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Chang, J. and Halliday, J. (2007) Mao: the Unknown Story, London: Vintage Books Chelala, S. (1981) The Composing Process of Two Spanish-Speakers and the Coherence of Their Texts: A Case Study, unpublished doctorial dissertation, New York University Cheng, C. Y. (1991) New Dimensions of Confucian and Neo-Confucian Philosophy, Albany: State University of New York Press, pp.22-27 Cheng, C. Y. (2008) The Yijing As Creative Inception of Chinese Philosophy, Journal of Chinese Philosophy, 35(3), pp.214-16 Choi, Y. (1988) Text Structure of Korean Speakers‘ Argumentative Essays in English, World Englishes, 7, pp.129-42 Church, A. T. (1982) Sojourner Adjustment, Psychological Bulletin, 91(3), pp.540-72 Coatsworth, J. D., Maldonado-Molina, M., Pantin, H., and Szapocznik, J. (2005) A Person- Centred and Ecological Investigation of Acculturation Strategies in Hispanic Immigrant Youth, Journal of Community Psychology, 33(2), pp.157-74 Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, Learning and Skills Research Centre, available [on-line] at: www.lsda.org.uk/files/PDF/1543.pdf [accessed 14th February 2009] Collins, R. and Lim, H. (2004) Research into the Chinese Students‘ Experience, The Higher Education Academy, available [on-line] at: http://www.heacademy.ac.uk/resources/detail/id480_chinese_students_experience [accessed 4th January 2009] Cortazzi, M. and Jin, L. (2001) Large Classes in China: ‗Good‘ Teachers and Interaction, in D. Watkins and J. B. Biggs (2001) (eds.) Teaching the Chinese Learner: Psychological and Pedagogical Perspectives, pp.115-34 Cross, J. and Hitchcock, R. (2007) Chinese Students‘ (or Students from China‘s) views of UK HE: Differences, Difficulties and Benefits, and Suggestions for Facilitating Transition, The East Asian Learner, 3(2), pp.1-31 Cumming, A. (1989) Writing Expertise and Second-Language Proficiency, Language Learning, 39(1), pp.81-135 Cumming, A. (1987) Decision Making and Text Representation in ESL Writing Performance, the 21 st Annual TESOL Convention, Miami, cited in A. R. Krapels (1990) An Overview of Second Language Writing Process Research, p.47, 49, 50 Curry, L. (1987) Integrating Concepts of Cognitive Learning Styles: A Review with Attention to Psychometric Standards, Ottawa: Canadian College of Health Services Executives, cited in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.8 Curry, L. (1983) An Organization of Learning Styles Theory and Constructs, the Annual Meeting of the American Educational Research Association, Montreal, Quebec, cited in F. 218
Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.8 Dahlin, B. and Watkins, D. (2000) The Role of Repetition in the Processes of Memorising and Understanding: A Comparison of the Views of German and Chinese Secondary School Students in Hong Kong, British Journal of Educational Psychology, 70, pp.65-84 Davies, D and Dodd, J (2002) Qualitative Research and the Question of Rigor, Qualitative Health Research, 12(2) pp.279-289 Dawkins, J. (1987) Higher Education: A Policy Discussion Paper, Canberra: Australian Government Publishing Service, quoted in D. Chalmers and R. Fuller (1996) Teaching for Learning at University Theory and Practice, p.3 De Ciantis, S. M. and Kirton, M. J. (1996) A Psychometric Reexamination of Kolb‘s Experiential Learning Cycle Construct: A Separation of Level, Style and Process, Educational and Psychological Measurement, 56, pp.809-20, cited in A. Duff and T. Duffy (2002) Psychometric Properties of Honey & Mumford‘s Learning Styles Questionnaire (LSQ), p.149 De Jesus, H. P., Almeida, P. and Watts, M. (2004) Questioning Styles and Students‘ Learning: Four Case Studies, Educational Psychology, 24(4), pp.531-48 De Wit, H. (2002) Internationalisation of Higher Education in the United States of America and Europe: A Historical, Comparative and Conceptual Analysis, Westport, Connecticut: Greenwood Press De Vita, G. and Case, P. (2003) Rethinking the Internationalisation Agenda in UK Higher Education, Journal of Further and Higher Education, 27(4), pp.383-398 Deng, X. P. (1984) The Principles of Establishing SEZs and the Open-Door Policy, cited in People‘s Daily (2003), 24 January 1984, Deng Xiaoping Visits to SEZs, available [on-line] at: http://www.people.com.cn/GB/historic/0124/564.html [accessed 1st April 2009] Dill, D. D. and Teixeira, P. (2000) Program Diversity in Higher Education: An Economic Perspective, Higher Education Policy, 13(1), pp.99-117 Dirlik, A. (1997) Mao Zedong and ‗Chinese Marxism‘ in B. Carr and I. Mahalingam (ed.) Companion Encyclopaedia of Asian Philosophy, pp.593-619 Dreze, J. and Sen, A. (1995) India: Economic Development and Social Opportunity, Oxford: Oxford University Press, quoted in M. Walker (2005) Higher Education Pedagogies: A Capabilities Approach, Berkshire: Open University Press / McGraw-Hill, p.28 Duff, A. and Duffy, T. (2002) Psychometric Properties of Honey & Mumford‘s Learning Styles Questionnaire (LSQ), Personality and Individual Differences, 33(1), pp.147-63 Dunn R. and Dunn K. (1992) Teaching Secondary Students through their Individual Learning Styles, Needham Heights, MA: Allyn and Bacon, quoted in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.21 219
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TRANSFORMATIONS THROUGH LEARNING: T
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ACKNOWLEDGEMENTS I have many people
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ABSTRACT This thesis explores the e
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CONTENTS ACKNOWLEDGEMENTS .........
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Learning and teaching styles ......
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LIST OF TABLES Table 1.1: Layers of
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CHAPTER 1: CONTEXTS OF ORIGIN Intro
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of openness (Deng 1984). China‘s
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p.249). They are restricted by the
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These schools of philosophy pervade
