Five weeks at Victoria University — Classes and life in Melbourne

On weekdays, I read news and research papers, wrote essays and discussed ideas with classmates. After class came galleries and skating; weekends brought picnics in national parks and an overnight train trip to Sydney.

In February and March 2026, I joined Victoria University’s English program through Kyoto Institute of Technology (KIT). For students considering a future program, this account looks at the five weeks through classes, homestay and everyday life in Australia.

① Classes at VUAcademic English through assignments and work I produced

② HomestayA table for three, daily meals and a suburban commute

③ Life in AustraliaExhibits, games, sports, food, city walks and weekend trips

My classes centred on EAP5B in Intake 2, followed by VU’s final one-week cultural program for Kyoto Institute of Technology students. The essay and seminar presentation below were completed in EAP5B.

These 38 days run from departure on February 14 to homecoming on March 23, 2026. Dates use local time. Classes, assignments and main after-class or weekend plans are arranged by day. Each photo and activity link leads to the relevant account of classes, city walks or outings with friends.

1. Feb 14 · Sat

   Kansai → Ho Chi Minh City → Melbourne

2. Feb 15 · Sun

   Arriving in Melbourne

   First dinner at my homestay

3. Feb 16 · Mon

   Orientation at City Campus and a city walk

4. Feb 17 · Tue

   Dinner with Kyoto Institute of Technology students, then Piccolina on Hardware Lane

5. Feb 18 · Wed

   Games with students at the campus Lunar New Year event

6. Feb 19 · Thu

   Referencing practice in class

   A laneway café and the Royal Botanic Gardens

7. Feb 20 · Fri

   Essay structure in class

   A dragon performance and outdoor screen at Federation Square

   Beer and city lights beside the Yarra River

8. Feb 21 · Sat

   A weekend outing to the beach

9. Feb 22 · Sun

   Grocery shopping and dinner at my homestay

10. Feb 23 · Mon

    A tram journey and dinner at home

11. Feb 24 · Tue

    Meeting friends over drinks after class

12. Feb 25 · Wed

    A sandwich for lunch

    The green and dinner at St Albans Bowls Club

13. Feb 26 · Thu

    Studying in the EAP5B classroom

    A city walk and dumplings with friends

14. Feb 27 · Fri

    Betty’s Burgers and cocktails with friends

15. Feb 28 · Sat

    Werribee Gorge with my host mother’s friends

16. Mar 1 · Sun

    Stalls and live music at Sydney Road Street Party

17. Mar 2 · Mon

    Ramen at Machida Shoten Melbourne

18. Mar 3 · Tue

    Class at City Campus and lunch in the city

19. Mar 4 · Wed

    Listening to classmates’ presentations

    Gelato after class

20. Mar 5 · Thu

    EAP5B excursion: visiting ACMI with classmates

21. Mar 6 · Fri

    An evening XPT journey to Sydney with Kyoto Institute of Technology students

22. Mar 7 · Sat

    Oysters at Sydney Fish Market

    Walking along Bondi Beach

    A concert and night views at the Opera House

23. Mar 8 · Sun

    Queen Victoria Building’s arcades

    Harbour Bridge from a ferry

24. Mar 9 · Mon

    Beer, sunset and pizza with Kyoto Institute of Technology students in St Kilda

25. Mar 10 · Tue

    Westwood | Kawakubo at the NGV after class

26. Mar 11 · Wed

    Dinner with Kyoto Institute of Technology students at Queen Victoria Market’s night stalls

27. Mar 12 · Thu

    Skating with VU English classmates at O’Brien Icehouse

28. Mar 13 · Fri

    The Intake 2 graduation event

    An evening at Luna Park with Kyoto Institute of Technology students

29. Mar 14 · Sat

    Dinner and a toast at my homestay

30. Mar 15 · Sun

    The Organ Pipes rock formation and a picnic with Kyoto Institute of Technology students

31. Mar 16 · Mon

    Arcades and St Paul’s Cathedral

    A photo with friends at the NGV’s Let’s Party!

32. Mar 17 · Tue

    Music and drinks in Section 8’s courtyard

33. Mar 18 · Wed

    Team laser tag at Strike with VU English classmates

    Dinner with Kyoto Institute of Technology students at Hotel Esplanade

34. Mar 19 · Thu

    Melbourne Zoo with Kyoto Institute of Technology students on VU’s cultural program

    Lucky Thursdays at 170 Russell in Chinatown

35. Mar 20 · Fri

    Brunswick Street and a rooftop in Fitzroy

    A pub meal with friends that evening

36. Mar 21 · Sat

    A walk around the State Library and Yo-Chi

37. Mar 22 · Sun

    Melbourne → Ho Chi Minh City, heading home

38. Mar 23 · Mon

    Ho Chi Minh City → Kansai, arriving in the morning

EAP5B asked me to respond to information in English with my own written argument or presentation. I selected evidence from several sources, explained it to an audience and used questions to guide discussion. Weekly assignments put the English needed for university study into practice.

I am Reo Hakuta. At the time of this stay, I was a third-year student in the Undergraduate Program of Information Science at Kyoto Institute of Technology (KIT). I entered the university in the 2025 academic year as a third-year transfer student from a college of technology.

Because of the way credits from my college of technology were recognized, my credit total was lower than that of a typical third-year student, but my studies were progressing on schedule. Before departure, I assessed myself as able to understand lectures in English and hold everyday conversations. With that background, I joined EAP classes to experience academic reading, evidence-based writing, presentations, and discussions in a university setting.

The City Campus is in the center of Melbourne's CBD. Unlike many Japanese universities, where buildings are spread across a large campus, Victoria University's facilities are integrated into the city itself.

Trams run just outside the building, and State Library Victoria and Melbourne Central were within walking distance. The location made it easy to move between university life and the city.

