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English Language Problems of University Students from a Non-English

Speaking Background

Article  in  Higher Education Research and Development · January 1985

DOI: 10.1080/0729436850040207

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Higher Education Research and Development Vol 4, No 2, 1985 193

English Language Problems and University

Students from a Non-English Speaking

Background

Ruth Neumann

Macquarie University

ABSTRACT
Many universities now run language classes for students from a non-English speaking
background (NESB). This is a clear indication that the universities believe that some
of their students have difficulties with the English language. However, despite the
existence of these courses and a steady enrolment in them, little is known about the
extent of the problem or its nature.

This paper examines the difficulties which university students from varous non­
English speaking backgrounds may have with English. However, the lack of research
data and the range of opinions on the topic hamper definitive analysis. The likely
nature and cause of lanquaqe problems are discussed with reference to some current
programs and within the framework of current political debate on ethnic affairs and
the Higher School Certificate English pre-requisite.

It is apparent that current knowledge of language problems is inadequate and that

further research is needed. The major concerns should be with the extent to which
language problems are common to all groups of students and the degree to which
difficulties in university study are related to conceptual capabilities independent of
language background.

Ruth Neumann is a tutor at Macquarie University and has worked with foreign
language classes and NESB students at Oxford and Sydney Universities.

Ad.dress for correspondences Ruth Neumann, School of Modern Languages,

Macquarie University, North Hyde, N.S.W. 2113, Australia.
194 Higher Education Research and Development Vol 4, No 2, 1985

IN'FRODUCTION
Fundamental to success in academia is a good command of language. Language is the
means of communication of knowledge and effective communication depends on
effective use of language - in particular the written language. However, there is at
present widespread criticism in the community of students' ability to clearly and
effectively express themselves in English. This paper investigates the language problems
of university students from a non-English speaking background (NESB). In doing so, it
may not always be possible to see the language problems of these students in isolation
from the language problems of students from an English speaking background (ES8).
Although there are language difficulties specific to each group, the two groups may in
fact have common problems, which are not necessarily related to language background.

The paper first examines the need to find out more about the extent and nature of the
problem. It then looks at what is currently being done at the three Sydney metropolitan
universittes to help students from a NESB who are experiencing difficulties with the
English language. And finally, the paper discusses future needs and prospects.

THE EXTENT OF THE PROBLEM

The major difficulties in establishing the extent of the language problems of NESB
students are the lack of research data and the range of opinions within institutions about
the seriousness of the problem. As a result institutional policies in this area are still
vague and ill-de fined. Indeed, it is difficult for them to articulate a clear policy because
they have never collected data on language background from enrolling students and
students presently attending supplementary English classes. The Commonwealth Tertiary
Education Commission (1984a:54) notes that statistics on the participation of ethnic
groups at university are not widely available. However, the existence of special language
classes at Macquarie, New South Wales and Sydney universities for students from a NES8
would seem to indicate that the problem is sufficiently serious to warrant the allocation
of resources.

The first step in understanding the situation is to recognise that there are three groups of
students under the heading of NESB:

1) visiting foreign students enrolled in Australian universities,

2) immigrants, and
3) second generation im migrants.

The composition of these student groups is not clear cut. The student data collected on
enrolment only records country of birth, and even the foreign student numbers are not
accurately known since not all foreign students enter universi ty under the overseas
quotas. Thus very little information about a student's language history can be discerned
from student data. For example, a student may have been born overseas of Australian
parents but lived in Australia from an early age, or on the other hand, a student may onj,y
have recently emigra ted to Australia. Enrolment data also does not identify the second
generation immigrant with a home background of a language other than English.

In 1985 for the first time the universities have begun to collect from first year students
information on ethnic background, language history and length of residence in Australia 00.

not only for the students but also their parents. The reason for the eollec tion of these
data is a request from the Ethnic Affairs Comm ission for annual Ethnic Affairs
Statements information about of access Affairs ~jL""DH:""'Ullo
1 However, needs to be stressed that this information is collected not
the student enrolment form, but as a separate survey, the completion of which is
voluntary. Thus, although a complete picture of students and their language background
Higher Education Research and Development Vol 4, No 2, 1985 195

wiH sUU not be available for some there nevertheless be more information
available later this yefIr than has been available in the past.

