Japanese Students' Perceptions of Difficulties with Study Activities at an Australian University

Abstract

This study examines at a macro level the management processes of fifteen Japanese undergraduate and postgraduate students at the initial stages of their studies at an Australian university (UNE). It identifies levels of difficulty in six study activities and how the students note, evaluate deviations from norms and how they overcame/reduced them by planning and implementing adjustment strategies. In contrast to the emphasis on writing and reading skills in past studies on English for academic purposes (EAP) and English as a second language (ESL) classes, the respondents in this study reported that the study activities which require speaking and listening skills were the most difficult. After noting (or not noting) and diagnosing their difficulties, all the respondents used adjustment strategies to cope with the problems. The findings offer some suggestions for Japanese students' successful participation and completion of their courses in a new cultural environment.