The Effect of Cultural Differences for ESL Learners in Australia - Research Proposal Example

Research proposal The effect of cultural differences for ESL learners in Australia (Institution) (Course) (Name) (Instructors name) Date of submission Introduction There is a huge cultural distance between Australia and Saudi Arabia. This cultural distance implies that there are major differences in their national cultures. Such difference are manifested in the political systems, religion, education system, dress code, lifestyles, food and beverages, outlook in life, gender balance among others. Although Australian is largely a metropolitan state, its national culture is perceived to be close to that of the UK with Aboriginal culture taking a second seat. The Australian government has been very active in encouraging educational tourism in Australia. As a developed country with a relatively low population compared to the land area, the country’s well organised and developed higher learning institutions are a favourite in the world especially from Asian and African countries. The programs have seen increased enrolment of foreign students into these institutions online and offline. The population of foreigners in Australia has also increased steadily. According to the Human Rights and Equal Opportunity Commission [HREOC] (2012), there are approximately 213 940 registered immigrants from the North Africa and the Middle East, Saudi Arabia included. A large percentage of this number comprise of students. Australians and mainstream media have tended to treat Arabs as a homogenous people with uniform culture. This study will view Saudi Arabians as a unique different from other Arabs from other countries. The Australian government has enacted home-stay accommodation for Middle Eastern students to assist them in acclimatising into the Australian cultural climate. Ward and Masgoret (2004) investigated the Home-Stay Accommodation Programme for Saudi Arabian students in Australia and New Zealand. The authors found out that the relationship that the foreign students established with the host family is critical in the students’ satisfaction and acculturation process and even the acquisition of English language and proficiency in it. Akbar (2004) notes that the proficiency in English can encourage or discourage the students from joining the host family’s chit chat which has a great impact on their acculturation process and confidence levels. Such views indicate that the acculturation process will affect all young people moving to a new culture in pursuit of higher education and other endeavours. Rowsell, Sztainbok and Blaney (2007) indicate foreign students need to loose the “stranger” tag whenever they are in foreign countries by assimilating into their culture. The Home-stay Accommodation Programme was aimed at helping foreign students to not only take up English language easily but also western culture. Moore (2006) stresses that foreign students’ problems are exaggerated while studying in a different cultural environment with people they do not know. The author continues to say that lack of awareness of cultural differences between the native people and the foreign students can result into cultural generalization which can affect learning and cause cultural and communicative misunderstanding. Acculturation holds a very important place in second language acquisition. Garcia (2007) defines acculturation as the social and psychological integration of the learner with the target language group. The process of learning a new language and gaining proficiency in it occurs in three stages according to Fromboise, Coleman and Gerton (1993) [cited in Garcia 2007]. These stages are assimilation, acculturation, alternation, multi-culturism and fusion. Acculturation is given weight in second language acquisition by many scholars. Garcia (2007) identifies seven social factors that determine second language acquisition namely which are 1) social dominance, 2) assimilation 3) enclosure 4) cohesiveness and relative size of L1 and L2 groups 5) congruence 6) intended length of residence and 7) attitudes. All these factors have a role to play in determining how ESL learners take up the Australian culture as part of their acculturation process and how successful the process is. Nonetheless, Garcia (2007) warns that acculturation is not a strategy to diffuse other cultures but it is a strategy in improving the proficiency of ESL learners so as to enable them understand the life as it is in Australia and even gain proficiency in colloquialism and use of slang where applicable. Hammer, Bennett and Wiseman (2003) cite Bhawuk and Brislin (1992) who suggest that “to be effective in another culture, people must be interested in other cultures, be sensitive enough to notice cultural differences, and then also be willing to modify their behaviour as an indication of respect for the people of other cultures’’ (p. 416). This indicates that foreign students in Australia must be ready to learn and appreciate the cultural differences between them and Australians and also cultural differences between them and other foreign students in Australia. Maharaja (2003) notes that the key issues in discussing culture in ESL learning are cross-cultural sensitivity, cultural awareness and self awareness. The author defines cultural sensitivity as the ability to experience cultural differences. He further defines cultural awareness as the ability to adjust to cross-cultural situations while self-awareness is defined as the ability to learn about oneself as a result of the cross-cultural interactions. This proposal will detail the particulars of a proposed study to be carried out in Australia targeting foreign students from Arabic countries who are taking English as a second language. The study proposes to assess and investigate how cultural differences between Saudi Arabian students studying in Australia and taking English as an ESL are affected by the teaching and learning of English as L2. Proposed title Salkind and Neill (2005) write that a title should be a one line summary