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Appendix 4: Ethical consideration declaration All students conducting research projects or dissertation must sign this declaration to confirm that they have considered the ethics of conducting said piece of research. It should then be countersigned by the module leader/ dissertation supervisor and logged with the Deanery Research Ethic Co-ordinator. In some cases, students may be required to complete the Research Ethics Clearance Form for Research Ethics Sub-Committee approval of the project. Student Name: Feng Su University ID Number: 200634088 Subject: Module code & Name: Faculty: Research project title: Description of project: (please continue on separate sheet if required) PhD in Education n.a. Faculty of Humanities and Social Science The University of Liverpool Transformations through learning: the experience of mainland Chinese undergraduate students in an English university This PhD study explores what transformations do Chinese undergraduate students undergo within a new socio-cultural environment and different institutional learning settings I confirm that I have considered and understood the ethics of completing the above named research. Student Signature: F.Su Date: 3rd February 2009 Module Leader/ Supervisor J. Nixon Signature: Date: 10th February 2009 Deanery Research Ethics Coordinator and Chair of Deanery Research Committee Signatures: Date: 10th February 2009 Prof. Jon Nixon Prof. Bart McGettrick 250
Appendix 5: Instruction on writing a life story As part of methodological approaches for the research ‗studying in a second language: academic learning challenges faced by Chinese students in UK higher education‘, you are invited to write a 1000-word story on your learning experience in China and UK. You can write about anything which you wish to share with me. Alternatively, you can talk about: Where are you from in China What is your home town like (location, size, population and economic development) How many members are in your family What do your parents do What was your schooling like in China Do you have a happy memory of your schooling in China Why When did you start to learn English language Did you find it difficult to learn English in the beginning Why When did you start to consider studying overseas, and why Why have you decided to study in the UK How long have you been studying in the UK What do you miss most about China What subject do you study Why do you choose this subject How you been enjoying your study life here so far What have you enjoyed most out of your study here What challenges have you encountered in your study here What are the differences between learning in China and UK What is the most challenging issue in your study How do you cope with these challenges which you mentioned above Do you have any access to university‘s support for international students (i.e. writing support, additional language support, mentoring and counselling) What do you intend to do after your degree study here How do you see yourself in the next 5 years If you‘re asked to measure the quality of your learning experience in a range of 1 to 10 (1 is the lowest while 10 is the highest score), what score will you give Anything else you would like to share Please note that the above questions are just for your consideration. You do not need answer all of the above questions. There are no right or wrong answers for the above questions. The researcher is not to judge your story. Instead, the researcher is to see your voice in the story and be excited, touched or surprised. What I am seeking is your story! I will be very grateful if you could send me your story via email f.su@hotmail.co.uk by Friday 8 th April 2009. 251
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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
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awareness or intercultural understa
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I‘m disappointed with things are
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the interview that they have develo
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CHAPTER 9: CONCLUSIONS AND RECOMMEN
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elationship for these students is t
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students in this study value learni
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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 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: Deanery Research Ethics Coordinator
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
Page 287 and 288: languages. They had been chosen by
Page 289 and 290: 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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