Teaching Strategies for International Students' Effective Verbal Communication in Australia

Abstract

This chapter aims to investigate teaching strategies aimed at enhancing Chinese international students' effective verbal communication in Australian universities. To do so, this study applies collective autoethnography to give the chance to the three authors (who are themselves Chinese students) to narrate their stories. Based on their experiences, this study builds a conceptual framework based on Bandura's triadic reciprocal determinism to explore the triadic reciprocal interaction between verbal communication, self-realization, and teaching and learning environment. Then, thematic analysis is applied to explore the diversities and similarities of their experiences in terms of the three elements/themes. By analyzing and examining each theme, this chapter uncovers the dynamic and reciprocal interrelationships between them on the basis of the three authors' voices, providing suggestions for further improvement on teaching strategies for international students' verbal communication.