Abstract

The aim of this paper was to explore how 25 international students in their first semesters of international undergraduate study in New Zealand experience changes in their learning behaviour. The qualitative paper was based on past research that confirmed correlations between teachers’ and students’ past experience, expectations, beliefs and perceptions of performance as factors in the learning environment. The researcher wanted to explore how international students embrace an environment of dialogue, personal responsibilities, Habermas’ levels of interests relating to learning behaviour, the belief in students and their abilities to cope with language and academic expectations. The primary research consisted of a self reporting questionnaire asking how often students engage in activities related to the themes of the research. The change was identified through the frequency of activities before and after the semester of the research. The various shifts in frequencies opened up new ideas and understanding of students’ changing learning behaviour.