Beyond the classrooms, the building also has places to take a break and play. On Level 13, students gathered around a table-tennis table beside tables and sofas. The Common cafés on the ground floor and Level 10 offer coffee and light meals. Level 10 also has a student lounge (VU café guide, student lounge guide).

Outside campus, the CBD offered shopping and streets to explore. Around Melbourne Central, I looked up through a mall atrium; out on the street, I watched trams and pedestrians pass by.

VU English offers General English (GE) for everyday communication and English for Academic Purposes (EAP) for studying a subject through English. GE develops reading, writing, listening, and speaking broadly. EAP applies those skills to lectures, academic reading, reports, and presentations (Victoria University, n.d.-g, n.d.-h).

Each GE level normally takes 5–10 weeks, with placement determined by a test. Completing GE3 provides a route into EAP. GE focuses on everyday English, while EAP focuses on English for further study (Victoria University, n.d.-h).

Among the EAP5B and EAP6A students I spoke with, many planned a longer stay on student visas, aiming to enter undergraduate or postgraduate courses at VU while working part-time. From those conversations, hourly pay around AU$30 seemed common, which surprised me. This was my impression from people around me; pay varied with the job and employment conditions.

TAFE provides vocational education and training; Foundation Studies prepares students for university. The IELTS figures above describe entry levels, not the English requirements met after completion. VU describes EAP5B as a pathway to courses requiring IELTS 6.0 or equivalent, and EAP6B as a pathway to courses with higher requirements. Required results and other conditions depend on the destination course (Victoria University, n.d.-d, n.d.-f, n.d.-g).

EAP4, EAP5, and EAP6 each contain two five-week units, progressing from A to B. Within a numbered level, B develops the work introduced in A.

These distinctions appear in the units' learning outcomes (Victoria University, n.d.-a, n.d.-b, n.d.-c, n.d.-d, n.d.-e, n.d.-f). My placement in EAP5B meant preparing to read academic sources, write with evidence, and take part in presentations and discussions at undergraduate level.

Class placement was based on my TOEIC score before the program and a writing task administered by Victoria University. I was assigned to EAP5B for Intake 2 in 2026.

The writing task was the Victoria University English ELICOS Placement Test. Its conditions were:

1. A 40-minute time limit
2. Handwritten answers
3. A target of 200–250 words
4. A choice of one of two prompts
5. No smartphones, smartwatches, dictionaries, or books

I had 40 minutes to organize a response to my chosen prompt, from the introduction through the body. The test assessed my ability to put ideas into written English.

My EAP5B timetable ran from 11 am to 1 pm and 3 to 5 pm on weekdays, with a lunch break from 1 to 3 pm. I commuted in the morning, used the break for lunch or assignments, then headed into the city after afternoon classes.

Classes were divided into Reading, Writing, Speaking, Listening and Case Study sessions. Across these sessions, we worked on a research essay, seminar presentation and case-study report. Practice assessments included a reading test and a two-hour writing test of 400–450 words, giving us both assignments we could revise and tasks we had to finish within a time limit.

Intake 2 ran from February 9 to March 13; I joined on February 16. March 9 was Victoria’s Labour Day public holiday (Victoria University, n.d.-g; Business Victoria, n.d.).

During the 13:00–15:00 lunch break, I also went to Fitzroy for meals with my VU English EAP5B classmates. Between the morning and afternoon classes, we left the classroom together and gathered around a table.

EAP5B is a 20-hour-per-week Undergraduate Preparation course. Students came from Japan, Vietnam, Indonesia, Malaysia, Thailand, and other countries. English was our shared language during lessons and breaks.

The classmates I spoke with about their backgrounds had all already earned a bachelor’s or master’s degree in their home countries. They were seeking another qualification and work in Australia with the aim of settling there. Education and business administration were common fields among them. Since then, they have progressed to undergraduate or postgraduate study.

The aim was to answer an academic question by gathering evidence and explaining a judgment in writing or speech. The four language skills and Case Study each supported that work.

Instead of working through one textbook, we received weekly Word and PDF worksheets through VU Collaborate. A document such as “WEEK 2 Reading: Worksheet 1” combined readings, vocabulary questions, summaries, paraphrasing exercises, and discussion tables. The same worksheets linked to videos and academic papers.

1. Understand the question
2. Select sources and evidence
3. Paraphrase and write
4. Present and discuss

In my EAP5B class, the Reading and Writing materials shared the theme of AI and were designed to depend on one another. Readings and notes became evidence for the writing task, while the essay question and developing argument determined what information we looked for in the readings.

The sequence was:

1. Analyze the question: Identify the topic and the judgment the task requires.
2. Select and read sources: Alternate between skimming for an overview and reading relevant passages closely.
3. Organize evidence: Connect claims, examples, authors, and sources in notes.
4. Paraphrase and synthesize: Compare sources on the same point and bring them together in a paragraph.
5. Structure and write: Assign roles to the introduction, topic sentences, evidence, and conclusion, using APA 7th Referencing.
6. Review against the criteria: Check reasoning, grammar, citations, and the reference list.

For books, we used the contents to find relevant sections and distinguished the publication date from the dates of cited research. For papers, we matched paragraphs to headings. For news, we located specific information and inferred vocabulary from context. Each activity supported reading with the essay question in mind.

The “Reading an Academic Article” worksheet progressed through Skimming → Vocabulary Attack → Summary → Paraphrasing and Referencing, moving from text structure through vocabulary and main points to source use. ¹

In skimming, we identified a short heading for each paragraph to follow the overall structure.

We considered both the paragraph's topic and its function: case, problem or recommendation. Matching headings helped locate relevant information within a longer paper.

Vocabulary Attack matched words such as pervasive, fallible, bias and mitigate to English definitions. Summary involved completing gaps in a summary; a Fact / Opinion task distinguished reported events from judgments and recommendations. Paraphrasing and Referencing then turned the reading into our own sentences with citations. ¹

For synthesis, we compared sources addressing the same point, identified agreement and disagreement, and wrote a paragraph explaining what the evidence supported.