At the time of writing one of the Sydney universities, the University of N.S. W., has
completed the analysis of data collected from its 1985 survey. These data show that 77
percent of respondents, 62 percent of their mothers and 59 percent of their fathers were
born in an English speaking country. Further, 12 percent of respondents said they were
Australian born of parents born overseas with neither parent having English as a native
language, and 4 percent were Australian born with one overseas born parent whose native
language was not English. Thus, about 16 percent are second generation immigrants from
11 NESE. A slightly higher proportion, 18 percent were themselves born overseas and do
not have English as a niltive language (University of N.S. W., 1985 :1·-3). This survey also
revealed that for 76 percent of respondents, English is the major language used by their
parents, and that fOI' 91 per-cent English is the language they lise away from the
university. However, one needs to be cautious with these data taking into account the 60
percent response rate and the fact that the apparently large group of 18 percent who do
not have English as a native language includes overseas students as well as first
generation immigrants. Nevertheless, it is clear that a significant proportion of students
have backgrounds which may cause them to experience more than average language
difficulties at university. The collection of this type of data now provides a basis for
beginning to assess the possible extent of the language problem among NESB students.

It might perhaps be argued that the collection of this type of information on a student's
language history is unnecessary because the universities have certain English language
pre-requisites which ensure proficiency in English. Most students qualify by having
completed the Higher School Certificate (HSC) or some equivalent qualification.
Students applying for admission to university who have gained their qualifications in a
non-English speaking country need to provide proof of proficiency in English. If these
students do not have documentary evidence of proficiency in English, but qualify
academically, they are required to complete the Combined Universities Language Test
(CULT).

However, fur-ther investigation shows that assumptions about. proficiency in English are
ill-founded for both categories of students, The two hour CULT test assesses students'
ability to demonstrate in English those skills essential to study at an Australian
university: ability to write essays on academic subjects, reading comprehension ability,
ability to understand lectures and the ability to communicate orally on academic topics
(University of N.S.W., Institute of Languages, undated, 2-5). The results of the CULT
test are expressed as percentages and the "pass mark" is set by the administrators
responsible for adrn ission at each university. There is, thus, no standard pass mark. At
Macquar ie University in both 1983 and 1984 those students who gained 75 percent Of'
above passed outright and were considered to have no problems with the English
language, whereas students who gained between 65·-74 percent passed but were advised
to attend the University's Academic English course for students of NESB (Norst, 1983:1;
NOl'st,1!J34:1). In 1984, 196 applicants were invited to sit the CULT test; 112 of these
took the test and of these 40 gained 75 percent or more and 29 gained 65-74 percent. Of
these 69 students 41 were offered a place at Macquar ie and 34 actually enrolled (Norst,
1981:1-2). However, from the information available, it is not clear how many of these :~4
students had been recommended to seek additional help for English.

ThUS, the CUL'l' test is designed to ensure a certain standard of competence in English.
Depending OIl the pass mark set by university administrators, it could also be used as a
guide fOI' university Eng lisr; tutors to identify the nature of English language problems of
visiting overseas students entering the Australian education system at the university
level. However, as it only information about overseas students and perhaps
recent immigrants who have not the Higher School Cer-tificate, it only
illumine tes part of the problem,
196 Higher Education Research and Development Vol 4, No 2, 1985

For those students who qualify for university admission through the HSC, there is also
the common assumption that successful completion indicates sufficient proficiency in the
English language regardless of the students' backgrounds" However, this assumption Is
presently the subject of much public debate and discussion. In its 11e£91"t on ~_~2!.:~~L
Larlguage..!'~ the Senate Standing Committee on Education and the Arts (1984:25)
reports that many of the university teachers and administrators interviewed believed
that a large number' of matr-iculating students did not have adequate language skills for
tertiary study. Dawson (1985) in an article in The Australian reports on remedial English
language courses at several Australian institutions of higher education and quotes the
Director of the Department of Community Programs at Newcastle University as saying
that "language capacity is a great problem for about 80 percent of students" (l985),
Further, O'Brien (1981) has argued that a major weakness in the HSC English syllabus is
its assumption of 8. homogeneous language background.

