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

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GDP TOP (2009) 2008 China Provincial GDP Ranking, available [on-line] at: http://www.gdptop.com/china/7.html [accessed 2nd April 2009] Geiger, M. A. and Pinto, J. K. (1991) Changes in Learning Style Preference during A Threeyear Longitudinal Study, Psychological Reports, 69, pp.755-62, cited in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.64 Geiger, M. A. and Pinto, J. K. (1992) Changes in Learning Style Preferences: A Reply to Ruble and Stout, Psychological Reports, 70, pp.1072-74, cited in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.64 Glanville, R. (1974) A Cybernetic Development of Epistemology and Observation Applied to Objects in Space and Time (as seen in Architecture), Unpublished Ph.D. thesis, Brunel University, cited in G. Pask (1976) Styles and Strategies of Learning, p.132 Golafshani, N (2003) Understanding Reliability and Validity in Qualitative Research, The Qualitative Report, 8(4), pp.597-607 Golden Mean, The ch. XX, quoted in K. K. Hwang (2001), The Deep Structure of Confucianism, p.187 Gorard, S., Smith, E., May, H., Thomas, L. Adnett, N. and Slack, K. (2006) Review of Widening Participation Research: Addressing the Barriers to Participation in Higher Education, Report to HEFCE by the University of York, Higher Education Academy and Institute for Access Studies Grabe, W. and Kaplan, R. B. (1996) Theory and Practice of Writing, Essex, England: Longman Graham, A. C. (1989) Disputers of the Tao, Philosophical Argument in Ancient China, La Salle, III: Open Court, p.232 Greenhalgh, S. (2008) Just One Child – Science and Policy in Deng‘s China. LA: University of California Press Greer, B. J. (2005) Overcoming Academic Challenges: The Experiences of Mainland Chinese Graduate Students at an American University, PhD thesis, retrieved on 4 th January 2009 from ProQuest Dissertations & Theses database Griggs, S. and Dunn, R. (1989) The Learning Styles of Multicultural Groups and Counselling Implications, Journal of Multicultural Counselling and Development, 17, pp.146-55, cited in R. L. Oxford and N. J. Anderson (1995) A Crosscultural View of Learning Styles, Language Teaching, 28, p.203 Guardian (2008) Shanghai Jiao Tong University International Rankings 2008. Guardian.co.uk, available [on-line] at: http://www.guardian.co.uk/education/table/2008/aug/22/internationaleducationnews.highered ucation1 [accessed 3rd September 2008] 222
Guclu, N. (1993) A Study to Identify and Analyze International Graduate Students‘ Adjustment Problems at the University of Pittsburgh, PhD thesis, retrieved on 4 th January 2009 from ProQuest Dissertations & Theses database Gullahorn, J. T. and Gullahorn, J. E. (1963) An Extension of the U-curve Hypothesis, Journal of Social Issues, 19(3), pp.33-47 Haggis, T. (2003) Constructing Images of Ourselves A Critical Investigation into ‗Approaches to Learning‘ Research in Higher Education, British Educational Research Journal, 29(1), pp.89-104 Hall, C. (1990) Managing the Complexity of Revising across Language, TESOL Quarterly, 24(1), pp.43-60 Hall, C. (1987) Revision Strategies in L1 and L2 Writing Tasks: A Case Study, Dissertation Abstracts International 48(5), cited in C. Hall (1990) Managing the Complexity of Revising across Language Han, H. Y. (1992) A Study of the Adjustment Problems of Korean Students in the Pittsburgh Area, PhD thesis, retrieved on 4 th January 2009 from ProQuest Dissertations & Theses database Haselgrove, S. (1994) Why the Student Experience Matters, in S. Haselgrove (ed.) The Student Experience, Buckingham, SRHE and Open University Press, pp.1-8 Hawkins, J. N. (1974) Mao Tse-Tung and Education, Hamden, Connecticut: Linnet Books, pp.57-62 Hayhoe, R. (1989) China‘s Universities and Western Academic Models, Higher Education, 18(1), pp. 49-85 He, Bingdi (1964) The Ladder of Success in Imperial China: Aspects of Social Mobility, 1368-1911. Studies of the East Asian Institute, ACLS Humanities E-book, pp.41-52 Heffler, B. (2001) Individual Learning Style and the Learning Style Inventory, Educational Studies, 27(3), pp.307-16, cited in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.64 HESA (2007) Press release 108 – HESA students in Higher Education Institutions 2005/06, available [on-line] at: http://www.hesa.ac.uk/index.php/content/view/118/161/[accessed 2 March 2008] HESA (2008) Press Release 120 – Non-UK Domiciled Students in UK HE Institutions. Higher Education Statistics Agency, available [on-line] at: http://www.hesa.ac.uk/index.php/content/view/1158/161/ [accessed 3 rd September 2008] Ho, I. T. (2001) Are Chinese Teachers Authoritarian in D. Watkins and J. B. Biggs, (2001) (eds.) Teaching the Chinese Learner: Psychological and Pedagogical Perspectives, pp.99- 134 223
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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
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Writing for academic purposes All p
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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 and 218: Brown, R. (2009) The Operation of t
Page 219 and 220: Coffield et al. (2004) Learning Sty
Page 221: Jersey: Lawrence Erlbaum, cited in
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,
Page 269 and 270: Figure 8.6: Mia‘s perception of h
Page 271 and 272: 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
Page 291 and 292:
I have studied in UK for almost two
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Figure 8.24: Andy‘s perception of
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