We separated the introduction into its roles: introducing the topic, defining terms, establishing background, explaining the rationale, and stating the thesis. Body paragraphs connected topic sentences to evidence. The conclusion returned to the opening question, brought together the main evidence, and offered a judgment or recommendation. Each sentence needed to serve the argument as well as be grammatically sound.

We used APA 7th Referencing. Author–date citations in the text correspond to a reference list that allows readers to trace the original sources. VU's referencing guide explains this relationship between in-text citations and reference entries (Victoria University Library, n.d.).

Paraphrasing involved changing sentence structure or word forms and combining information where appropriate. It still had to preserve the original meaning and acknowledge the source. When discussing research encountered through another paper rather than read directly, we used “as cited in” to indicate a secondary citation.

After drafting, we checked synthesis, connections between sentences, grammar, and citation accuracy against the assessment criteria. Sharing outlines with the teacher and classmates and revising the structure and evidence were part of the assignment.

Paraphrasing: Preserve the strength of the original claim

A paraphrase needs to preserve the strength of a claim as well as its subject. The following illustrative example shows the distinction:

A shared calendar may reduce scheduling mistakes.

Using a shared calendar could help people avoid scheduling errors.

Both sentences describe a possibility. Removing may or could and claiming that mistakes are always prevented would strengthen the original statement. Conditions, comparisons and uncertainty should survive the change in wording.

When a sentence draws on a source, author–date attribution connects it to the reference list. We practiced separating the source's claim from our own judgment. ¹

In this assignment, Reading introduced different perspectives on AI, and Writing used those sources to address whether AI's disadvantages outweighed its advantages.

The first major topic in Reading was artificial intelligence. We began with the Luddite movement in nineteenth-century Britain to consider the relationship between new technology and society.

We compared workers' fears of losing their jobs to mechanization during the Industrial Revolution with contemporary concerns about AI and employment. By following the progression from steam power to automation and AI, we examined how anxieties about technology have repeated across different periods.

One of our sources was an article in The Guardian by McKie (2023).

Apocalypse not now? AI’s benefits may yet outweigh its very real dangersA new Cambridge University institute will try to harness the good and anticipate the bad effects of artificial intelligencetheguardian.com

The article discusses risks involving education, journalism, law, research, misinformation, gender bias, and the concentration of power in corporations. It also describes possible applications in drug discovery, personalized medicine, and energy efficiency.

When reading the article, we distinguished a speaker's views from the writer's, identified the claim supported by each paragraph, paraphrased passages in our own words, and cited them using APA 7th Referencing. Reading was already preparing us for the Writing assignment.

We next read the BBC News article by Hutchinson and John (2023), which examines generative AI and digital art.

AI: Digital artist's work copied more times than PicassoGreg Rutkowski is among the artists calling for more protection from artificial intelligence tools.bbc.com

The digital artist Greg Rutkowski had seen his name and style used in image-generation prompts without his consent. His case led us to consider copyright, consent, scraping, imitation of artistic style, and stereotypes. We also considered the creative perspective that AI could reduce repetitive production work.

In the same week, we read the paper by Borenstein and Howard (2021). Alongside its arguments, we learned about academic journals, peer review, primary and secondary sources, facts and opinions, and secondary citation.

The paper included cases involving wrongful arrests caused by facial recognition and bias in healthcare algorithms. News makes events easier to understand, while academic papers make it easier to trace the research context and evidence. Even when the topic is the same, the way a source should be read and used differs.

We also consulted the AI ethics framework from the Australian Government’s Department of Industry, Science and Resources (n.d.) and the book chapter by Garg (2021). My final essay combined news reports, government material, a book chapter, and academic papers.

The Week 4 reading practice also used an article about the flat organizational structure at the games company Valve. After identifying paragraph topics and the meanings of words, we inferred features of the organization and working practices from the text. It was an opportunity to apply the same reading methods to a topic beyond AI.

The research essay assignment asked us to consider both sides of whether AI's disadvantages outweigh its advantages. The suggested length was 800–1,000 words, and its purpose was to practice structuring an academic essay and using research appropriately. I titled my essay “Advantages and Disadvantages of AI for Modern Society.”

My outline separated paragraphs on advantages from those on disadvantages and assigned topic sentences, points, and supporting sources to each. Deciding where evidence belonged helped turn a collection of information into a response to the question.

This is the rationale I wrote in my essay outline.

The structure we aimed for was to introduce the question and issues, examine evidence in the body, and answer the question in the conclusion. This assignment used a block style, discussing advantages together before disadvantages. Rather than fixing the number of paragraphs, we gave each paragraph one main topic and followed through on the issues introduced at the start (Victoria University, 2026b).

Level 1 identifies the essay’s main parts; Level 2 identifies their functions. In the Main body, each paragraph begins with a Topic Sentence, with Advantages and Disadvantages developed in separate paragraphs.

The introduction worksheet separated five functions. A Hook draws interest, Definitions establish key terms, and Background / Context explains the setting. The Rationale answers “Why does this discussion matter, and to whom?” The Thesis statement then sets out the central question and issues. An account of AI’s history alone is insufficient: its effects on education and employment provide a reason to examine both sides.

Each body paragraph connects a Topic sentence → reasons and evidence → interpretation of that evidence. For example, a claim that AI can produce impartial results can be compared with cases of unfair outcomes in healthcare and facial recognition, explaining the limits of that claim. Cited information needs my own explanation of what the evidence supports.

The conclusion worksheet used Back to thesis → Summary of findings → Final thought. We return to the question, briefly bring together the body’s main points, and end with an evaluation or recommendation supported by the discussion. For this essay, that means considering how AI’s benefits can be combined with ethical protection.

