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![Page 1: Learning Skills Unit, RMIT Vietnam The perceptions of academic language and learning support among staff and students at a transnational university ‘So,](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e735503460f94b72c40/html5/thumbnails/1.jpg)
Learning Skills Unit, RMIT Vietnam
The perceptions of academic language and learning support among staff and students at a transnational university
‘So, what is it that you do?’
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RMIT Vietnam: more than 6000 students
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About RMIT Vietnam
• Internationally recognised degrees
• All teaching and learning is in English
• A growing number of international students from other countries.
About Learning Skills Unit (LSU)
A centrally located academic literacy support unit: academic skills
Students and lecturers become aware of the LSU through a variety of channels.
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The purpose of this research is to investigate what students and staff perceive is offered by the LSU and also what additional services would most benefit students in their studies.
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The constructs being investigated
• Reality – what services/courses LSU offer
• Perceptions – Students and Academic Staff
• Expectations – Students and Academic Staff
• The gap between reality and perception
To improve and promote LSU services
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Triangulations in this study
Data Collection
• Methods: Surveys + Focus Groups• Locations: Hanoi + Saigon South• Participants: Students + Lecturers
Data Interpretation
• Researchers: LSU staff interpreted the data independently
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Survey + Focus Group
• Survey• 8 questions looking at:
• Perceptions of available services• Perceptions of quality
• Focus group• Needs• Perceptions• Other expectations?
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Data Descriptions
Survey
• 622 Students: Hanoi & Saigon (135 comments)
• 137 Lecturers: Hanoi & Saigon (36 comments)
Focus groups
• 9 lecturers from 5 departments/programs at Saigon
campus
• 6 students from both campuses
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Current LSU services
Working under the Student Services department
1. Open-to-all workshops2. Commissioned workshops3. Private consultations – 2 types4. SLAMS: Student Learning Advisor Mentors5. Intranet – resources/advice/links
• No 'grammar check' service or vocabulary instruction
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Students’ perceptions (Survey)
• 83.7% Academic and study skills support for all students
• 75.7% Workshops and individual consultations open to all students on academic and study skills topics
• 71.5% Workshops for specific courses on the skills required for activities and assessments in those specific courses
• 58.6% Feedback on the use of language and specific suggestions for improving language use
• 48.9% A student mentoring program where high-achieving students in specific courses give other students guidance and advice on the course
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Students - Purpose of using LSU services(Focus group)
• Improve academic skills required by the courses • Improve assessment/examination results
• Improve language
• Improve course experiences
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Students are looking for
1. High marks
2. Learning experiences similar to high school
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Three implications for students
• Teaching materials
• Closer cooperation with the lecturers
• Promoting LSU through different channels
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Teaching materials
Explicit links between the
1. Workshop names
2. Workshop content
3. Assessment tasks
4. Academics skills
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Closer cooperation with the lecturers
1. Clear marking criteria for assessment tasks
2. Students’ potential difficulties in meeting the
requirements
3. More appropriate teaching activities/ materials
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Promoting LSU services through
1. Social networks: Facebook, Twitter
2. Friends recommendations
3. Credit courses/ commissioned workshops/ embedded workshops
4. Delivering workshops to students in the English program
5. Clear on-line introductions/description of the content/format of the workshops, SLAMS
and consultations
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Lecturers’ perceptions (Survey)• 93.1% Workshops and individual consultations open to all
students on academic and study skills topics
• 92.1% Academic and study skills support for ALL students
• 85.1% Workshops for specific courses on the skills required for activities and assessments in those specific courses
• 78.2% A student mentoring program where high-achieving students in specific courses give other students guidance and advice on the course
• 69.3% Collaborative support for academic staff in specific courses to improve the alignment and design of assessments with the intended learning outcomes of the course
• 59.4% Feedback on the use of language and specific suggestions for improving language use
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Lecturers are looking for the LSU to(Focus group)
1. Focus on gap between assessment requirements and students’ skills
2. Understand and anticipate student expectations; solve problems in advance
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Implications
• Online sources• Linking the information to assessments• Lecturers promoting it in classes• Giving attendance marks
• Link the workshops with assessment tasks more specifically
• SLAMs• More training• More courses involved• SLAMs report students’ common problems to lecturers
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Differences among LSU, Lecturers and Students
? To improve English (grammar check and vocabulary instruction)
? Alignment between assessments and curriculum
? More work on facilitating communication between students and lecturers
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Q & A