of a whole article. In line with this, the title of this proposed research will contain the key words of the research in one short sentence. As such, the proposed title is An Investigation into the Effect of Cultural Differences for ESL Learners in Australia. Literature review A number of studies have been conducted to asses how the cultural environment of the target languages influences L2 acquisition for L2 learners. Gao (2012) in his study titled, Investigating ESL Graduate Students’ Intercultural Experiences of Academic English Writing: A First Person Narration of a Streamlined Qualitative Study Process conducted a qualitative research to investigate how cultural differences between the L2 learners and the target language speakers affect the L2 acquisition process. His research centred on how Chinese students in American universities were affected by the differences in the Chinese culture with the American one giving attention to how it affected their learning and growing proficiency in the English and specifically in writing. The study relied on interviews for data collection. One of the major questions that the research addressed was “What factors associated with their previous writing experiences in China do they identify as impacting their academic English writing in American universities?” (Gao 2012, p. 3). The study used contrastive rhetoric and the intercultural rhetoric perspectives. The contrastive rhetoric assessed the similarities and differences between the Chinese and American cultures in writing. The study was based on the theories indicating the influence of L1 on L2 practice and writing. While the cultural environment has been demonstrated to influence L2 acquisition process, Al-Jarf (2006) conducted a research on L2 acquisition without the cultural influence and social interaction between the ESL learners and native English speakers. In the paper, Cross-cultural Communication: Saudi, Ukrainians and Russian Students Online, the author assessed the cultural awareness of ESL teachers and students from Russia, Ukraine and Saudi Arabia from a global perspective and also how capable and willing the participants are on interacting across cultures online. Emails, chat rooms, web based video calls, and audio and video conferencing were all used as the communication medium. The sample included 24 Ukrainians, 15 Russians and 22 Saudi Arabians. The research concentrated on the frequency of interaction on the various mediums. The distribution of the posts was observed and recorded and various themes such as cultural shock and cultural awareness noted. Though this research seemed to have a valid basis of research, the research did not give a clear basis on the sampling method. For instance, while the student participants in the research are well described, the researchers failed to indicate whether the participating teachers were native English speakers or non native English teachers. Another study by Yu and Watkins (2008) titled “motivational and cultural correlates of second language acquisition an investigation of international students in the universities of the people’s republic of China” investigated 115 university students from western countries and Asia studying in China. The students were taking Chinese language as L2. The study sought to find out how different motivational theories applied in line with the people’s culture impacted L2 acquisition. The researchers thus explored diverse literature on the motivation processes in western countries and in Asia. The core theory that inspired this research is the Socio-Educational Model of second language acquisition which postulates that cultural integrativeness has a direct effect on the motivation to L2 acquisition. The other model used in designing this research was the argument that cultural and language distance affect L2 acquisition. The authors argue that this was the main reason why the sample of students was grouped into western and Asian in consideration of proximity to the Chinese language and culture. The study used questionnaires which were given out to 118 international students from two universities in Naning and Jiangsu provinces. The research developed language tests which were distributed to the subjects and their instructors marked them. The results were analysed and compared to the students perceived level of integrativeness into the Chinese culture taking into consideration the perceived cultural distance between Chinese and the subjects L1. This research could however, face problem in the data collection method. The tests that were formulated were in Chinese language while they tested the level of intergrativeness and proficiency in their native languages. Furthermore, the research did not consider academic prowess of the subjects as a determinant to their performance in the tests. The shortfall of Yu and Watkins’ (2008) study is addressed in the article titled Exploring the Gender Effect on EFL Learners’ Beliefs about Language Learning by Bernat and Lloyd (2007). This particular study recognises the contribution of affective and cognitive aspects in L2 acquisition in the face of acculturation. This study also addressed learners’ beliefs which are grounded in their native culture where there are possible differences across the gender divide. The study involved an investigation of 262 (155 female and 107 male) ESL students from 19 different countries in a number of Australian universities. The study used the Beliefs About Language Learning Inventory theory (BALLI) designed by Horwitz (1987) to assess the students beliefs in L2 acquisition. The BALLI theory assessed five parameters namely, foreign language aptitude, (2) the difficulty of language learning, (3) the nature of language learning, (4) learning and communication strategies and (5) motivations and expectations. This study scored highly because it acknowledges the gender division which is critical in studying culture issues among Arabs. Javid, Al-Asmari and Farooq (2008) conducted a research titled Saudi Undergraduates' Motivational orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study. In