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Sowden, C. (2005) ‗Plagiarism and the Culture of Multilingual Students in Higher Education Abroad‘ ELT Journal, 57, pp.226-33 Spack, R. (1997) The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study, Written Communication, 14, pp.3-62 Spencer-Oatey, H. and Xiong, Z. (2006) Chinese Students‘ Psychological and Sociocultural Adjustments to Britain: An Empirical Study, Language, Culture and Curriculum, 19(1), pp.37-53 Stephenson, J. (1992) Capability and Quality in HE, in J. Stephenson and S. Weil (eds.) Quality in Learning: A Capability Approach in HE, London: Kogan Page, pp.1-9 Su, F. (ed) (2011) Chinese Learning Journeys: Chasing the Dream. Stoke on Trent: Trentham Su, F., Norton, B. and Norton, L. (2008) The Challenges Chinese Students Face in Academic Writing in Two UK Universities, Presented at 3rd International iPED Conference, 8th September 2008, Coventry University Swagler, M. and Ellis, M. V. (2003) Crossing the Distance: Adjustment of Taiwanese Graduate Students in the United States, Journal of Counselling Psychology, 50(4), pp.420-37 Swales, J. (1990) Genre Analysis: English in Academic and Research Setting, New York: Cambridge University Press Tanaka, J. (2002) Academic Difficulties among East Asian International Graduate Students: Influences of Perceived English Language Proficiency and Native Educational/Socio- Cultural Background, PhD thesis, retrieved on 4 th January 2009 from ProQuest Dissertations & Theses database Tang, C. (2009) Changes of Family Structure and Function in Urban and Rural China, Chinese Sociology, available [on-line] at: http://www.sociology.cass.cn/shxw/jtyxbyj/t20051115_7447.htm [accessed 2nd April 2009] Taylor, B. P. (1981) Content and Written Form: A Two-way Street, TESOL Quarterly, 15(1), pp.5-13 Teng, S. and Fairbank, J. K. (1965) China‘s Response to the West. Cambridge: Harvard University Press, p.232 Tepper, B. J., Tetrault, L. A., Braun, C. K. and Romero, J. E. (1993) Discriminant and Convergent Validity of the View and Some Guidelines, Educational and Psychological Measurement, 56, pp.197-208, cited in A. Duff and T. Duffy (2002) Psychometric Properties of Honey & Mumford‘s Learning Styles Questionnaire (LSQ), p.149 THE (2008) Foreign Exchange. Times Higher Education, available [on-line] at: http://www.timeshighereducation.co.uk/story.aspsectioncode=26&storycode=400478&c=1 [accessed 3 rd September 2008] 236
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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
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I believed that it would be more ch
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they spent some time studying in th
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get to learn their culture and to l
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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 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: Shi, L. (2006) The Successors to Co
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
Page 279 and 280: classmates, I do not know why. Prob
Page 281 and 282: cultures, economic and legal system
Page 283 and 284: the fame of Foshan‘s china indust
Page 285 and 286: 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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