The sentence beginning “Because AI systems are now embedded” explains why the discussion matters. AI’s use in education, healthcare, employment and government makes its consequences relevant to students, workers and the wider public. In the introduction, I distinguished sentences providing background from those explaining the rationale for discussing the issue.

In the paragraph on disadvantages, I questioned Garg's positive account of AI's impartiality by arguing that data produced by people can contain unequal treatment and stereotypes. The following sentences used healthcare and facial recognition cases discussed by Borenstein and Howard, with secondary citations.

The exercise was to examine how far one source's claim held up against examples from another. I needed both to cite my sources and to judge whether the evidence supported my argument.

I also used the overview of AI from the Australian Signals Directorate (2023).

The advantages I discussed included creativity, productivity, reliability, scalability, public services, and cost efficiency. Drawing on several sources, I examined how AI can generate images, writing, music, and software quickly, and how it can continue repetitive work.

For employment, I also referred to the BBC News article by Islam (2023).

AI: Which jobs are most at risk from the technology?The rapidly evolving technology could be used for jobs that had been assumed to be safe from competition.bbc.com

The disadvantages included unemployment, algorithmic bias, stereotypes, facial recognition, copyright, consent, and surveillance. I also consulted the public-health review by Olawade et al. (2023).

I had used citations in Japanese reports before, but I had rarely needed to think explicitly about how multiple sources related to one another. EAP5B required me to express those relationships in the structure of each paragraph.

My AI essay concluded by weighing benefits for creativity and productivity against employment, bias, and copyright concerns, and arguing for ethical safeguards alongside technological development.

In addition to the research essay, we took a two-hour Practice Writing Test. The question asked us to examine differences in career opportunities between postgraduate and undergraduate degree holders in Australia.

We read two articles and wrote 400–450 words covering an introduction, advantages, disadvantages, a conclusion, and citations. Unlike the research essay, where we had time to gather sources, this test required us to choose evidence and settle on a structure within a strict time limit.

The preparatory activities used teacher-centred learning to practice sorting evidence into benefits and challenges. We also considered both sides of zoos, self-driving cars, and renewable energy. Across different topics, we practiced organizing reasons on each side before reaching a conclusion.

The following is the complete text of my Writing assignment, “Advantages and Disadvantages of AI for Modern Society,” by Reo Hakuta (2026).

Listening aimed to develop the ability to follow a lecture’s main points and structure and take notes that could be used afterward. We also observed pace, volume, intonation, eye contact, and audience engagement to improve our own speaking.

One of the materials was “The transformative power of classical music” by Zander (2008).

Our notes followed the sections of the talk, including piano demonstrations, listening to music, and the conductor's role. Using those notes to explain the content afterward also helped us practice organizing spoken information for later use.

Another lesson used a lecture on Business Ethics. Beginning with the trolley problem, it introduced utilitarianism and deontology before moving to stakeholders, corporate ethics, and unethical conduct.

When listening to a long lecture, signposting expressions reveal its structure:

• “First, I'd like to discuss...”
• “Let's move on...”
• “Next, I'd like to look at...”
• “And finally...”

Rather than transcribing every word, we followed what the speaker was explaining at that moment and where the argument would move next. It was practice for listening to university lectures.

In our notes, we connected examples and research findings to broader sections on the purpose of ethics, the effects of problems, and ways to improve them. The learning goal was to distinguish changes of topic from explanations supporting a claim.

Speaking developed the ability to turn research into an explanation an audience could follow and then invite other people’s views. The tasks connected presenting prepared material with responding to participants and guiding a live discussion.

Our first group presentation examined AI's effects on employment and productivity. We divided responsibility for the introduction, transitions, causal relationships, statistics, citations, and conclusion, then assembled them into a short presentation.

We selected significant claims and statistics from the article and communicated them through a visual aid and our own words. We distinguished the article's views from our own, explained technical terms, and paused after complex information. This was practice in turning something we understood through reading into an explanation an audience could follow.

This is the script I entered in my preparation sheet for the AI and employment talk. The figures and claims reflect the articles I used for that presentation.

The final Seminar Presentation focused on educational opportunities in developing regions. Our group was assigned the TED Talk “Dare to educate Afghan girls” by Basij-Rasikh (2012).

Shabana attended a secret school under Taliban rule and later founded SOLA, the School of Leadership, Afghanistan. Because the TED Talk was recorded in 2012, we also researched what had happened since then.

The task followed a sequence: a group presentation of about ten minutes → a ten-minute small-group discussion chaired by each presenter → a report of the main ideas to the whole class. Every group member presented a section, and the group prepared up to four questions to start and sustain discussion.

The presentation lessons emphasized a structure that helps listeners follow an argument. The introduction gives a purpose and overview, the body develops points with evidence, and the conclusion brings them together before discussion. The roles of each part can be organized as follows.

I was responsible for “Evaluation and Future,” covered on pages 13–18. This examined changes in girls' education after 2001, SOLA's growth, the Taliban's return to power in 2021, and continued education after the move to Rwanda. My main sources were School of Leadership, Afghanistan (n.d.) and UNESCO (2023).

In my script, I planned to take over from the preceding speaker and ask the audience why 2021 was a turning point. I prepared responses for both an answer and no answer, then returned to the achievements before 2021 before explaining the political changes and later developments.

In the presentation, I distinguished national enrolment trends from the work of one school, SOLA. I practiced explaining what rising figures suggested and how access to education changed with institutional and safety conditions. This brought research, source evaluation and citation skills from Reading and Writing into Speaking.

My conclusion script brought together the challenges, solutions and outcomes covered by the group and connected them to the need to adapt institutions so education could continue. After closing the presentation, the task shifted to drawing out the audience's own views.

This is my script for “Evaluation and Future” and “Summary and Conclusion,” together with questions and prepared answer notes.