this research the authors investigated the motivations for learning English including the geographic location and cultural environment in terms of where the participants were taking their ESL courses. This was in recognition of the fact that “… the learning of a foreign language involves far more than simply learning skills, or a system of rules, or a grammar; it involves an alteration in self-image, the adoption of new social and cultural behaviours and ways of being" (Williams 1994, cited in Javid, Al-Asmari and Farooq 2008, p.284 ). The authors used a sample of 709 (348 males, 361 females) undergraduate students taking different courses including a foreign language in a number of universities around the world. The authors tested the efficacy of questionnaires as a data collection method through a pilot study. Data was analysed using MANOVA. The study achieved its objective as it was carefully designed and executed. The study investigated a rare issue of the role of geographic location and contextual culture on the motivation of learning a foreign language. The authors also used a very strong theoretical background on which the study was based. Research paradigm The current research will use a qualitative paradigm to achieve the objectives of the study. This paradigm is guided by the research question and also the type of data to be collected. The data is qualitative in nature as opposed to quantitative. Krauss (2005) warns that researchers should not assume that the neither the qualitative nor the quantitative paradigm is superior to the other in any way. The author argues that the suitability of any paradigm adopted by a researcher is guided by the purpose of the research, the type of data to be collected among other factors. Methodology Data collection methods This research will make use of both primary and secondary data collection methods. Primary sources of data collection will involve the use of one-on-one interviews and questionnaires. The questionnaires will contain a number of predetermined questions. The questions will seek to find out the personal opinions of ESL learners from Saudi Arabia. The questions will be closed in order to control the scope of the data collected. Students from my university and two neighbouring ones will be asked to grant interviews. The interviews shall be conducted from predetermined questions. The number of respondents is limited by the data collection method given that interviews take time to organize. Primary data is considered to be more reliable compared to secondary data due to various factors. First primary data is the initial information obtained by the researcher for a particular intention for the research (Grix, 2004). Furthermore, primary data is the most current information gathered by the researcher thus making it pertinent for use in the study. Sample selection Generally, it is not possible to study the whole population (all ESL students and students involved in cross cultural interactions) and for this reason, like other researches, this research will characteristically depend on sampling with an aim of obtaining a portion of the population to carry out the study (Bryman, 2008). In order to attain an unbiased sample, randomization will be used. This research will make use of simple random sampling. Simple random sampling is a kind of probability sampling method (Grix, 2004). Simple random sampling only permits the researcher to draw superficially valid conclusions regarding the whole population based on the chosen sample. The sample selection method is preferred in this research due to its various advantages including it necessitates little superior knowledge of the population being selected, it is free from classification error, and the data obtained is easily interpreted due to its simplicity (Firebaugh, 2008). A sample size of 200 participants will be selected. This will create room for the improperly completed questionnaires and the research will make use of fully and properly filled questionnaires in order to make valid conclusions. Ethical considerations It is apparent that ethics is a major aspect which should be put into considerations by all researchers whilst carrying out their studies (Firebaugh, 2008). This is due to the fact that social sciences include investigations of persons in real situations. Therefore, numerous ethical questions regarding the relationship between participants, the researcher and privacy issues amongst others are set forth (Firebaugh, 2008). In the modern times, these social matters have grown to be more and more open due to the condemnation of practices of social scientists and moreover, the applicability of their research have also been questioned by critics due to the issues of ethical considerations. Significance/Purpose of the study This study aims to find out how cultural differences between Saudi Arabian students and Australians in general affect L2 acquisition. This is very important for players in the education sector for many reasons. First and foremost, there is need to understand how cultural differences affect cross cultural interactions and communication. Past research has shown that there is need for ESL learners to engage and interact with native English speakers to understand the unwritten rules of English and communication in general. However, cultural differences have resulted into foreign students clustering together along cultural lines. Cases of cultural alienation and racism are greatly attributed to this according to government reports. This study comes into play as there is increasing need to prepare foreign students to be sensitive to and aware of cultural differences in an increasing interconnected and interrelated world. The research shall serve as model for other educators and administrators seeking to increase the effectiveness of interactions among their native and international students. This is critical for government policy makers and institutions which are keen on attracting and recruiting more international students. The findings of this study will inform such people on the necessary steps and policies that should be enacted to make the life of foreign students easy on the communication and acculturation fronts. Research questions 1. To find out the frequency of cultural conflict between Saudi Arabian students and Australian at large. 