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  • Mandatory trialling of support services by international students: What they choose and how they reflect

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    Author(s)
    Fenton-Smith, Ben
    Michael, Rowan
    Griffith University Author(s)
    Michael, Rowan
    Fenton-Smith, Ben
    Year published
    2013
    Metadata
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    Abstract
    This paper evaluates a strategy to promote the uptake of support services by international students (ISs) at an Australian university. As part of their assessment, ISs completed a so-called 'University Service Reflection Task' (USRT) in a core first-year course. To complete the USRT, all ISs accessed one support service (e.g. language consultation, study skills workshop, careers guidance), then submitted a written reflection about the experience. Using responses to a questionnaire by 155 participants, the researchers investigated which services ISs attended for the USRT and patterns of prior attendance. Students' perspectives ...
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    This paper evaluates a strategy to promote the uptake of support services by international students (ISs) at an Australian university. As part of their assessment, ISs completed a so-called 'University Service Reflection Task' (USRT) in a core first-year course. To complete the USRT, all ISs accessed one support service (e.g. language consultation, study skills workshop, careers guidance), then submitted a written reflection about the experience. Using responses to a questionnaire by 155 participants, the researchers investigated which services ISs attended for the USRT and patterns of prior attendance. Students' perspectives were explored by analysing 73 reflective essays. The results showed that two-thirds of the students participated in a service for the first time in order to complete the USRT and favoured services that had closest application to their coursework. Students expressed positive feelings about their experiences and reported learning gains, particularly in the areas of study skills and development of academic language.
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    Journal Title
    Teaching in Higher Education
    Volume
    18
    Issue
    8
    DOI
    https://doi.org/10.1080/13562517.2013.827644
    Copyright Statement
    © 2013 Routledge, Taylor & Francis. This is an electronic version of an article published in Teaching in Higher Education, Volume 18, Issue 8, 2013, Pages 933-949. Teaching in Higher Education is available online at: http://www.tandfonline.com with the open URL of your article.
    Subject
    Education systems
    LOTE, ESL and TESOL curriculum and pedagogy
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/57166
    Collection
    • Journal articles

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