After the presentation, each presenter moved to a different small group and chaired a discussion of about ten minutes. People who had listened to the same talk now became speakers sharing their own experiences and views.

Page 23 of our presentation included these four questions. They move through views on education, school systems in participants’ countries, decisions as a parent and ways to provide support.

1. Do you think education is more important for boys than girls? Why or why not?

2. In your country, are there any single-gender schools, such as all-boys or all-girls schools? If so, why were they established?

3. If you were a parent and you had a daughter who wanted to study, but travelling to school could be dangerous, what would you do?

4. What can you or people around the world do to help girls in countries like Afghanistan get an education?

My preparation script also asked whether support could put girls at risk. Raising funds and providing free, safe, anonymous internet access was one possible answer I prepared for the discussion.

As chair, I recorded the ideas shared in the small group and reported them to the class. When a contribution was abstract, I asked for a concrete example; when opinions differed, I asked about the reasons and background. We made room for quieter participants and organized different views into points the class could follow (Victoria University, 2026a).

The Speaking task continued after our own presentation: we listened to answers, asked follow-up questions and kept the discussion moving.

The Delivery Tips worksheet covered emphasis by pausing before or after an important word, slowing down, or increasing volume. An eye-contact exercise asked us to look toward the left, middle and right of the audience while introducing our name and topic. We also distinguished speed, volume, pitch / intonation and emphasis, and identified delivery problems in presentation videos (Victoria University, 2026c).

My script marks a pause in barriers / that still remained, before the point that barriers were still present. It also asks Hmm, you might wonder, why 2021?, with Yes, that’s right. prepared for an answer and No idea? That’s OK... for no answer. Let’s get back to the topic. returns to the explanation, while Let’s move on to Summary and Conclusion. signals the final section. Alongside the content, I prepared language for waiting for the audience and connecting sections.

The “SEMINAR PRESENTATION FEEDBACK & RESULT” distributed in class assesses the seminar presentation out of 100 points: 30 for the group and 70 for the individual. Group criteria cover the introduction, overview, body, conclusion, visual aids and questions that encourage discussion. Individual criteria cover delivery, pronunciation, grammar, vocabulary, transitions and references, together with chairing and participating in the discussion (Victoria University, 2026d).

Chairing and participating in the discussion account for 26 points, so the assessment also valued how we developed a discussion with others.

I used the following perspectives when reviewing my work:

• An explanation listeners can follow: Adjust volume and pace, and pause around important points.
• A structure supported by evidence: Connect ideas, identify sources and explain without relying on reading notes aloud.
• Questions that invite participation: Prepare open questions and draw out contrasting views and concrete examples.
• A discussion others can learn from: Organize contributions and report the group's main ideas to the class.

Completing a talk was only part of the task; we also had to attend to listeners' understanding and participation (Victoria University, 2026d).

After Vocabulary preparation, the Business Ethics worksheet followed Listening to an Introduction → Note-taking → Comprehension. The introduction established the sequence; the main body added examples and study findings; comprehension questions required us to use our notes. ²

In my notes, I distinguished a change of topic from an example or a study finding. A new topic became a heading, with the supporting evidence beneath it.

This organization supports explaining a lecture afterward instead of simply collecting isolated words. In Business Ethics, we used notes to distinguish stakeholders from shareholders and explain who is affected by a company's actions. ²

In Case Study, we read a case, discussed causes and solutions in a group, and wrote a report. Management was one of the subjects used for this task. We used English to support an opinion with information from the material, compare options and explain our choice.

The material introduced Paul B. Thornton’s three management styles:

1. Directing / Autocratic
2. Discussing / Democratic
3. Delegating / Laissez-Faire

We considered a case involving a manager, referring to Planning, Organising, Directing and Controlling as well as McGregor’s Theory X and Theory Y. The report followed this sequence:

1. Summarize the problems described in the case
2. Explain the causes using ideas from the material
3. Propose several solutions
4. Compare their advantages and disadvantages
5. Recommend an option and explain why

Our group needed to discuss which problems to focus on and which option to choose. Separating the summary, analysis and recommendations was part of the writing practice.

Vocabulary work covered causing a problem, making it worse, reducing its effects and resolving it. Topics such as food delivery workers’ pay provided practice in using passive constructions and modal verbs to explain how a recommendation could help.

The Problems and Solutions worksheet classified cause a problem, exacerbate a problem, mitigate a problem and resolve a problem before using The Passive Voice and Modal Verbs to distinguish causes, aggravation, mitigation and resolution. ³

A passive construction can put the problem first and follow it with the cause. These illustrative sentences show how it works:

Meeting delays are caused by unclear schedules.

These delays could be reduced by using a shared calendar.

The first connects a problem with its cause; the second describes a possible improvement and its means. could be reduced expresses possible mitigation, not a guarantee of a complete solution. In Case Study, verbs and modals similarly distinguished the extent of a proposed improvement. ³

After completing the essay and seminar presentation work in EAP5B, I joined VU’s one-week cultural program for Kyoto Institute of Technology students. The Melbourne Zoo visit on March 19 was part of this program.

The program was scheduled to start at 9:30 each morning. The final-day schedule for March 20 included discussing Australian team sports using posters and choosing one photograph from our time in Melbourne for a short presentation. Photo presentations from noon were to be followed by certificates and party food. ⁴

My homestay was in Deer Park, west of central Melbourne. My host mother was a beekeeper of British background who cared about health and the environment and followed a flexible vegan diet. Her children were grown up, and one other guest was staying in the house. Our usual dinner table was shared by the host mother, the other guest and me.

Alongside meals at home, I went hiking with my host mother’s friends and visited a local club with people from my homestay. At university, I studied with classmates; at home, I spent time with my host mother and the other guest. Moving between these settings meant meeting different people and using English in different situations throughout the five weeks.

