学习中存在着许多文化差异，以不同国籍的学生为例，Ku & Lohr(2003)认为他们对学习环境的反应可能是不同的。研究人员认为，中国学生在教学结构、解决问题的方式以及大学中师生互动的定义等方面可能存在文化、个人和语言水平的差异。从台湾学生的角度来看，类似的文化解读也是可能的。特别是学生在理解课程、记笔记、回答问题、写作等方面存在问题(Ku & Lohr, 2003 p.98)。在这些差异的背景下，了解学生在英国教育环境中所接触到的社会交往中使用英语的形式与在本国为提高雅思口语水平而进行的继续教育中使用英语的形式有何不同，将是一件有趣的事情。要分析的关键问题是，这种差异是会带来好处，还是会给想要提高的学生带来更多问题。现在有两个方面需要考虑，首先是学生在母语为英语的环境中帮助提高英语水平的机会，其次是学生在本国提高英语水平的机会。目前还没有一项适当的研究强调这种差别;然而，有个别研究强调了这两个方面的答案。考虑到第一个方面，Andrade(2006)的research study of Andrade(2006)试图了解想在英语为母语的大学学习的学生的适应因素。当国际学生想要在一个讲英语的国家学习时，他们确实面临着一定的挑战，研究指出，一些学生可能需要他们的大学提供额外的支持服务(Andrade, 2006)。有些人在社交方面存在适应问题，这是由于文化差异导致的语言使用问题。一些人甚至在学习上受到了影响，因为他们的英语熟练程度受到了当地人口音、流利程度和其他因素的挑战。只有成功的支持和干预，学生才能更好地发展(Andrade, 2006)。现在虽然有障碍的台湾学生研究似乎表明,这将是更好的为学生提高他们的能力从家里首先,它是非常在研究和政府报告,台湾学生更多的挑战在提高他们的能力在家里上下文(安德拉德,2006)。
There are many cultural differences in learning, and in the case of students from different nationalities, Ku & Lohr (2003) argue that the way they respond to the learning environment could be different. Researchers argue that Chinese students may suffer cultural, individual and language level differences in the way their teaching is structured, the way problem solving is done or in the way student-teacher interaction is defined in the university. A similar cultural interpretation is also possible from the Taiwanese students’ perspective. In particular, students are found to have problems in understanding lectures, in taking notes, answering questions, writing and more (Ku & Lohr, 2003 p.98). In the context of these differences, it would be interesting to understand how different the forms of English usages are in the social interactions that the student is exposed to in the UK educational setting compared to those in continuing education towards improving IELTS speaking proficiency in their own country. The key question to analyse is whether the difference will result in benefits or whether it will cause more issues for the student who wants to improve. Now there are two aspects to consider, primarily the opportunities that exist for the students to help improve their English in a native English speaking environment, versus those that exist while improving their proficiency in their own country. A proper research study highlighting such a difference is not currently available; however, there are individual research studies highlighting answers for both these aspects. Considering the first aspect, in 2006, the research study of Andrade (2006) attempts to understand the adjustment factors for students who want to study in an English speaking university. International students do face a certain amount of challenges when they want to study in an English speaking country and the study notes that some students might need additional support services from their university (Andrade, 2006). Some have adjustment issues in terms of socializing, based on cultural differences leading to issues of language use. Some suffer even in terms of academic adjustment as their proficiency in English is challenged by the local native speaker’s accent, fluency and other factors. Only with successful support and interventions will students be able develop better (Andrade, 2006). Now while there are studies on the barriers for the Taiwanese students which might seem to indicate that it would be better for the students to improve their proficiency from home first, it is critically presented in research and government reports that, the Taiwanese students are even more challenged in improving their proficiency in their home context (Andrade, 2006).