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and Northern Dynasties (386 - 581)
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Benevolence (ren) is the characteri
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Daoism‘s doctrine of non-action (
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Neo-Confucianism Neo-Confucianism w
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Chinese education values / underlin
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imperial civil service examination.
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The Chinese education system As the
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National College Entrance Examinati
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eferred to as a ‗jargon of broken
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Private learning of English has bee
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proficiency by taking the Test of E
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CHAPTER 2: CONTEXTS OF DESTINATION
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The original six civic universities
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University and Liverpool Hope Unive
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People‘s (1949) to policy change
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Massification of higher education T
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Thatcher‘s Conservative governmen
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Internationalisation ‘at home’
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modules at the University of Wales
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prospective students would certainl
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The lower satisfaction of East Asia
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Some international students take up
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challenged linguistically and cultu
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From the perspectives of psychologi
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four-stage acculturation theory, an
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ange of disciplines and areas. The
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settings; when reaching the end of
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(comprehension) in order to grasp e
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overwhelming advantage over any oth
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approach - by Biggs. The strategic
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version of the SBQ inventory - Stud
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The concepts and constructs of appr
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attend not only to his or her own t
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L2 research on transfer in writing
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their native language to assist the
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The next section of this chapter ex
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the teacher‘s role is consistent
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PART II - RESEARCH DESIGN This part
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I started primary school at the age
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after my study. However, in 1998, t
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In my previous studies, I taught th
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- and I use that capability to push
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education from medieval or ‗ancie
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The methodology has built on - grow
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esearch, reliability and validity n
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Its total student population is rel
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contacts. The researcher once taugh
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Data collection phase two Value of
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PART III - INTERPRETATIONS This par
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These particular six student storie
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I think this culture shapes a very
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much in the first year except I mad
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was like a nightmare with fear and
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Figure 5.6: Ridi‘s perception of
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Again I was especially weak in list
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ecause I knew too little English to
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Figure 5.11: Peter‘s perception o
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The academic life here is higher th
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High School. In the second year, I
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CHAPTER 6: COMMUNITIES OF LEARNING
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… Since I was a child, my father
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would love to repay my family by be
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Chris was another participant who h
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having them completed as soon as po
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just have some short conversations
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found in Appendix 9. This finding c
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It was the kind of student-tutor re
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Chinese students are studying in co
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confidence gradually increased with
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in exams, such as grammar practice.
