The requirement of innovative solutions is imperatively observed in the present scenario. The following assessment focuses on resolving the problems encountered by international students in Melbourne. International students that intend to pursue higher studies in Melbourne are faced with substantial issues that reflect on improvement of English, engagement with the Australian community, obtaining short-term accommodation, making local acquaintances, and improving the prospects for employability. The specific problem considered for this report is the improvement of English from the perspective of an international student that would be presented with a solution through the use of the 7R framework presented by Schamar.
The necessity for improving competencies and fluency in English is a mandatory aspect for international students since the majority of courses and universities require proof of English education for admission to courses. Although there are promising opportunities for learning English during the period at university, it is essential to focus on the paramount significance of English for the continuation of a course at the university. The necessity of English is perceived in coping with the requirements for participating in discussions and drawing credible inferences from the lectures (Betancourt et al., 2016).
The language barrier is the foremost concern faced by international students and is primarily suggested with solutions of participation in the local community and conversations with Australian students in order to obtain quick improvement in the English skills of a student. On the contrary, international students that do not have substantial experience of visiting English-speaking countries or students who are apprehensive of participating in the local community and anticipate their inability to reiterate the accent of the local Australian community could face considerable issues while learning English (Cheng, 2017).
This factor can be considered crucial from the perspective of an international student since they are not acquainted with the social norms of the Australian community and the behavioural attitudes among Australian peers. Therefore, it is essential to derive solutions that can help students to learn English without depending entirely on the support of their peers or immersing in the local community. Despite the availability of a wide range of tests such as IELTS and TOEFL as well as intensive preparatory courses, the concerns for favourability of these measures for all categories of international students can create major setbacks (Liang, Chen & Lu, 2017).
The solution for the problem of learning English could be presented in the form of a comprehensive approach that includes accepting different forms of technologies in order to improve command over English. The most promising approach for utilization of technology is through entertainment such as English movies and Australian TV shows as well as interactive applications and videos that can help in increasing fluency in English. The solution would be helpful since following a technological approach for learning English would enable access to various resources without the constraints of flexibility and time.
An international student could access and learn from the resources on a tablet or mobile phone without any limitations of place and time e.g. you can practice even while waiting for the bus or spending leisure at home (Portela et al., 2015). The English language movies can contribute to a better understanding when viewed with subtitles that would improve interpretation of the communication in the film.
A clear interpretation of the dialogues between characters in the film would also help in understanding the behavioural implications associated with conversations in English. For example, the tone of voice in different scenes could help a student in learning the approach of communication that must be followed in certain situations such as the teacher’s dissent on their performance. The access to Australian-made TV shows would contribute to the improvement of fluency in the Australian accent which can be supported with the observation of local students speaking in their accent. This would enable the start of a discussion on the programs with them that would subsequently contribute to the enhancement of conversation practice.
The solution would have to be reviewed for the prospects of innovation alongside the implications for its relevance to the concerned scenario. The justification for the decision could be presented by utilizing the 7R framework and reflecting on the compatibility of the solution with the individual dimensions highlighted in the 7R framework.
In terms of relevance, the idea would be able to address the needs of the key stakeholder i.e. the international student as it would be focused entirely on the involvement of the student. The participant would be comprehensively involved with the technological solutions alongside provisions of interactive and entertainment-based learning (Student.unsw.edu.au, 2018).
The core needs of the international student for involving with the Australian community could be addressed through the implications of Australian TV shows that help in improving the accent of the student. This factor can be supported by watching English movies with subtitles that would help the student in understanding the dynamics of the English language utilized in general conversations as well as formal addresses.
The idea can be considered as a revolutionary one especially from the perspective of an international student who has no prior English speaking experience in a foreign jurisdiction. Furthermore, it is essential to observe that the idea combines technology with entertainment in order to address the issue of poor English skills (Shan & Jiandong, 2016). It is also essential to observe that this idea could be implemented not only for improving the English skills of international students but also for helping them get acquainted with the local Australian community without exerting pressure on peers for learning the local accent.
