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erstanding (looking around the room to see what other students are doing/seeking reassurance from what other students are doing) seems a common strategy employed by the student participants.

Student participants appeared unwilling to draw attention to themselves on the most part – and rarely asked or answered questions in the English classes observed.

DATA:

Student questionnaires and interviews:

In regard to the student questionnaire and follow-up interviews, the participants were each asked to respond to an identical set of questions relating to their learning experiences in the subject English.

Question one asked the students what they themselves felt their learning needs were in the English classroom. Three students mentioned speaking tasks in order to improve speaking skills. Two students wrote that they felt they needed more time to complete tasks because they found it hard to keep up with the pace of the lesson. Two students expressed the desire to be allowed to sit with other ESL/first language speaker students in the classroom and talk amongst themselves when completing work at times. During the subsequent interviews, the students said that when they did try to clarify things with other first language speakers, they were often chastised for speaking or stared at by others in the class. Three students expressed the need to practice writing in English as a learning need, but again the issue of time was expressed by one of these students.

Question two asked the student participants to write down some suggestions for how their English teachers could help them improve their achievement in English. One student wrote that some of the lessons were boring and about things not known/experienced by them, and the teacher could help by using other materials such as were sometimes used in their ‘ESL classes’. During the subsequent interview, the participant expressed the desire to have learning materials that weren’t all about Australian/English issues, but used some material from his cultural background. All four participants again said time – having more time to answer questions (and work out difficult words/vocabulary) would be extremely helpful. Three out of the four participants pointed out they often had trouble reading the teacher’s writing on the board – messy and hurried writing was difficult to decipher especially under time constraints of bells ringing and being late to classes etc. Two students expressed dislike of speaking in front of the class, and said it would be helpful if they were not made to do this. (Oral presentations are a compulsory part of the English assessment criteria in the senior school.) Homework was mentioned by two students as an area in which the teacher could help by clarifying instructions and writing it down clearly on the board, rather than hurriedly telling the students right at the end of the lesson.
 

Question three asked the participants what specific areas of English they found difficult in the mainstream English classroom. All four participants expressed frustration with vocabulary and expression in their speaking and writing in class. One student wrote that they often knew answers but could not find the appropriate words to deliver this to the class when ‘put under pressure’. Two students wrote that speaking orally in front of the class was embarrassing and sometimes hu本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。