scholarly journals Editorial: Understanding and Supporting Self-Access Learners

2014 ◽  
pp. 79-81
Author(s):  
Jo Mynard
Keyword(s):  
New Zealand ◽  
Self Directed Learning ◽  
General Issue ◽  
Directed Learning

This is the 17th issue of SiSAL Journal and includes contributions from Japan, Turkey, China, and New Zealand. Although it is a general issue, the themes that bind the articles together centre around understanding our learners better and supporting their self-directed learning.

scholarly journals Editorial

2013 ◽  
pp. 154-156
Keyword(s):  
New Zealand ◽  
Needs Analysis ◽  
Online Support ◽  
Learning Needs ◽  
Self Directed Learning ◽  
General Issue ◽  
Directed Learning

Welcome to a general issue of SiSAL Journal that features contributions from colleagues based in Turkey, Jamaica, Mexico, New Zealand and Japan. In this issue, we touch on a range of themes such as online support for self-access and writing, conducting a self-directed learning needs analysis, and uncovering the effects of intentional encouragement for self-access by instructors. We are also fortunate enough to feature reviews of two recent books that have implications for the field of self-access learning.

scholarly journals Vietnamese International Students' Experiences in a New Zealand University: A Narrative Study

2021 ◽  
Author(s):  
◽  
Ha Thuong Vu
Keyword(s):  
New Zealand ◽  
International Students ◽  
Teaching And Learning ◽  
Positioning Theory ◽  
Academic Environment ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Narrative Study ◽  
Directed Learning ◽  
Field Notes

<p>This narrative study explored the adjustment experiences of six Vietnamese international students at Victoria University of Wellington, New Zealand. Data for the study were based on two sources; in-depth interviewing and the researcher's field notes. Each of participants was interviewed twice on their adjustment experiences in New Zealand. Thematic analysis was applied to their stories and positioning theory provided a theoretical lens to further analyze and interpret the participants' stories.  The findings of the study indicated that the participants experienced many new and different things. Most experienced a stressful academic environment during their first few weeks but they felt better as time passed. The most common challenges they faced related to language issues. Difficulties came from differences between cultures with a mismatch between the participants' previous learning experiences and teaching and learning in the new environment. The participants felt stressed by the amount of self-directed learning expected. These challenges brought benefits such as becoming independent and self- regulated learners. After one trimester one participant had happily adapted and thought of a future life in New Zealand. Three participants had gradually adapted and come to enjoy their new life Two of the six students were clear that they did not belong in New Zealand and wanted to finish their degree and then go back to Vietnam.  The study concluded that the participants had diverse difficulties studying and living in New Zealand, mostly related to the different academic environment, language and culture. The participants used various coping strategies to deal with their challenges in the new environment and the main source of their support was from friends and families.</p>

scholarly journals Vietnamese International Students' Experiences in a New Zealand University: A Narrative Study

2021 ◽  
Author(s):  
◽  
Ha Thuong Vu
Keyword(s):  
New Zealand ◽  
International Students ◽  
Teaching And Learning ◽  
Positioning Theory ◽  
Academic Environment ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Narrative Study ◽  
Directed Learning ◽  
Field Notes

<p>This narrative study explored the adjustment experiences of six Vietnamese international students at Victoria University of Wellington, New Zealand. Data for the study were based on two sources; in-depth interviewing and the researcher's field notes. Each of participants was interviewed twice on their adjustment experiences in New Zealand. Thematic analysis was applied to their stories and positioning theory provided a theoretical lens to further analyze and interpret the participants' stories.  The findings of the study indicated that the participants experienced many new and different things. Most experienced a stressful academic environment during their first few weeks but they felt better as time passed. The most common challenges they faced related to language issues. Difficulties came from differences between cultures with a mismatch between the participants' previous learning experiences and teaching and learning in the new environment. The participants felt stressed by the amount of self-directed learning expected. These challenges brought benefits such as becoming independent and self- regulated learners. After one trimester one participant had happily adapted and thought of a future life in New Zealand. Three participants had gradually adapted and come to enjoy their new life Two of the six students were clear that they did not belong in New Zealand and wanted to finish their degree and then go back to Vietnam.  The study concluded that the participants had diverse difficulties studying and living in New Zealand, mostly related to the different academic environment, language and culture. The participants used various coping strategies to deal with their challenges in the new environment and the main source of their support was from friends and families.</p>

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