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

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Kirk, J. and Miller M. L. (1987) Reliability and Validity in Qualitative Research, Beverly Hills, CA: SAGE Publications Kirkbride, P. S. and Tang, S. F.Y. (1992) Management Development in the Nanyang Chinese Societies of South-east Asia, Journal of Management Development, 11(2), pp.54-66 Kingston, E. and Forland, H. (2008) Bridging the Gap in Expectations between International Students and Academic Staff, Journal of Studies in International Education, 12, pp.204-21 Knight, J. (1994) Internationalisation at Canadian Universities: The Changing Landscape, Association of Universities and Colleges of Canada, Ottawa, quoted in J. Knight (1999) Internationalisation of Higher Education, in H. de Wit, J. A. Knight et al. (eds.) Quality and Internationalisation in Higher Education, OECD Publishing, pp.13-28 Knight, J. (1999) Internationalisation of Higher Education, in H. de Wit, J. A. Knight et al. (eds.) Quality and Internationalisation in Higher Education, OECD Publishing, pp.13-28 Knight, J. (2003) Internationalisation: Developing An Institutional Self-Portrait Readings for EOTU Project, available [on-line] at: www.eotu.uiuc.edu/events/Illinoisnovfinal.pdf [accessed 4th January 2009] Knight, J. and Song, L. (1999) The Rural-Urban Divide: Economic Disparities and Interactions in China, Oxford: Oxford University Press Knight, J. Shi, L. and Song, L. (2006) The Rural-Urban Divide and the Evolution of Political Economy in China, in K. Griffin, J. K. Boyce, S. Cullenberg, P. K. Pattanaik, and R. Pollin (eds.) (2006) Human Development in the Era of Globalization, Cheltenham, UK: Edward Elgar Publishing, pp.44-63 Kobayashi, H. and Rinnert, C. (1992) Effects of First Language on Second Language Writing: Translation versus Direct Composition, Language Learning, 42(2), pp.183-215 Kolb, D. A. (2000) Facilitator‘s Guide to Learning. Boston: Hay/McBer, quoted in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.60 Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, New Jersey: Prentice Hall, quoted in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.61 Kolb, D. A. (1981) Experiential Learning Theory and The Learning Style Inventory: A Reply to Freedman and Stumpf, Academy of Management Review, 6(2), pp.289-96 Koutsantoni, D. (2006) Internationalisation in the UK, paper at The Leadership Summit 2006, available [on-line] at: http://www.lfhe.ac.uk/publications/leadershipsummit2006.pdf [accessed 4th January 2009] 226
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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
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Previous studies (Arndt, 1987; Cumm
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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 and 222: Jersey: Lawrence Erlbaum, cited in
Page 223 and 224: Guclu, N. (1993) A Study to Identif
Page 225: T. Duffy (2002) Psychometric Proper
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
Page 273 and 274: My father arranged a house for me t
Page 275 and 276: 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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