The challenge of academic writing for Chinese students within ...

(Redfield et al. 1936, p.149). Ellie in her autobiographical account noted how she found a
way of getting to know UK students:
When socialising with English people or other foreign friends I met here, I felt a
strong involvement in the local community. We chatted and also went to pubs
together. It is not my culture or, kind of, against my family education to drink
and stay out at night. But I found a way to enjoy it. I started to feel drunk even
after one pint of beer and I can easily reach the ‗merry‘ stage. My companions
made fun of me that I could have a very cheap night out! (Ellie, autobiographical
account)
Four modes of acculturation were discussed in Chapter 3 – integration, assimilation,
separation and marginalization (Berry et al., 1987). In this study, most participants
experienced periods from the beginning ‗integration‘ to the eventual ‗separation‘.
In this study, participants reported that they had made some friends among other international
students. They had found that it was easier for them to get to know other groups of
international students on the campus. Holly believed it was because other international
students shared a similar experience. For Vincent, it was easier for him to make friends with
some Korean students because he spoke some Korean.
I have very close relations with Chinese students since we share the same
culture, background and we have similar problems. I have a few friends from
Korea, and Pakistan. I speak a little bit of Korean, which makes it easier to make
friends with Korean students. (Vincent, interview)
Chinese students expected to develop close relationships with both UK students and
international students. In reality, their experiences with UK students were not what they
originally expected, and they felt the failure to form deep relationships with UK students as
regrettable. They believed that they may have lost an opportunity to learn from their UK
peers. However, they had developed even a closer relationship with Chinese students and
other international students. They formed communities of learning based on these
relationships. They found the support and strength in these communities for their study and
social life. They cherished the relationships with their compatriots. Many Chinese students
gradually believed they did not have to form academic and social bonds with UK students to
be successful in their studies. The evidence based on their academic performance can be
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