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

procedural emphasis to learning in the UK‘ (p.37), participants of this research
recollected the similar experience:
In China, in my experience, teachers tell you everything you need to know and
learn and I was taught how to do things step by step in details. I was given all the
necessary information I need in class, and I seldom did any additional reading after
class and most of the information was given by teachers. However, in the UK, I‘m
required to be an independent learner and be responsible for my own study. Maybe
we can say Chinese education is teacher-controlled-output-limited education
because teacher controls the output. In contrast in UK is more student-oriented and
input-limited education. (Alex, interview)
The teaching style is more relaxed. There are more interactions between the
teachers and the students. Asking questions is encouraged anytime in class …You
can disagree with the teachers and even argue with them. They are willing to
discuss about different opinions rather than only tell the ‗correct‘ answer. (Jo,
autobiographical account)
The approach of student-centred teaching is consolidated by the fact that there are
seminars and tutorials in UK universities, in which students are offered opportunities to
discuss and exchange ideas with tutors and ask questions. Teacher-student and studentstudent
interactions are emphasized during seminars and tutorials, as one participant
observed:
In the UK there are lectures and seminars while in China only lectures and also
having lectures don‘t allow you to communicate with others. UK tends to have
smaller class and seminars which allow students to communicate with other
classmates and interact with tutors. It‘s quite informal here. (Vincent, interview)
The contrasting teaching and learning styles of UK higher education from those of their
previous education proved a challenge for the participants. Some participants reported
they found it difficult to take part in seminar discussions since they did not know how to
pose and respond to a question. Too often, they kept silent during discussions. Some
participants voiced how ‗disoriented‘ they were with the extensive reading they were
required to do and how they struggled to comprehend a particular issue without clear and
explicit guidance from the tutor. However, with time, some participants reported, they
gradually learned to adapt to and appreciate the new learning environment, and regarded
the adjustment as one of the benefits of studying in UK. The participants appreciated the
interactive learning and teaching practices. During the course of adjusting to the new
learning and teaching style some participants saw the development of their independent
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