Breakfast was cereal, and every dinner was homemade. Although many of my photographs show meals out and walks around the city, everyday life also included coming home and sharing dinner around a table of three. Meals were a way to encounter my host mother’s concern for health and the environment. On my arrival day, February 15, the plate held a pie, potatoes and a variety of vegetables. My life in Deer Park began around that table with my host mother and the other guest.

On February 22, I bought groceries and ate dinner at home; on February 23, I travelled by tram and had dinner after returning home. These ordinary days were as much a part of the homestay as special outings. On March 14, we had dinner and a toast at home. Almost a month after my arrival dinner, sharing meals at home remained part of daily life.

The vegetables on the kitchen counter were strikingly large. After dinner, my host mother, a beekeeper, had a habit of having tea with honey. That was part of the daily rhythm at home.

We also had a house party with one of her friends, chatting over drinks. Her friend was of Maltese heritage and had an accent I found strong, but I was able to keep up the conversation. It was a moment when I felt my English had improved.

My commute combined a bus and a train. From Deer Park, I took the bus to Albion Station, changed to the Sunbury Line for Melbourne Central, then walked from the station to VU City Campus. Daily life involved travelling between my home in Deer Park and classes in the city centre by bus, train and on foot.

1. Deer ParkStart by bus
2. Albion StationChange to the Sunbury Line
3. Melbourne CentralWalk from the station
4. VU City CampusArrive for classes

Melbourne Central’s shopping mall made it easy to shop or eat on the way to and from class. Having the station, mall and campus within walking distance was one of the practical advantages of studying in the city centre.

On the evening of February 25, I visited St Albans Bowls Club with people from my homestay. I watched people playing lawn bowls on the green and had a meal in the clubhouse. It was a chance to visit a local sports club beyond the university and city-centre venues.

On February 28, I walked the Werribee Gorge Circuit with my host mother’s friends. We followed rocky ground beside the river and sat on the rocks to share the lunch we had brought. It was a day spent with people of a different age group from my classmates.

Conversations at the dinner table and on hikes meant joining the topic of the moment in English. Asking again or explaining something with familiar words was part of everyday life.

Conversations at home and on outings did not have a set assignment or presentation order as lessons did. I listened to the topic, asked again when I did not understand and used the words I knew to express myself. The homestay made using English part of life beyond classroom hours.

With people I met at school, I planned where to go next, looked at artworks, checked the rules of activities and organised a trip. Outside the classroom, the reason to use English was often right in front of us.

On February 18, I joined the campus Lunar New Year event and played games around a table with other students. Students gathered again for the Intake 2 graduation event on March 13, with the date and “GRADUATION INTAKE 2” displayed on the classroom screen. That evening, I went to Luna Park with other Kyoto Institute of Technology students.

The following day’s VU English email described the February event as “Meet and Greet and Lunar New Year activities” and thanked the Student Mentors. The March 13 schedule called for reports and feedback in class during the morning, followed by graduation at 11:15. ⁵⁶

On March 12, I went to O’Brien Icehouse in Docklands with my VU English EAP5B classmates. We rented helmets and skates and went onto the rink together. It was an afternoon spent being active with classmates away from our classroom desks.

On March 18, I played laser tag at Strike with my VU English EAP5B classmates. We put on sensor-equipped gear and competed in teams in the dark arena. The English used for presentations and discussions in class was now useful for sorting out teams and checking the rules. Later that day, I ate at Hotel Esplanade in St Kilda with other Kyoto Institute of Technology students.

After class on March 10, I visited NGV International to see Westwood | Kawakubo. The exhibition brought together Vivienne Westwood and Rei Kawakubo of Comme des Garçons, using more than 140 works to examine how they challenged established ideas about dress and beauty (National Gallery of Victoria, n.d.-b).

The displays ranged from a bright green jacket to sculptural garments that changed the outline of the body. Up close, I could see patterns and layers of fabric; from farther away, the whole silhouette came into view. Lighting, plinths and walls also shaped how the clothes appeared as I moved through the rooms.

Beyond the exhibition, I saw the stained-glass ceiling in the Great Hall and a sculptural work in the atrium. Being able to see fashion, contemporary art and architecture after lessons became part of life at City Campus.

On March 16, I returned to the NGV and stepped into Let’s Party! Fashion for Kids. Designed by Danielle Brustman, the exhibition includes a party-hat activity and tables with mirrors in different shapes. Friends and I wore party hats and took a photo together in a mirror. Compared with looking at garments on March 10, this visit brought us into the exhibition’s playful setting (National Gallery of Victoria, n.d.-a).

On March 5, I visited ACMI at Federation Square with my VU English classmates on an EAP5B excursion. Its permanent exhibition, The Story of the Moving Image, explores screen culture through film, television and games (ACMI, n.d.). We took a group photo in the exhibition and played using the game controllers on display. The visit combined looking at exhibits with trying an interactive game.

On March 11, we went to the Summer Night Market at Queen Victoria Market. The event ran on Wednesday evenings in summer, and our visit fell on the final night of its 2025–2026 season (Queen Victoria Market, n.d.). I browsed the stalls and had dinner with Kyoto Institute of Technology students. High-rise buildings beyond the market roofs and strings of lights gave the evening a different setting from our daytime walks.

Study Melbourne also advertised a limited number of food vouchers for this Night Market, with advance registration for a selected collection time. ⁷

On the evening of March 19, I went with friends to Lucky Thursdays at 170 Russell in Chinatown. After a daytime visit to the zoo, the setting changed to a floor filled with lighting and music. I also photographed the lighting and the DJ booth (170 Russell, n.d.).

On March 17, I visited Section 8. The courtyard had tables and DJ equipment surrounded by street art, and we spent time outside over drinks. It was a different setting from a gallery or classroom, tucked into a city laneway.

I returned to the Flinders Street area in daylight and at night. On February 20, the illuminated station and overhead tram wires framed the evening view. On March 16, I walked with friends around the intersection of Flinders Street and Swanston Street. With the station, cathedral, river and galleries nearby, each walk could lead to another stop.

