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

students in this study value learning as an empowering activity of great personal and social
worth. Their motivation for studying in the UK was deeply rooted in the combination of the
intrinsic value of education in Chinese tradition, self-fulfilment and personal enjoyment, and
the extrinsic needs of personal growth in contemporary China. The capabilities they
developed are not a set of transferable skills but one‘s freedom to be and do. Three major
capabilities emerged from the data – being able to make informed decisions, self- and
intercultural awareness, and a sense of futurity. The combination of their motivation and
capabilities has facilitated their independent learning. As a result, they have become more
confident to cope with the future they have chosen.
The findings of this study are relevant for other groups of international students in the UK.
Culture-conditioned issues, like the influence of Confucius traditions on students‘ perceptions
of purpose of learning and on students‘ learning styles, are exclusive to Chinese students and
other East Asian students, but other issues related to challenges adjusting to a new learning
and teaching environment may be common to other group of international students. For
instance, Indian students have cultural pedagogical traditions such as ‗guru‘ teaching that
differ from those that are predominant in the UK. Hence, the findings of the research may
provide an insight into learning experiences of other international students in the UK, and the
implications identified may help improve support provision for other international students.
The findings might be of great help to other groups of international students in the process of
adjusting to the learning environment. Three major aspects identified below might be taken
into account in their adaptation to the UK learning setting - being receptive to new learning
and teaching styles, using one‘s prior learning, and using friendship patterns to help learning.
In order to be able to thrive in the new learning context it is essential to have an awareness of
what is expected for academic study in the UK, to harness skills gained in the past for study
in the new environment and develop new skills, and develop relationships with others to form
learning communities. It is again to develop the ‗third place‘ as a zone for mediating the
learning and cultural differences.
International students studying in the UK face learning and teaching styles different from
those of their home country. It is advisable that international students be open to the new
learning and teaching styles before they can start to adjust to the new conditions. Being
receptive to new learning and teaching approaches is a prerequisite for the development of
appropriate learning strategies and learning styles to cope with the new academic
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