2. To assess levels of cross –cultural interactions between Australians and ESL students. Data collection This research opted for primary data for various reasons. One of the core benefits of primacy data collection is the high level of control that the researcher has over the type of data to be collected and the variables involved and even the method of data collection. This is very important in that the researcher is able to match data collection methods with the intended variables and parameters of the data. Such benefits are absent in secondary data where in past researches, researchers conducted research under different circumstances and even used different methods. Some of these researches may contain some data that is irrelevant to the current research. Furthermore, it is not guaranteed to find a research that addressed the same aspects as the current research. Published studies may also contain some mistakes which the current research cannot rectify. Other studies might have some levels of biasness that will impact on the findings of the current study. The use of secondary data collection methods is deemed efficient as compared to primary data collection methods, the former offers credible information (Grix, 2004). Use of primary data in this research shall also present unique challenges to the researcher in terms of resources, time complex data analysis. To conduct such a research will require high levels of skills in research writing and data analysis techniques. The researcher might need advanced skills in data analysis softwares such as SPSS. Where the researcher does not posses such skills, he or she will be forced to outsource such services. Data analysis The most common data analysis techniques encompass bivariate analysis, univariate analysis, and multivariate analysis (Yates et al., 2008). The latter encompasses statistical techniques that are used in simultaneously analyzing the data obtained from the research. The data obtained in this research will be analyzed using statistical methods. The analysis procedure encompasses four main steps which includes data coding, data entry, data checking and data analysis in that order (Adèr et al., 2008). While selecting the type of data analysis technique suitable for analyzing data in this research, the assumptions linked with the chosen method are satisfied. Such assumptions include linearity, independence amongst observations, normal distribution, and deficient of multi-collinearity between independent variables amongst others (Adèr et al., 2008). This will make sure that the pertinent research technique is chosen. After the data has been analyzed, the findings will be presented in graphs and tables to allow for easier understanding. Research limitations Ethical issue in this research may include breach of confidentiality, misleading the participants regarding the aim of the research, invasion of privacy, psychological difficulties which may affect the participants, and collective risks (Firebaugh, 2008). All of these ethical issues are pertinent in the current research topic. It may be true that some of the chosen participants may be victims of cultural misunderstanding and they might feel shy of narrating their ordeals. As a result, the researcher should take precaution and take initiative of explaining to the participants as clearly as possible the purpose of the research and assure them of their privacy. The research is also limited by financial resources. This research would have preferred a larger sample but this is not the case. Currently, there is a considerable amount of money required to cater for the printing and distribution of questionnaires to willing participants. Besides the finances, the research faces a challenge of encouraging and recruiting respondent into this particular research. The research will however offer no payments or gifts to participants in any way as this can affect the responses from the participants. Proposed Budget Description Amount in As$ Printing 100 Stationery 75 Travel allowances 270 Outsourced skills 200 Equipments 250 References Abubaker, A. (2008). The influence of Chinese core cultural values on the communication behaviour of overseas Chinese students learning English. Annual Review of education, communication and language sciences. 5 (1) 105-135. Adèr , H. J., Mellenbergh, G. J., and Hand, D. J. (2008). Advising on research methods: a consultant's companion, Huizen: Johannes van Kessel Publishing. Al-Jarf, R.M. (2006). Cross-cultural communication: Saudi, Ukranian and Russian Students Online. Asian EFL Journal quarterly, 8(2), 7-32. Bazeley, P (2009). ‘Analysing qualitative data: more than ‘identifying themes’’ Malaysian Journal of Qualitative Research, 2, (2), 6-22 Bernat, E. and Lloyd, R. (2007). “Exploring the gender effect on EFL learners’ beliefs about language learning” Australian Journal of Educational & Developmental Psychology, 7(2), 79-91 Bryman, A (2008). Social research methods, 3rd edn, Oxford University Press, Oxford. Firebaugh, G. (2008). Seven Rules for Social Research. Princeton: Princeton University Press. Gao, L. (2012). Investigating ESL graduate students’ intercultural experiences of academic English writing: a first person narration of a streamlined qualitative study process. The Qualitative Report, 17 (24), 1-25 Garcia., M. (2007). Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. London: ProQuest Grix, J. (2004). The foundations of research. London, Palgrave Macmillan. Hammer, M. Bennett, M. and Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations 27(3), 421–443. HREOC (2012). Fact Sheet: Muslim & Arab Australians in Western Australia. Retrieved online from, http://www.hreoc.gov.au/racial_discrimination/isma/consultations/facts/fact_wa.htm Javid, C. 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