The idea cannot be subjected to a clear evaluation in terms of the rapid implications of the 7R framework. As per Oise.com (2018), The cognitive abilities of the student have a substantial role in determining the efficiency of the solution in addressing the problem of learning English. Students may face considerable difficulties in adopting the solution due to the pressure of academic routines and personal obligations (Oise.com, 2018). Therefore, it is essential to focus on the amount of time and effort invested in learning English through interactive avenues presented in the idea in order to realize the solutions on a rapid basis. On the contrary, students with substantial cognitive effectiveness could be able to catch up with the language and the conversational attitudes as well as accents rapidly thereby leading to the justification for the solution.
The idea could be implemented on a small scale as it would require a minimal investment of physical resources albeit with the requirement of time. The idea can be applied locally in the contextual environment of the student within limited budgets. As an international student, an individual would not have to spend large sums of money on purchasing a tablet or a Smartphone (Ye, 2017). The costs of English movies and TV shows could also be afforded within student budgets. Therefore, it can be observed that the solution is appropriately justified according to the ‘rough’ aspect of the 7R framework.
As per Student.unsw.edu.au (2018), the solution is also emphasized on addressing the specific issues that are associated with the problem of learning English for international students. For example, the idea is aptly reflective of feasible opportunities for students to engage in English learning according to their flexibility and in the comfortable environment of their home rather than facing the awkwardness of interacting with Australian peers without experience (Student.unsw.edu.au, 2018). The idea also reflects on the resolution of the issues pertaining to the anticipation of international students with Basic English proficiency to interact in the local accent. Therefore, it can be considered that the solution is justified according to the ‘Right’ component of the 7R framework.
The relational effectiveness of the solution can be anticipated explicitly from the description of the solution and the budget associated with it. The outcomes of the solution are comparatively superior with respect to the investments required for the solution of adopting technological help and interactive instruments for learning English (Shan & Jiandong, 2016).
The idea represents flexible usage of the budget rather than investment in training programs and superfluous loss of time trying to engage with the local Australian community for learning English. Another promising outcome that indicates the optimum usage of resources could be identified in the improved confidence of international students to communicate in English that implies the effectiveness of the learning process.
The idea could also be associated with justification on the grounds of possibilities for its replication. The solution could be scaled up through the introduction of a comprehensive program involving a selected assortment of English movies and Australian TV shows as well as mobile apps and resources specifically meant for international students. As per Oise.com (2018), the program would be specifically aimed at the overall improvement of English skills irrespective of the country of origin of the student (Oise.com, 2018). A detailed monitoring and measurement framework could be integrated with the solution to identify the progress of students through different practice tests as well as the inclusion of a definitive approach for feedback acquisition (Ye, 2017).
The problem of learning English for international students in Melbourne could therefore be addressed through the interactive approach of using technology in an alternative way. The solution was presented in order to alleviate the apprehensions of students by focusing on the dimension of entertainment that could develop interest among students in learning English. The justification for the solution was carefully evaluated in the assessment through the use of Schamar’s 7R framework thereby suggesting that the solution could be characterized as innovative as well as with optimal functionality.
Betancourt, J.R., Green, A.R., Carrillo, J.E. and Owusu Ananeh-Firempong, I.I., 2016. Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care. Public health reports.
Liang, S.C., Chen, Y.C. and Lu, T.C., 2017, November. Using pictorial story-based English to improve English words underachievers learning in remedial teaching. In Awareness Science and Technology (iCAST), 2017 IEEE 8th International Conference on (pp. 238-243). IEEE.
Portela, M.C., Pronovost, P.J., Woodcock, T., Carter, P., and Dixon-Woods, M., 2015. How to study improvement interventions: a brief overview of possible study types. BMJ Qual Saf, pp.bmjqs-2014.
Shan, G. and Jiandong, L., 2016. Improve English Learning through English Poems. In Proceedings of The Fifth Northeast Asia International Symposium on Language, Literature, and Translation (p. 607).
Oise.com. 2018. How to Improve English for International Students.Order Now