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prior English learning experiences
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een aware of the differences in rel
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learning and study skills, research
Page 167 and 168: Writing for academic purposes All p
Page 169 and 170: insufficient subject knowledge. In
Page 171 and 172: Previous studies (Arndt, 1987; Cumm
Page 173 and 174: perceived better practice than that
Page 175 and 176: factors, two other driving elements
Page 177 and 178: I believed that it would be more ch
Page 179 and 180: they spent some time studying in th
Page 181 and 182: get to learn their culture and to l
Page 183 and 184: of consulting with their parents ha
Page 185 and 186: awareness or intercultural understa
Page 187 and 188: I‘m disappointed with things are
Page 189 and 190: the interview that they have develo
Page 191 and 192: CHAPTER 9: CONCLUSIONS AND RECOMMEN
Page 193 and 194: elationship for these students is t
Page 195 and 196: students in this study value learni
Page 197 and 198: students from their home country an
Page 199 and 200: elated to professional practices, c
Page 201 and 202: Academic and pedagogical support Th
Page 203 and 204: their place of origin. They appreci
Page 205 and 206: are felt being genuinely accepted a
Page 207 and 208: support services and departmental a
Page 209 and 210: assistance to facilitate the achiev
Page 211 and 212: Having said all this, academics nee
Page 213 and 214: students‘ voices which are not of
Page 215 and 216: Angelova, M. and Riazantseva, A. (1
Page 217: Brown, R. (2009) The Operation of t
Page 221 and 222: Jersey: Lawrence Erlbaum, cited in
Page 223 and 224: Guclu, N. (1993) A Study to Identif
Page 225 and 226: T. Duffy (2002) Psychometric Proper
Page 227 and 228: Krapels, A. R. (1990) An Overview o
Page 229 and 230: MacLeod, D. (2005) Colleges to Gain
Page 231 and 232: Ministry of Education of the People
Page 233 and 234: Perl, S. (1979) The Composing Proce
Page 235 and 236: Shi, L. (2006) The Successors to Co
Page 237 and 238: Thomas, G. (2002) Who Should Call t
Page 239 and 240: Ward, C. and Kennedy, A. (1996) Cro
Page 241 and 242: Zamel, V. (1984) In Search of the K
Page 243 and 244: Appendix 2: Consent form Title of r
Page 245 and 246: SECTION 4. CONSENT Is written conse
Page 247 and 248: SECTION 5. RISKS AND ETHICAL PROCUD
Page 249 and 250: Deanery Research Ethics Coordinator
Page 251 and 252: Appendix 5: Instruction on writing
Page 253 and 254: Notes: 1. Prompts for each question
Page 255 and 256: to come back and I regrouped with m
Page 257 and 258: Peter: I came to the UK in Septembe
Page 259 and 260: with them even more. Let me give yo
Page 261 and 262: second, or to say, my third languag
Page 263 and 264: Appendix 8: Student learning journe
Page 265 and 266: way as your first language. In othe
Page 267 and 268: When I recall my high school years,
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Figure 8.6: Mia‘s perception of h
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Max Max is a 24 years old male Chin
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My father arranged a house for me t
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Figure 8.10: Vincent‘s perception
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Alex‘s graphs of his learning exp
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classmates, I do not know why. Prob
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cultures, economic and legal system
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the fame of Foshan‘s china indust
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Figure 8.17: Kent‘s perception of
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languages. They had been chosen by
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teaching styles were different. In
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I have studied in UK for almost two
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Figure 8.24: Andy‘s perception of
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