Australia, along with other English-speaking countries, provides cross-border education on a commercial basis to increase revenues (Sawir, Marginson, Forbes-Mewett, Nyland, & Ramia, 2012). The market-driven approach in higher education has resulted in adopting a low language proficiency threshold for entry for second language (L2) students, often recruiting academically less prepared students, leading to less welcoming campus environments (Heng, 2017). The International English Language Testing System (IELTS) is widely used to evaluate L2 students’ readiness for their future study in Australian institutions; however, while language proficiency is vital for L2 students’ academic success and social functioning, their success requires more than language proficiency (Phakiti, Hirsh, & Woodrow, 2013).
When international students select to study in Anglophone countries, they are frequently labelled as non-native English speakers defined in language contexts in which one language is dominant, accents are a crucial indicator of difference (Kettle, 2013). L2 students’ accent and style of speech can be devalued, often resulting in weaker positions in academic settings (Kayaalp, 2016). First language (L1) students are positioned as ‘superior’ or ‘dominant’ group; whereas, L2 students are regarded as ‘inferior’ or ‘minority’ group (Kayaalp, 2016). Accentedness is conceptually distinct from language proficiency, which indicates how proficient one is with a language (Cook, 1999). Nevertheless, accents have been blamed for miscommunication, and can be a potential trigger for stereotypes, racism and other types of discrimination (Derwing & Munro, 2009).
There are significant gaps in the literature on international students’ higher education experience related to accented English. Numerous studies have confirmed that L2 students have to deal with accent-associated challenges at two levels: (1) their accent and that of their interlocutor, potentially resulting in communication breakdowns; and (2) perceived accent stereotypes and discrimination (Kettle, 2013; Lee & Rice, 2007; Sawir et al., 2012). However, little research has focused solely on accent-specific issues, and even fewer studies have addressed such issues alone. To address this gap, this study spotlights the experiences of East-Asian international students from English as foreign language (EFL) countries. This study respond to the research question: what is the lived experience of L2 East-Asian international students as a foreign accented speaker in Australian higher education? Paying attention to their challenges, coping strategies to mitigate those challenges, and their views on faculty members, peers and institutions is crucial to develop a more equitable way of shaping their experiences, and support the students study outcomes.