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Lewthwaite, M. (1996) A Study of International Students‘ Perspectives on Cross-Cultural Adaptation, International Journal for the Advancement of Counselling, 19, pp.167-85 Li, X. J. (1984) In Defence of the Communicative Approach. ELT Journal, 38(1), pp.2-13 Liao, X. Q. (2004) The Need for Communicative Language Teaching in China. ELT Journal, 58(3), pp.270-73 Liang, S. X. (2004) Academic Adaptation: Mainland Chinese Students in Graduate Programs at a Canadian University, PhD thesis, retrieved on 4 th January 2009 from ProQuest Dissertations & Theses database Lin, Y. (1998) My Country and My People, (2 nd edn), Beijing: Foreign Language Teaching and Research Press, pp.51-60, p.76, p.100 Lincoln, Y. S. and Guba, E. G. (1985) Naturalistic Inquiry, Beverly Hills, CA: Sage Littrell, R. F. (2005) Learning Styles of Students in and from Confucian Cultures, Romie F. Littrell, Publications and Working Papers, available [on-line] at: http://romielittrellpubs.homestead.com/ [accessed 24 th Feb 2009] Liu, J. L. (2006) Chinese Philosophy, From Ancient Philosophy to Chinese Buddhism, Oxford: Blackwell Publishing, pp.26-45, p.209 Liverpool Hope University (2008) About Liverpool Hope University, available [on-line] at: http://www.hope.ac.uk/about-hope/about-liverpool-hope-university.html [accessed 14th September 2008] Liverpool Hope University (2009) History, available [on-line] at: http://www.hope.ac.uk/about-hope/history.html [accessed 1st February 2009] Lunn, J. (2006) Global Perspectives in Higher Education, Royal Geographic Society with IBG, DfID funded project 2004-6 Project Summary, Royal Geographical Society, citied in V. Caruana and N. Spurling (2007) The Internationalisation of UK Higher Education: A Review of Selected Material, p.39 Lynch, K. (1960) The Image of A City, Cambridge, Mass.: MIT Press, cited in G. Pask (1976) Styles and Strategies of Learning, p.132 Lynch, T. G., Woelfl, N. N., Steele, D. J., and Hanssen, C. S. (1998) Learning Style Influences Students‘ Examination Performance, The American Journal of Surgery, 176, pp.62-6, cited in S. Cassidy (2004) Learning Styles: An Overview of Theories, Models, and Measures, p.431 MacLeod, D. (2006) International Rescue. Guardian.co.uk. available [on-line] at: http://www.guardian.co.uk/education/2006/apr/18/highereducation.internationalstudents [accessed 4th September 2008] 228
MacLeod, D. (2005) Colleges to Gain University Status, Guardian.co.uk, available [on-line] at: http://www.guardian.co.uk/education/2005/mar/22/newuniversities19922012.highereducation [accessed 31 st Jan 2009] Major, E. M. (2005) Co-national Support, Cultural Therapy, and the Adjustment of Asian Students to an English-speaking University Culture, International Education Journal, 6(1), pp.84-95 Malcolm, J. and Zukas, M. (2001) Bridging Pedagogic Gaps: Conceptual Discontinuities in Higher Education, Teaching Higher Education, 6(1), pp.33-42 Marshall, C. and Rossman, J. (2000) Designing qualitative research, 3 rd edition, Thousand Oaks, CA: Sage Mao, Z. D. (1937) On Practice, available [on-line] at: http://www.etext.org/Politics/MIM/classics/mao/index.html Mao, Z. D. (1937) On Contradiction, available [on-line] at: http://www.etext.org/Politics/MIM/classics/mao/index.html Marshall J. C. and Merritt S. L. (1986) Reliability and Construct Validity of the Learning Style Questionnaire, Educational and Psychological Measurement, 46(1), pp.257-62, cited in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.64 Marton, F. and Saljo, R. (1997) Approaches to Learning, in F. Marton, D. Hounsell and N. Entwistle, The Experience of Learning, Edinburgh: Scottish Academic Press, pp.39-58 Marton, F., and Saljo, R. (1976) On Qualitative Differences in Learning: I – Outcome and Process, British Journal of Educational Psychology, 46, pp.4-11 Marton, F., Dall‘Alba, G., and Kun, T. L. (1999) Memorizing and Understanding: the Keys to the Paradox in D. A. Watkins and J. B. Biggs (eds.) The Chinese Learner: Cultural, Psychological and Contextual Influences, pp.69-83 Massy, W. F. (2004) Markets in Higher Education: Do They Promote Internal Efficiency in P, Teixeira, et al. (2004) (eds.) Market in Higher Education: Rhetoric or Reality pp.13-36 Mathison, S (1988) Why Triangulate Educational Researcher, 17(2), pp.13-17 Matsuda, P. K. (2003) Second Language Writing in the Twentieth Century: A Situated Historical Perspective, in B. Kroll (ed.) Exploring the Dynamics of Second Language Writing, pp.15-34 Mazzarol, T. and Soutar, G. N. (2002) ‗Push-pull‘ Factors Influencing International Student Destination Choice, The International Journal of Educational Management, 16 (2), pp. 82-90 Merriam, S. (1997) Qualitative Research and Case Study Applications in Education, San Francisco: Jossey-Bass 229
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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
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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 and 226: T. Duffy (2002) Psychometric Proper
Page 227: Krapels, A. R. (1990) An Overview o
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
Page 277 and 278: 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
Page 293 and 294:
Figure 8.24: Andy‘s perception of
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