International Education Journal

Educational Research Conference 2002 Special Issue

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Developing Classroom Practices to Support NESB Students in Information Systems Courses: Some Preliminary Findings


Tracey Bretag
University of South Australia
Tracey.bretag@unisa.edu.au

Sam Horrocks
University of South Australia
Sam.horrocks@unisa.edu.au

Jeff Smith
University of South Australia
Jeff.smith@unisa.edu.au

 

 

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Abstract

The number of international Non-English Speaking Background (NESB) students undertaking Information Systems (IS) courses at the University of South Australia has significantly increased in recent years. These students consistently achieve lower average grades than local students. This paper outlines the first cycle of an action research project which aims to facilitate improved learning outcomes for NESB students. The basic premise of the research is that international NESB students' academic performance is affected by socio-cultural and linguistic factors and that educational institutions have a responsibility to provide support to these students as they negotiate their new academic environment. Features of the project included training for IS tutors in English as a Second Language (ESL) teaching strategies, and a weekly support tutorial for students identified as needing assistance.

Information Systems, international students, Non-English Speaking Background (NESB), teaching strategies, action research

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Bretag , T., Horrocks, S. and Smith, J. (2002) Developing Classroom Practices to Support NESB Students in Information Systems Courses: Some Preliminary Findings. International Education Journal, 3 (4), 57-69.
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