Challenges of non-native English speaker international students on the written assignment in UK universities : a critical review of the recent empirical literature
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As a written discourse between students and academic teaching staff, academic writing is fairly important for students in respect of their academic success or failure in higher education. In particular, it is a significant challenge to non-native international students from different linguistic and cultural backgrounds. This study draw on the issues of non-native English speaker international students on the written assignment by reviewing previous empirical studies conducted in UK university context. The review undertaken here investigated two parties, international students and academic teaching staff. The findings showed that non-native international students had much trouble with limited linguistic resources, different socio-cultural education systems and lack of supports. The academic teaching staff showed lack of intercultural awareness by devaluing the multilingual and multicultural repertoires in written practices. Researchers argued academic lecturers make more efforts to accommodate them and provide enough writing supports; Also they suggested that they reconsider the non-native international students’ written tasks not as a problem to be fixed by standard English norm but as intercultural or transcultural repertoires.
Abstract
As a written discourse between students and academic teaching staff, academic writing is fairly important for students in respect of their academic success or failure in higher education. In particular, it is a significant challenge to non-native international students from different linguistic and cultural backgrounds. This study draw on the issues of non-native English speaker international students on the written assignment by reviewing previous empirical studies conducted in UK university context. The review undertaken here investigated two parties, international students and academic teaching staff. The findings showed that non-native international students had much trouble with limited linguistic resources, different socio-cultural education systems and lack of supports. The academic teaching staff showed lack of intercultural awareness by devaluing the multilingual and multicultural repertoires in written practices. Researchers argued academic lecturers make more efforts to accommodate them and provide enough writing supports; Also they suggested that they reconsider the non-native international students’ written tasks not as a problem to be fixed by standard English norm but as intercultural or transcultural repertoires.
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