proposed that international students are highly motivated to pass units due to the higher penalty of failure in light of the additional burdens they face (e.g. upfront fees, re-location, economic and social pressures etc), resulting in better relative international student pass rates. The higher international student progression rate is therefore not overly surprising in the technical component of the engineering degree, as this does not rely heavily on English language ability. It is the professional development component of the engineering degree, which requires the student to possess the ability to effectively communicate both verbally and in written English, which raises some cause for concern. The question of the relative performance of international students in the professional development component of the engineering degree was studied by examination of the students enrolled in the Introduction to Professional Engineering unit at the University of Western Australia over the past five years. The study methodology consisted of the analysis of student results, comparing international and Australian student performance. In addition, a comparison of international student success and university English competency avenue through which the student was granted university entrance was also conducted. Further explanatory information was collected through the administration of surveys and interviews of international students enrolled over the past two years. The present study showed that over the last five years, international students have scored significantly lower in the professional development component of the engineering degree, relative to the Australian students. They also display significantly lower pass rates. The primary reason identified for this difference is the level of English language competency at commencement of the degree. A large number of the international students consulted did not believe their English was at an adequate level to pass the introductory professional development unit nor did they believe sufficient assistance with language difficulties was available throughout their studies in this unit. The locally run entry foundation program courses (utilised by many students in favour of internationally recognised tests such as the TOEFL and IELTS) were identified as very poor indicators of a student’s English language and their ability to cope with the demands of the professional development component of the engineering degree. In this sense, the institution is not meeting the student expectation that being granted admission ensures that their English ability is sufficient. The present paper presents potential solutions to this problem from both the admissions and classroom perspectives." @default.
• W565457911 created "2016-06-24" @default.
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• W565457911 date "2007-01-01" @default.
• W565457911 modified "2023-09-27" @default.
• W565457911 title "English communication proficiency of International engineering students" @default.
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