Abstract:
The number of international students, especially from Asian countries, coming to Australia to have higher education study is increasing dramatically. However, according to the data from Australian Education Assessment Services (AEAS), only Singapore Malaysia and Hong Kong are considered to have high levels of English proficiency mong students. South Korea and Vietnam are classified as moderate, with China, Japan, Indonesia, Cambodia, and Thailand considered to be low or very low. The students’ English language proficiency may also have a close link to their socio-cultural competence. This project is conducted to investigate the interconnection of the low level of English language proficiency and that of the socio-cultural competence, and its impacts on their studying and life in Australia. To begin this project, a review of the existing literature regarding how and why the Asian students’ English language proficiency is limited. Individual interviews with 12 Asian students were then conducted to get the perceptions of the participants themselves. The initial results show the close link between students’ low level of English proficiency and their socio-cultural skills, and a range of difficulties in their studying inside and outside classroom, as well as their daily life and their life-long learning plans. A variety of recommendations for facilitating English language proficiency and intercultural competences to Asian international students inside and outside classrooms are made. The discussions and findings are meaningful to various stakeholders, Australian institutions, educational agents, teachers and international students in better preparing students crucial skills prior to and during studying in Australia.