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

GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA1
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?

GAPS IN LEARNING FOR INTERNATIONAL STUDENTS IN AUSTRALIA2
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.