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

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Chinese universities Henan Agricultural (1984) Beijing Posts and Telecommunications (1993) Beijing Sport (1993) CEIBS (China Europe International Business School) (1994) China Agricultural (1995) After the Cultural Revolution, NCEE was resumed in 1979. The western model of higher education was brought back. Since then, China experienced a rapid development of universities to meet the demands of the four modernizations (agriculture, industry, national defence, science and technology). 2000s Newest universities Liverpool Hope (2005) Chester (2005) Bath Spa (2005) Winchester (2005) Edge Hill (2006) Cumbria (2007) Queen Margaret (2007) A number of newest universities have been created since 2005. It was the largest expansion since the polytechnics became universities in 1992. Creation of more universities was regarded as drivers of the knowledge economy (MacLeod, 2005). In 2007, the number of students at UK universities was 2,306,105 and 239,210 of them were non-EU international students (HESA, 2008). By August 2008, there were 109 universities and 169 higher education institutions (Universities UK, 2009). Chinese universities Chang‘an (2000) Yangtze (2003) Zhongbei (2004) Communication (2004) Henan Technology (2004) Xi‘an Foreign Language (2006) TianJin Business (2007) Since 1997, China experienced a similar massification and marketisation of higher education. As a result, universities were merged and created to cope with a much larger number of student enrolments and huge demand for higher education. By 2006, there were 1,867 regular higher educational institutions in China with a total student enrolment of 26,534,804 (Ministry of Education of China, 2007). Table 2.1: Some key moments in the development of higher education in UK and China 50
Massification of higher education The expansion of British HEIs in the 1980s and 1990s accompanied by the end of the binary system of polytechnics and universities has been accompanied by the transition from elite to mass participation in the higher education system (Scott, 1995). Student numbers increased dramatically. By the early 21 st century, British HE has become ‗a truly mass system with 1.8 million students and an age participation index of 33 percent‘ (Scott, 2001). The transformations have demanded an altered perception of HEIs on students‘ role in education. A diversity of the university student body requires drawing attention to students‘ experiences in all acknowledged roles (Haselgrove, 1994). One of the salient implications of mass higher education is the diversity of the student body in British HEIs. Over the years British Higher Education has witnessed the rapid expansion and changes in this population. The traditional predominance of under-21 school leavers, white, male, able-bodied, from middle-class families attending universities is no longer the case. Over-21s, mature students, female students, ethnic minority students , students with disabilities, students from the working class, and international students have joined the cohort of universities entrants. Statistics from 1991-92 show that there was a significantly faster increase in female entrants than male entrants; female entrants consisted of 50% of the student population in polytechnics and colleges; the dramatic growth was also seen in the undergraduate intake of full-time home students over 25 years of age (McNay, 1994). There was a considerable growth in the numbers of students from an ethnic minority background in the early 1990s survey – the representation of students of ethnic minorities in applications and admissions doubled their population size as a whole (Modood, 1993). However it is worth noting that access to universities is confined to a small proportion of academically able and highly motivated students among ethnic minorities and the working class; and that they tend to be concentrated in newer and less prestigious institutions (Scott, 2001). The diversity of the student body has challenged British HEIs to meet the demands of this ‗marginal‘ group of students. Institutions of higher education are required to become ‗much more open, flexible and responsive to the different circumstances and 51
Page 1 and 2: TRANSFORMATIONS THROUGH LEARNING: T
Page 3 and 4: ACKNOWLEDGEMENTS I have many people
Page 5 and 6: ABSTRACT This thesis explores the e
Page 7 and 8: CONTENTS ACKNOWLEDGEMENTS .........
Page 9 and 10: Learning and teaching styles ......
Page 11 and 12: LIST OF TABLES Table 1.1: Layers of
Page 13 and 14: CHAPTER 1: CONTEXTS OF ORIGIN Intro
Page 15 and 16: of openness (Deng 1984). China‘s
Page 17 and 18: p.249). They are restricted by the
Page 19 and 20: These schools of philosophy pervade
Page 21 and 22: and Northern Dynasties (386 - 581)
Page 23 and 24: Benevolence (ren) is the characteri
Page 25 and 26: Daoism‘s doctrine of non-action (
Page 27 and 28: Neo-Confucianism Neo-Confucianism w
Page 29 and 30: Chinese education values / underlin
Page 31 and 32: imperial civil service examination.
Page 33 and 34: The Chinese education system As the
Page 35 and 36: National College Entrance Examinati
Page 37 and 38: eferred to as a ‗jargon of broken
Page 39 and 40: Private learning of English has bee
Page 41 and 42: proficiency by taking the Test of E
Page 43 and 44: CHAPTER 2: CONTEXTS OF DESTINATION
Page 45 and 46: The original six civic universities
Page 47 and 48: University and Liverpool Hope Unive
Page 49: People‘s (1949) to policy change
Page 53 and 54: Thatcher‘s Conservative governmen
Page 55 and 56: Internationalisation ‘at home’
Page 57 and 58: modules at the University of Wales
Page 59 and 60: prospective students would certainl
Page 61 and 62: The lower satisfaction of East Asia
Page 63 and 64: Some international students take up
Page 65 and 66: challenged linguistically and cultu
Page 67 and 68: From the perspectives of psychologi
Page 69 and 70: four-stage acculturation theory, an
Page 71 and 72: ange of disciplines and areas. The
Page 73 and 74: settings; when reaching the end of
Page 75 and 76: (comprehension) in order to grasp e
Page 77 and 78: overwhelming advantage over any oth
Page 79 and 80: approach - by Biggs. The strategic
Page 81 and 82: version of the SBQ inventory - Stud
Page 83 and 84: The concepts and constructs of appr
Page 85 and 86: attend not only to his or her own t
Page 87 and 88: L2 research on transfer in writing
Page 89 and 90: their native language to assist the
Page 91 and 92: The next section of this chapter ex
Page 93 and 94: the teacher‘s role is consistent
Page 95 and 96: PART II - RESEARCH DESIGN This part
Page 97 and 98: I started primary school at the age
Page 99 and 100: 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
Page 105 and 106:
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
Page 133 and 134:
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
Page 139 and 140:
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
Page 145 and 146:
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
Page 165 and 166:
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
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factors, two other driving elements
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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
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awareness or intercultural understa
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I‘m disappointed with things are
Page 189 and 190:
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
Page 195 and 196:
students in this study value learni
Page 197 and 198:
students from their home country an
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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 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
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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