Yet, despite the absence of unambiguous evidence of the extent of the language problem
for students from a NESB there is a united recognition of its existence in that the three
Sydney universities have centres to help NESB students with English. These centres grew
from a response by individual staff members to repeated student requests. The
Academic English course at Macquar ie has helped about 50 students annually in the last
three years (Norst, 1983:1; Norst, 1984:1; Cohen, 1985;1). At Sydney University in 1984
the Language Study Centre helped 212 students in its English for Migrants am] Overseas
Students (EMOS) courses, Of this number 93 were permanent residents and 11}) overseas
students (Webb, 1985 :2). At the University of N.S, W. the Supportive English teacher
tutors approximately 90 overseas students annually.

One needs to remember that the students a ttendlng these courses, which do not count for
credit, do so in their own time. On the whole these students have themselves identified
their need for help with English and are aware that help exists. If there were more
advertising of these courses, it is quite likely that the demand would increase, The
existence of and need for these courses has been recognised by the Senate Standing
Committee on Education and the Arts (1984:30) and the Commonwealth Tertiary
Education Comm ission (1984a:54; 1984b:86). ThUS, it appears that what is actually
happening, rather than collected statistics, demonstrates the reality of the situation and
indicates the extent of the problem.

THE NATURE OF THE PROBLEM

If it is difficult to assess the extent of the language problems for students of NESB at
university, it is even more difficult'-to assess the nature of the problem. Once again
there seems to be more readily accessible informaTion-on language problems of overseas
students in tertiary education than on those of immigrants and second generation
immigrants, However, Bradley and Bradley (1984:3) in the ir detailed study of the
language, cultural and educational problems of Asian students in Australia comment that
there is a large literature on the problems encountered by overseas students, but that
much of this is sociological. They write that "language problems are often represented
by only one or two items in a long shopping list of areas for concern, despite the fact
that students from non-English speaking countries usually rank language as their primary
problem '', Rao's study (1979) is an example of this approach.

Because of the lack of precise information on the kinds of language difficulties

exper ienced by the various types of NESt! students, it becomes necessary to
or less from first principles, The three different types of NESB students flIP',,",',"'''"
above section win not common language
there may be some overlap. students and
learnt as a ra ther than as a
reasonable to assume that that are to have some foundation and
adequate reading and writing skills. They will, however, have had little
Higher Education Researcb and Development Vol 4, No 2, 1985 197

to hear spoken and to converse in English in a "natural" situation.

their comprenension and their ability to communicate orally
wen be poor.

Overseas students and immigrants who have resided in Australia for a longer period of
time will have English as a second language. Having lived some time in an English
speaking country they will be able to speak English fluently and understand it well.
There will, depending on their length of residence in Australia, be little problem with
pronunciation and making themselves understood. However, they will not have had the
formal English instruction of the foreign student, which at tertiary level is likely to be a
handicap. Gassin (1982 :13) discusses the difference between foreign and im migrant
students and commenting from personal experience at the La Trobe University Language
Centre writes of the latter that some "find to their dismay that the English they have
learnt in Australia is not adequate or appropriate in terms of grammatical correctness
and accent in the university context. For these students there is a considerable amount
of unlearning or relearning to be done".

A problem for both groups, bu t more so for those who have not lived in Australia for
many years, is idiomatic English and culturally loaded terms. Understanding of and
correct use of such language requires an intimate knowledge of Australian! English
culture. Gassin (1982:13) comments that both groups experience the problem of new
vocabulary and concepts at university. However, native speakers of English are also
faced with this problem on commencing tertiary education. Gassin points out that if
there are difficulties with basic English skills then the absorption of new terms and
concepts becomes much more difficult.

Another' area of difficulty for overseas students and recent immigrants may be a
different cultural perception of knowledge and established authority. Thus, what
students must learn is how to think in an essentially posi tivist tradition. Longer term
immigrants, however, may not experience this problem, par-ticular-ly if a large amount of
their education has been in Australia. Their problems with the written language may be
more related to clear thinking and logical presentation of an academic argument than
with a lack of formal grammatical English or a different cultural approach to academia.