On March 20, I walked along Brunswick Street in Fitzroy, passing brick buildings, tram tracks and street-facing shops on the way to Naked for Satan. From its rooftop, the CBD skyline rose beyond the lower roofs of the neighbourhood (Naked for Satan, n.d.).

That night, I also ate with friends at a pub. The day moved from looking up at street-corner buildings to looking out over the city from a rooftop, then gathering around a table.

On February 20, I watched a dragon performance at Federation Square, with the buildings and cathedral behind it. Later, friends and I watched a film on the large outdoor screen from deckchairs. As the sky darkened, the screen and the square’s lights stood out.

On the evening of February 20, I stopped at a terrace beside the Yarra River. Over a beer, I looked across the water at the lights and buildings on the opposite bank. After walking around Flinders Street, this was a chance to sit and watch the city at night.

On March 1, I visited Sydney Road Street Party. Shops and stalls lined the street around the tram tracks, and I walked along looking around. I also photographed people preparing food at the stalls and an audience gathered around outdoor live music. The day brought together a walk through the streets, food and music.

After class on February 19, I ate at a laneway café and walked through the Royal Botanic Gardens. I passed the sign for the Ian Potter Foundation Children’s Garden and continued to lawns with palm trees, moving from city buildings and trams into a greener setting.

After dinner on February 17, I went to Hardware Lane with Kyoto Institute of Technology students and gathered with gelato from Piccolina. We explored the city after class as fellow participants in the study-abroad program (Piccolina Gelateria, n.d.).

Eating out during the stay ranged from a sandwich for lunch to dim sum and burgers at Betty’s Burgers. After a city walk, we ate dumplings from bamboo steamers set out on the table. I also visited Machida Shoten Melbourne for ramen, one of the places where I ate familiar Japanese food.

After class, we also met for drinks or stopped for gelato. When we had cocktails at an outdoor table in a laneway, people passed right beside our seats. Walking through the city and sitting down for a drink became connected parts of an afternoon out.

At a VU social event, I enjoyed free bubble tea and cakes around a terrace table. It was time to relax with a drink and meet beyond our classroom groups.

Cooking Class and Air Dry Clay Workshop were also offered on campus: opportunities to cook or make things with air-dry clay. Free breakfast was advertised too. Cooking Class had limited places and required advance registration. ⁸⁹

The International Women’s Day Campus picnics celebrated women in their diversity and encouraged discussion of gender equality. The program advertised bubble tea, cupcakes, live music, games, nail art, rock painting, and stalls for women-focused and gender-inclusive clubs and initiatives. The City Campus event required no advance registration. ¹⁰

Other advertised activities included a scavenger hunt and a Women’s Health and Safety Workshop. Holi Festival of Colours was also advertised at Footscray Park Campus as a celebration of music and colours. ⁶

The Couch Open Day was another advertised opportunity, with food, entertainment, Australian animals and information for international students—a reason to head out into the city as well as learn about student services. ⁹

On March 21, I had brunch and frozen yogurt at Yo-Chi, walked around State Library Victoria and photographed the city toward evening. It was my last city walk before leaving Melbourne on March 22.

Yo-Chi is an Australian brand that began in Melbourne (Yo-Chi, n.d.). I chose my own yogurt and toppings and paid by weight. I enjoyed it and visited several times during my stay. My purchase on March 10 cost AU$12.22.

On March 16, I explored arcades and St Paul’s Cathedral with friends. Inside the cathedral, we looked at the repeated arches and stained-glass windows. We stepped inside from the traffic and trams around Flinders Street, then continued on foot to the NGV.

I spent February 21 at the beach, with open water beyond the sand replacing the setting of weekday classes. Together with later visits to St Kilda and Bondi Beach in Sydney, this was one of several coastal outings during my stay.

I visited the St Kilda area several times, looking toward the CBD from Point Ormond and walking along St Kilda Beach. On March 9, I went to the waterfront with other Kyoto Institute of Technology students. We had beer, watched the sunset and then shared pizza. We spent the evening sitting by the sea.

On March 13, after the Intake 2 graduation event, I went to Luna Park with other Kyoto Institute of Technology students in the evening. From a ride, I could look out across the park, while the lights on the attractions stood out as the sky grew darker. A daytime event at school was followed by an evening with other Kyoto Institute of Technology students at the amusement park.

On March 18, after laser tag, I ate dinner at Hotel Esplanade with other Kyoto Institute of Technology students. With sunset over the sea behind us, we shared pizza and fish and chips.

On March 15, I visited Organ Pipes National Park with other students on the Kyoto Institute of Technology program. Four of us shared a picnic table. We spread out food, played cards and walked to the column-shaped rock formation that gives the park its name. The setting changed from the city-centre weekdays to a day of food and games outdoors.

On March 19, I visited Melbourne Zoo as part of VU’s one-week cultural program for Kyoto Institute of Technology students, watched a koala holding onto a tree and walked through a planted enclosure with birds by the water. We explored the animals and their surroundings, ate with Kyoto Institute of Technology students in the zoo and went to Chinatown that evening.

On the evening of March 6, I boarded the XPT from Melbourne to Sydney with other students on the Kyoto Institute of Technology program. We shared the long journey, looking out of the windows along the way. We organised the trip ourselves, choosing transport, accommodation and destinations.

On March 7, I ate oysters at Sydney Fish Market. After looking at the seafood on display, we brought oysters to the table. Food was one of our first experiences of the city after arriving by train.

On March 7, I visited Bondi Beach. I went down from the promenade to the sand and looked out along the beach and bay. Shops and roads run close to the waterfront, so the visit included the seafront streets as well as the sand.

