The challenges for international students encountering New Zealand English and Te Reo Māori
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Authors
Geeganage, Avanthi Sajeeni
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Degree
Submitted in partial fulfilment of the requirements for the Master of Applied Professional Studies – Adult Teaching
Grantor
Toi Ohomai Institute of Technology
Date
2025-06-01
Supervisors
Burke, Rachael
Type
Masters Dissertation
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Foreign students
Language barriers
New Zealand tertiary education
Academic progression
Study - New Zealand
International students in tertiary education
Language comprehension
Language barriers
New Zealand tertiary education
Academic progression
Study - New Zealand
International students in tertiary education
Language comprehension
ANZSRC Field of Research Code (2020)
Citation
Abstract
This study explores the language challenges that international students face in New Zealand's tertiary education system, focusing on the combined impact of New Zealand English (NZE) and te reo Māori. While many studies have looked at the difficulties of understanding NZE or the role of te reo Māori in education, few have examined how these two languages together affect international students. Using a mixed-methods approach, the research collected data from an online survey and follow-up interviews to better understand how language barriers influence students’ academic progression, social integration, and overall well-being. The findings show that students often struggled with the NZE accent, fast speech, and informal expressions, which affect lecture comprehension, understanding academic reading, and joining classroom activities. Te reo Māori, although used less often, caused confusion when not explained, especially during cultural events and in academic settings. These challenges led to lower confidence, anxiety, and feelings of exclusion. Students also shared helpful strategies, such as using translation tools, joining language groups, and watching local media to adapt to language use in New Zealand. This study adds to existing theories on second-language anxiety (MacIntyre & Gardner, 1994) and Cognitive Academic Language Proficiency (Cummins, 2000) and highlights the importance of culturally responsive teaching (Hunter & Jones, 2017). It recommends clearer communication, better orientation to local language use, and more inclusive classroom support. By recognising the combined effect of NZE and te reo Māori, this research calls for further support systems to help international students succeed both academically and socially in New Zealand.
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