ABSTRACT
The purpose of this study was to determine some of the challenges faced by transnational education (TNE) students undertaking final-year practical classes within a 3+1 chemistry degree programme in the UK. Key interactions between TNE students and other interlocutors in the laboratory environment were assessed, and the degree of interaction was explored. Data collection techniques included questionnaires, individual interviews and in-class observations. A lack of an external motivator for interaction and the high-stakes assessment during practical classes were identified as significant barriers. The language barrier was also identified to be the key contributor to the lack of interaction due to self-reported lack of confidence in English language, the speed of discourse, and the subject-specific vocabulary required. These issues suggest that the way in which TNE students are prepared for study in the UK needs reviewing. To the best of our knowledge, no previous studies into the interactions and integration of TNE students with other laboratory users have been undertaken.