The third group of students, those born in Australia of non-English speaking parents, are
perhaps the most difficult to assess. Although there have been many studies on this
group in primary and secondary education, there appears to have been little investigation
of the particular language difficulties experienced by this group at tertiary level
(O'Brien, 1981 :40). One could question whether the types of problems they have with
English are in effect different from those of students from an English speaking
background, in particular those from a lower socio-economic group. That is, the home
environment may not be conducive to study or may not foster the right approach to
learning. The problem for this group may also be one of logical organisation and
argumentation. Also there may be a confusion between content and rhetoric. Taylor
(1978:34), discussing English expression at university, believes that there is a close
connection between poor" English and a writer's confusion of content with rhetoric.

in a study of university students from a southern and eastern European

background O'Brien (19!H) found that there were grammatical errors which could be
direc tty 11ttribu ted to the non -English speaking background of the students studied,
There were errors in the use of articles, the selection of prepositions and the formation
of words. The students O'Brien studied had been born in Australia 01' had come to
Australia at an early age and were enrolled in the Faculty of Arts at the University of
N.S.W, O'Brien stresses that all of the students considered English to be their first
language, although their native was commonly spoken at home. O'Brien
concluded that three areas accounted for the errors these students made. These were:
interference from their native language, inherent difficulties within the English
language itself and the school syllabus from. which the students were taught, O'Brien's
198 Higher Education Research and Development Vol 4/ No 2/ 1985

criticism of the syllabus was that it presupposed a homogeneous linguistic background.

Such 11 background does not, however, exist. In fact, it could be argued that basing the
syllabus on this assumption, as well as the inherent difficulties in the English language,
could also be a cause of the language difficulties encountered by students from an
English speaking background.

It has not been possible to locate any language surveys of immigrants or second
generation immigrants and their perception of any difficulties they experience with
English at tertiary level. There have, however, been surveys of overseas students'
perceptions of their language difficulties, One such survey was a national survey
conducted from 1973-75 by the Educational Research Unit of the Australian National
University analysed in detail by Rao (1979). However, as mentioned at the beginning of
this section, the survey was sociological in orientation. Of 25 questions about problems
frequently encountered in foreign countries two related to language and these two
questions were of a very general nature, Rao 979:88) found that students from Indo­
China, Thailand and Indonesia perceived lack of fluency in English as a major problem -.
71 percent, 62 percent, 59 percent respectively, Asked to specify problems faced in tne
past, 43 percent of the students cited problems due to lack of fluency in Eng lish, 18
percent found the English language a problem but did not.specify in what respect, 11
percent claimed they had difficulty expressing themselves in English, and 10 percent
experienced difficulty due to the Australian slang or accent. From these results it would
appear that overseas students do not perceive themselves as having any great difficulty
in reading and writing English, but do have difficulty understanding lectures and
presenting seminars. These findings confirm the types of language problems one would
expect to find in students who had English as a fore ign Ianguage, rather than a second
language.

A more recent survey of overseas students at the University of N.S. W. with more specific
questions about language was conducted by the Student Counselling Service at the
University in November 1984. The results of this survey are presently being analysed,
but some preliminary results have been kindly provided by Dr Bryan Burke, Senior
Counsellor, University of N.S.W. Briefly, this study found that: 60 percent of
respondents claimed they had d.ifficuHy giving oral reports, asking questions or
participating in class discussion; 58 percent experienced difficulty producing long written
answers in a short time under examination conditions; 45 percent expressed difficulty in
understanding Australian slang and the Australian accent; 4B percent found it difficult to
know the right English words or sayings to express their thoughts; 40 percent claimed
that people did not understand what they said because of their English accent; 39 percent
found it difficult to write essays and reports in English and 36 percent claimed that it
was difficult to get help to improve their written and spoken English. Less than 30
percent of students claimed they had difficulty in understanding lectures and reading
textbooks in English. If the final resul ts confirm these preliminary ones and if the replies
of students from the University of N.S. W. can be considered representative of the wider
university population then it would appear that assistance with written English,
vocabulary and idiomatic usage is needed as wen as improvement in oral/aural skills.
The large number of students expressing difficulty with writing essays is contrary to the
generally held views on difficulties for foreign language learners explained above. It is
also contrary to Rao's findings on areas of language difficulties for foreign students,
Clearly, there is scope for further research in this area.

