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Article analysis:

The article is generally reliable, as it provides a detailed analysis of the experience of teaching accounting to non-accounting international postgraduates both pre- and during COVID-19, based on reflections and anecdotal evidence from 550 students that experienced face-to-face and blended teaching mode in 2019 and 2020. The article also provides insights into the cultural influences and experiential differences relating to teaching international students, which can be useful for academics, institutional leaders, and support staff when evaluating or improving teaching quality or service for international students.

However, there are some potential biases that should be noted. For example, the comments based on personal observations may result in some subjectivity or bias; additionally, this study only evaluates the impact of COVID-19 on one accounting course at one university in 2019/2020, so its results may not be applicable to other contexts or universities. Furthermore, while the article does provide insights into cultural influences related to teaching international students, it does not explore any potential counterarguments or alternative perspectives that could provide a more balanced view of this issue. Finally, while the article does note some possible risks associated with EROT (e.g., lack of preparation for independent learning), it does not discuss any strategies for mitigating these risks or providing additional support for students who may need it.