Developing language skills and learner autonomy in international postgraduates

Studies have shown that postgraduate research presents particular challenges, ranging from self-management, independent research, and extended writing, to working with a supervisor (Ballard 1984, 1996; Zuber-Skerritt 1994). If we add to these challenges those faced by many international students - the complexity of a new culture, and the difficulties of a second language - we begin to see the hurdles these students must overcome. This paper reports on a course designed to provide the pedagogical environment for international postgraduates to develop language skills, and learner autonomy. A reflective model for facilitating engagement with the research process is proposed as a useful strategy to develop these skills. To further stimulate this process, a series of reflections that novice researchers should consider in relation to their reading and writing is also put forward.