Reconceptualising the Academic Writing Difficulties of International Students

Abstract

International students from non-English speaking backgrounds (NESB) encounter a wide range of academic challenges at Australian universities. Research on international students' academic experiences suggests that the adjustment to a new learning environment where expectations, requirements and approaches to teaching and learning are different is a challenging process for most international students. Evidence from research highlights academic writing as a heightened challenge for international students. It has been identified as a significant predictor of academic performance and a main factor impacting on learning and academic performance.