The recent publica tion by Bradley and Bradley (1984 :272-283) states tha t for overseas
students written expression is the most serious because in the South
East Asian education system essays are rarely in
secondary and studies. and a handbook the
of Enzlish students Tha and It contains a detailed
linguistical analysis of the types of errors these studen ts make in the
various language in words and sentences. There is also a
detailed analysis of problems related to culture and study Skills. More of this type of
Hiqher Education Research cndDevelopmeni Vol 4, No 2, 1985 199

research on all groups of NESB students is needed,

PHOGRAMS AT ntu TImEt" SYDNEY UNIVERSITIES

The response to the English language needs of students from a NESB has come from
sympathetic staff. However, institutional responses have been ad hoc with no long term
planning evident. This may in part be due to the limited recognition of the problem by
the universities and their perception of their responsibilities to students.

For the existing centres the major obstacle seems to be funds. At Macquarle University
Cohen (1935 :2) claims tha t the annual budget does not allow the gradual building up 0 fa
teachers' library or self-access material for students. There is only sufficient funding for
eight hours of tutor contact time per week. Four of these hours are for individual
consultation and the rest for group teaching. With 50 students and taking into
consideration the different types of problems these students are likely to have, as wen as
the complexities of university t.imetab ling for the various disciplines, four hours are
clearly insufficient.

At: the University of N.S. W. the situation for the Supportive English teacher is little
better. However, there is at least a full-time teacher working on a roster programme.
The advantage here is that it permits the establishment of a fixed schedule whereby the
tutor moves from one department to the next. This at least reduces the variables in the
classroom situation because the students are all from the same discipline.

The situation at the University of Sydney is somewhat better than at the other two
universities. Language courses are run by the Language Study Centre, whose fune UOH,
however, is to provide a service to the language departments and to provide access for
independent study in a large number of languages to members of the university
(University of Sydney, 1985:521-522). Through the EMOS (English for Migrants and
Overseas Students) program the Centre offers a variety of courses throughout the year,
thus enabling tutors to cater more readily for the different levels of achievement in the
English language of the various types of NESB students. The Centre offers weekly
classes during term time on General English, which includes oral grammar, conversation,
listening, pronunciation and sentence structure. In addition, there are weekly classes on
Academic English: listening to lectures, tutorial/seminar skills, vocabulary extension,
English for Medicine and English for Economics. Worksho[Js are run on study skins such
as e""say writing and listening toIectures. Short intensive courses are offered during
vacations and the Centre has self-access material available. Finally, students can make
appointments for individual consultation for academic or other difficulties. However,
the Centre has not escaped the problem of lack of funds and on its current prospectus
advises students that some courses may not be offered due to insufficient university
funding.

PROSPECTS FOR THE FUTURE

The current political climate is likely to be the single greatest influence on future policy
orientation for dealing with English language problems, not only those of students from a
NESB, btl t also those of students from an ESB. Far-reaching decisions could stem from
government policies on ethnic affairs and multiculturalism, as wen as the present debate
about whether English should continue to be a compulsory lISC subject.

As already mentioned at the beginning of the paper, 1985 is the first year that data on
students' language background is being" collected. The Ethnic Affairs Commission
(1 has requested ter-tiary institutions to "comply with the spirit of the N.S.W.
Government's efforts to promote equity of access for all ethnic groups to public services,
including education", The universities will present the information they are currently
200 Higher Education Research and Development Vo14, No 2, 1985

collec ting in Ethnic Affairs Policy Statements. 'These statements are to become annual
reports with particular reference to equity of access and possible areas of disadvantage
(Ethnic Affairs Commission, 1984:5). If the information collected from the surveys
indicates under-representation of particular ethnic groups, one possible argument for
under-representation would be disadvantage due to language factors.

If the questions from the present surveys are incorpora ted into the student enrolment
form, thus making them compulsory and ensuring a 100 percent response, a much firmer
foundation will be established on which to pursue research into the English language
problems of NESB students. However, at the same time there should be further research
on the nature of and remedies for the language problems experienced not only by the
different types of students from a NESB, but also on those language problems
experienced at university by students from an ESE. One approach could be to survey all
students on their perceived difficulties with English at tertiary level, along the lines of
the University of N.S. W. survey of overseas students. The resul ts could be compared
with the views of academics.

