International Students’ Perspectives on University Instructional Practices: A Case of a Thai University.

Abstract

This survey research aims to: 1) identify the teaching and learning process in the programs taken by international students, 2) explore the expectations and classroom learning experiences of international students studying in the courses at a Thai university and 3) explore the level of satisfaction of international students at a Thai university. The mixed methods approach was used to obtain both quantitative and qualitative data. The population for this study was 107 international students in the Masters of Education in Curriculum and instruction and in Bilingual Education Programs of the research site. By using Krejcie and Morgan, (1970), with the 95% confidence level and 10% errors, 66 returned questionnaires were considered an acceptable sample size. Qualitative data were collected from 12 volunteering interviewees The research was conducted in the first semester of 2019 Academic session. Each questionnaire item was analyzed for the mean score and S.D. Next, the interview contents were analyzed into themes related to the interviewees’ perspectives about instructional practices in the programs. The questionnaire data were analyzed with descriptive statistics: the mean score and standard deviation. The top 3 highest mean scores ranking in order were found. The findings from the questionnaires were: 1) The lecturers used IT to support their teaching (= 4.35, S.D.= 0.77), 2) The lecturers encouraged students to work together in small groups (= 4.29, S.D.=0.74); and 3) The lecturers mostly used group-work (= 4.20, S.D.= 0.75) to conduct the activities. As for the qualitative data, the semi-structured interviews revealed four areas: 1) The Lecturer Qualities 2) Engaging Activities and Assignments 3) Supportive Instructional Materials and After-class Consultations and 4) Standard and Good Facilities. The findings pointed out that the teaching and learning process in the programs taken by international students were satisfactory. The lecturers could teach by using the IT facility support and adhere to the student-centred approach by adopting small group work activities. Secondly, the lecturers in the programs were IT literate making classroom activities engaging and using after class consultations to enhance student learning. In addition, in general, students were satisfied with the lecturer quality and supportive facilities.