On the evening of March 7, we attended a concert at Sydney Opera House. From the audience seating, I could also see the hall’s interior. After the concert, we took a group photo outside and looked toward the lights of Circular Quay.

On March 8, I walked around the city and visited Queen Victoria Building. I explored its arcades and looked at the decorations around the atrium. It was a chance to see another kind of city architecture after the beach and concert hall of the previous day.

On March 8, I also took a harbour ferry. From the water, I saw Harbour Bridge and the Opera House from a different side after visiting the building the night before. Meals with the other Kyoto Institute of Technology students punctuated the city walk as we explored Sydney on land and from the water.

Revolut was useful for everyday payments during my stay. In my own use on this trip, foreign-currency payments incurred almost no fees. With the card added to Apple Pay, I could pay at shops by tapping my iPhone. That convenience made a difference for the meals and purchases that were part of daily life. Exchange fees depend on the plan, amount and day of exchange (Revolut, n.d.).

I also used it for personal transfers with friends. When we went out together, being able to send money to one another afterwards made settling shared expenses convenient.

The transaction history and statement features were useful too. I could check the merchant, date, amount and currency for each transaction and download statements. Spending analytics let me choose a period and review categories such as dining, transport, shopping and entertainment. Looking back at the records alongside my photos helped me remember the places I had visited.

Revolut’s spending analytics let me review expenses by period and category. The screen below covers February 12–March 26, which differs from my departure and return dates.

The transaction detail screen shows, for example, my March 10 payment at Yo-Chi together with its date, amount and currency. Split-bill and statement-download options are also available on the same screen, useful for settling expenses with friends and reviewing the trip later.

I paid tuition, international flights and homestay together in Japanese yen to the agency Art Tourist (アートツーリスト) before departure. The figures below cover additional local spending beyond that programme payment.

My Revolut statement records AU$2,653.26 after settlements with friends and fees. Going out for drinks, travelling to Sydney and frequently buying lunch instead of packing it probably contributed to the higher spending.

The identifiable lunch sample covers 14 meals on 14 days: about 2.7 days per week, averaging AU$13.84. Bills mixing shared payments or alcohol are excluded, so this is not a complete count of lunches out.

These are identifiable purchases only. Bar amounts are bills per visit, not per drink, and may include food. My Melbourne myki-related payments were AU$215.20, equivalent to AU$41.84 per week of the stay.

Published rates during my stay ranged from ¥108.23 to ¥113.56 per AU$1: a difference of about ¥5,330 on AU$1,000. These RBA daily rates provide context and are not my actual Revolut conversion rates.

Assume breakfast and dinner at the homestay and mostly packed lunches. Over 36 days, allow five lunches out, five cafe stops, five sweet stops, two bar visits and two paid activities, using recorded unit costs.

This allows AU$4–AU$6 per packed lunch, AU$30–AU$60 for necessities, AU$20–AU$40 for mobile service and AU$75–AU$125 contingency. I remember lunch not being included in the contract, although some households provided it. In that case, the ingredient allowance can be reduced.

Sydney includes AU$182.35 for return XPT travel, AU$117.20 for accommodation, AU$63.47 for the concert and AU$20.55 for local transport, plus an assumed AU$80–AU$120 for food and drinks, replacing two normal packed lunches. These scenarios use 2026 spending and assumptions; tuition, international flights and homestay are excluded.

Transport discounts could make a future stay cheaper than mine. Victoria announced half-price public transport from June 1, 2026 to January 1, 2027, reducing the full-fare daily cap from AU$11.40 to AU$5.70. If a comparable discount applies during your stay, commuting could cost less than my February–March 2026 experience. For February–March 2027, however, that discount has not been confirmed: check the fares for your travel dates before reducing your budget. Official fare announcement

• A myki is not mandatory for full-fare adults. Visa/Mastercard contactless is available on trains, trams and buses in the myki area. Tap on and off with the same card and device. Concession fares still use myki; student eligibility needs checking separately. Contactless guide
• Compare a Pass if commuting daily. myki Money is pay-as-you-go; a Pass covers seven days or 28–365 consecutive days. Money and Pass
• Zone 1 is more central; Zone 2 covers outer suburbs. Zone 1 and cross-zone journeys use the Zone 1+2 fare; Zone 2-only journeys use the Zone 2 fare. On my commute, Albion is in the overlap and Melbourne Central is in Zone 1. Zones explained
• The Free Tram Zone is separate. Tram journeys entirely within this designated CBD-area zone are free: do not tap on. Journeys beyond it, trains and buses are not covered. Free Tram Zone

I left Kansai International Airport on February 14, changed planes in Ho Chi Minh City, and arrived in Melbourne on February 15. I then travelled to my homestay and attended orientation on February 16.

During the connection at Tan Son Nhat International Airport (SGN), I used a lounge with Priority Pass. The Priority Pass directory for SGN lists participating lounges and their locations.

Without a credit card that includes Priority Pass, another option is to buy a pass for a supported lounge through Revolut. In the app, open Lifestyle, then Lounges, and check the participating facility, price, and entry conditions before purchasing. This is a separate lounge pass from Priority Pass, so it does not necessarily cover the same lounges. See Revolut’s purchase guide.

On March 22, I flew from Melbourne to Ho Chi Minh City. An onward flight just after midnight on March 23 brought me back to Kansai International Airport that morning.

In EAP5B, we read news and academic papers, chose evidence and wrote an essay. The seminar involved presenting research, listening to classmates’ views, chairing a discussion and reporting the main points.

Outside the classroom were meals with my host mother, outings after class and a Sydney trip planned with other Kyoto Institute of Technology students. These five weeks offered occasions to read, listen, speak and write English in both classes and everyday life.

If you are considering the program, picture an assignment you would like to work on and something you would like to do after class or at the weekend. Some days mean walking from City Campus to a gallery; others end with a homemade dinner in Deer Park. Classroom work sits alongside time spent with people in the city and at home.

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