GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA

Running head: SOCIOLOGY
GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA
Name of the Student
Name of the University
Author’s Note

1GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA
Introduction
According to studies Australia ranks fourth, as the largest service export of international
education. The earnings accumulated by international education sector has been estimated at
$18.8 billion (Deloitte Access Economics 2016). As more students are interested to pursue their
education from abroad. Australia provides a unique experience and education opportunity to
future students (Deloitte Access Economics 2016). However, with high quality education and
other amenities there are certain issues that students face certain learning gaps within the system
that is failing to assist the international students. This following essay will concentrate on the
issues of the language barrier, cultural disparity, mental health and economic challenges faced by
the Nepali and Filipino students in Australia. The essay reviews different research papers and
studies to understand various issues that is relevant to the topic.
Primary research question
What known gaps are there presently in Australia to assist international students in learning?
Secondary research question
1. Is language a barrier for the international students coming from Nepal and Philippines in
Australia?
2. Is cultural disparity creating a learning gap for the international students coming from
Nepal and Philippines in Australia?
3. Do the Nepalese and Filipino student in Australia suffer from mental health issues?
4. Do the Nepalese and Filipino students living in Australia face economic challenges?

2GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA
Literature review
Language barrier
One of the major issues for international students is the language barrier. While the
international students make up for about 20% of the student body, they are often deficient in
proper English skills (Floyd 2015). This is a problem for students who have to carry out their
studies in a language they are not proficient in. It is also the fault of the university that receives
the students but fails to provide the much needed assistance to them. A study investigates two
pathways that is the English-language proficiency (ELP) and the English-for-Academic-Purposes
programs (EAP). The ELP test result showed that the EAP test scorers met the needed
requirement with those who completed EAP exams (Floyd 2015). The study also showed that the
EAP students had similar pass rates as the ELP students but scored lowly on their GPA in their
first semester (Floyd 2015). The gap was further narrowed down in the second semester. In
conclusion, the study states the benefit of the cultural diversity within the system of education to
enhance the learning capacity of the students.
Floyd (2015) comes to the conclusion that prior learning helps the EAP students nor does
it impact their GPA score significantly. Through his qualitative research methodology he has not
been able to prove that prior learning in academic skills does not affect the overall academic
performance of the student. This also shows that there is a possibility that the region of origin of
the foreign students may act as a negative factor which may affect the EAP of the students.
Borkett (2018) and Nguyen (2011) are in support of the statement that multiculturalism within
education system plays a crucial role in the academic performance of the student. Nguyen (2011)
suggests the possible solutions that Southeast Asian students can use to overcome such
challenges.

3GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA
Cultural disparity
The second issue is the cultural disparity among the students of Nepal and Philippines
which they evidently face when they come to study abroad. Australia is most preferred choice of
many students especially from the Southeast Asian countries. Nepal has very different teaching
system from Australia and the same is relevant for Philippines. The students bring their learning
styles and cultural practices with them to Australia. Other than the linguistic issues that is most
common among the cultural disparity is a major issue creating a gap in the learning system.
Studies show that there is very little research done to examine the cross cultural communication
among the foreign students. Woodward-Kron et al (2007) discusses the perspective of the foreign
students and the challenges they encounter in medical settings.
Using primary research and quantitative analysis, thirty two foreign students from varied
cultural background were researched through focus group or individual interview. The studies
pointed that the patient centric treatment method was fairly new to the foreign students.
Moreover, the family dynamics, management styles, the various other aspects of the Australian
culture such as use drinking of Alcohol was shocking to the students. In their culture a lot of
norms that was suitable in Australian context was frowned upon in their culture. The aspects that
Australian most children and parents live separately after a certain age was very difficult for
many students to accept. Watkins et al (1990) after conducting research on 342 Nepalese tertiary
students showed that the approach to learning is very similar in regard with the Australian and
Filipino students. This is important to note that the basic psychology what influences the learning
process is similar hence helpful even when there is a cultural diversity.
Sarwal (2012) states that there is also a racial discrimination against the Nepalese
students owing to the racial differences. There is an indifference and stereotypes that exists

4GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA
within the Australian culture which increases the learning gap within the educational system.
This is not conducive for the education of the foreign students. The study includes various
interviews from students who have undergone the racism in Australia.
Mental health issues
Khawaja et al (2012) studied the psychological distress among the international
university students in Australia. The study aimed at finding the reason behind the psychological
issues experienced by the international students. The study was conducted on 86 international
participants which had 9 self-report questions which analyzed various factors that was stress
inducing for the students. The results revealed that most students had developed obsessive
compulsive stress disorder and displayed very high level of stress. They also displayed
perfectionist tendencies about their work. Khawaja et al (2012) suggests some intervention
method to reduce stress among students.
Another study shows that the social dimensions of the Filipino students which mainly
focuses on achievement goals. The study reveals that the performance of the student is highly
motivated by the social structure. The achievement motivation is guided by the parents and
teachers. These showed that they had a positive academic performance and helped to achieve
goals (Bernardo 2008). However, this also is one of the leading factors of stress. Children are
often stress to proof or affirm to a certain ideology, career and other things just because their
parents and teachers have induces that motivation in them. This reduces decision making policies
considerably among the students. Bhandari (2012) studies the High Quality of Life among the
Nepalese students and its relationship with the stress induced by multiculturalism. Using primary
method of qualitative research 130 students were asked to be a part of this study where they had
to fill out the Medical Outcomes Study Short Forms (SF-12) questionnaire. The study found that

5GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA
the perceived society views played a negative effect in the lives of the students inducing high
level of stress. Nepalese students wanted to live a high quality of life without having the means
for it. The feeling was induced by the South Korean outlook on life. Nepalese students were
homesick, economically could not afford the high lifestyle yet felt pressured to follow a certain
norm to fit in.
The foreign students face loneliness and a feeling of isolation due to the lack of social
support. Additionally the cultural disparity, language barrier also lead to social isolation which is
a threat to the mental health (Sawir et al. 2008).
Economic challenges
Nepalese and Filipino students when studying in Australia are generally faced by the
accommodation issue. Australia has become one of the most sought after place for pursuing
higher education. However accommodation remains one of the major challenges which is
threatening the quality of Australian education. The cost of living is high in Australia which puts
a lot of financial pressure on the international students (Obeng-Odoom 2012). The tuition fees
and the accommodation expense becomes very difficult for most students to maintain. A study
suggests that affordable housing for the international students should be considered as a possible
solution for this issue.
Hawthorne (2008) conducted a study that suggested that international students make very
good high skilled workers. The study reveals that many visa policies have been relaxed to ensure
a smooth transition of a student to a worker status. This policy helps the student financially as
well and is often a chosen method to financially sustain oneself through jobs. However, this
allows the host country to make use of such skills at a much lower rate. Additionally, the
students who struggle with language barrier are eliminated from the job roles which increases

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their economic challenges. The following statement is also supported by Lowell et al (2014) and
Anderson (2006) who talk about the low wage of skilled migrant workers.
Conclusion
Thus it can be understood that there are several factors that are responsible for the gap in
learning of the international students in Australia. The secondary questions analysed various
issues pertaining to the same by examining various literature sources. In conclusion, these factors
together play an important role in shaping the educational experience of international students in
Australia.

7GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA
Reference
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European migrants in low-wage employment in the UK. Joseph Rowntree Foundation.
Bernardo, A.B., 2008. Individual and social dimensions of Filipino students' achievement goals.
International Journal of Psychology, 43(5), pp.886-891.
Bhandari, P., 2012. Stress and health related quality of life of Nepalese students studying in
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Borkett, P., 2018. Cultural diversity and inclusion in early years education. Routledge.
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8GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA
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