In its triennial report for 1985-87 the Commonwealth Tertiary Education Commission
(1984a:54, 1984b:86; 1984c:72) accepts the need for further investigation on ethnic
minority groups and our understandings of their needs. The' Commission, commenting on
all tertiary students, believes that existing courses in lVlaths and English at university
should continue to be maintained and that the alloca tion of funds for disadvantaged
students will provide special teaching to enable students already admitted to overcome
the ir specific disadvantages. The Com mission is, thus, already influencing future policy
directions in this area.

With the advent of more information and research on problems related to the English
language, the need for provision of properly funded and wen-planned centres for the
teaching of English will hopefully be accepted by the universities. The present situation
involves merely a "band-aid" approach, with a lack of staff, materials, research time,
long-term planning and above all, funds.

It is also important to consider the present public debate on the role of English as a
compulsory subject for the Higher School Certificate and the general poor standard of
students' English. As mentioned in the first sec tion of this paper, the Senate Standing
Committee on Education and the Arts (1984:24-25) has noted the complaint from many
university academics that the language skills of many students are inadequate for
tertiary study. Would the abolition of compulsory Eng lish cause t.he situation to worsen
or would it make no difference? In an attempt to select only students with "good
English", some Sydney metropolitan universities have been investigating the compulsory
inclusion of HSC English scores in the selection aggregates, a move Nightingale (1984)
considers ineffective and unjust. In addition, the CULT test is presently being
investigated by the Anti-Discrimination Board. It may be that the Board finds this test
to be discr-imlnatory, Thus, it is possible that in the future there may be no English
language pre-re quisi ties for tertiary study.

If this situation were to arise the universities would be faced with two options. They
could impose their own English pre-requisites, thus flying in the face of public opinion.
Alternatively they could try to combat the problem on two fronts. 1'01' the short term
they could expand the present facilities for supplementary English teaching and ae tivclv
encourage students to seek help. For the longer term they could review their' teacher
training programmes and incorporate an English language component for all
teachers -' not just teachers .,. in the that this will in'
teaching in schools. the Sena
and the has recommended a1l1
"ensure that units in skills be included in
and courses for intending teachers". It has also recorn rnended thai
courses be developed as a matter of urgency.
Higher Education Research and Development Vol 4, No 2, 1985 201

is clear the t the issue of English language problems of NESB students at university is
complex and greatly in need of research. The political issues involved add to the
complexity and help to make it a controversial issue. A key determinant will be whether
the results of the 1985 student surveys and the universities' Ethnic Affairs Policy
Statements have an impact on future research and institutional developments in this
area. However, the fundamental question for the research agenda is whether the
'language' problems of NESB and ESB students have more similarities than differences, so
suggesting that the 'problem' is less one of language per se rather than conceptual
capabili ty,

ACKNOWLEDGEMENTS
The author wishes to thank the Deputy Registrar of the University of New South Wales
for perm ission to use results from the 1985 survey of new students and wishes to stress
that there was no access to individual student responses. Many thanks also to Bryan
Burke for making available preliminary findings of the 1984 student survey. The author
is grateful to Helen Drury and Barbara Lasserre for information about the courses they
teach and to Gerry Cohen for commenting on an earlier draft of this paper. The author
is especially grateful to Alan Lindsay for his assistance and encouragement during this
study.
202 Higher Education Research and Development Vol 4, No 2, 1985

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 HIGHER EDUCATION RESEARCH &: DEVELOPMENT

Volume 4 Number 2 1985

Ingrid Moses and Ernest Roe: Feedback for

Heads of Department Page 113
Elizabeth de Rome. David Boud andi.M. Genn:
Changes in Academic Staff Perceptions of the
Status ofTeaching and Research. . . . . . . . . . . . . . . . Page 131
John A. Malone: Double Degree Courses: a Viable
PropositionfortheCAESector Page 145
M.B. Sehedvim 'Why we Discontinued'; an
Exploration ofVoluntary Discontinuation ofStudies
among First Year Students at a College of
Health Sciences Page 159
H.E. Stanton: Ego-state Reframing as a
Tool in Staff Development Page 175
C. Perry and T. Euler: Experiential Learning
and Management Education Page 183
Ruth Neumann: English Language Problems
of University Students from a Non-English
Speaking Background . . . . . . . . . . . . . . . . . Page 193
Browsings Page 203

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