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

motivations of the much more heterogeneous student body‘ (Schuetze & Slowey,
2000). Changes have been made in educational practice in many UK HEIs in relation
to modes of attendance, modes of delivery, and programme structures to
accommodate the specific needs of the non-traditional students. For instance
provisions of part-time study mode, accreditation of prior learning, credit transfer,
implementation of a virtual learning environment, and modular programmes have
been made available in many British HEIs. Nonetheless a literature review on
widening participation research conducted by Gorard et al. (2006) unveiled little
evidence that teaching approaches are being adapted for diverse learners.
A student/learner–centred approach has been promoted as a desirable pedagogical
practice in British HEIs to meet the changing role of students in higher education
(Malcolm & Zukas, 2001). In a student-centred learning environment an individual
learner takes the initiative in his/her learning. A combination of student-centred and
teacher-centred approaches is in operation in many British HEIs. For instance studies
of some disciplines in many universities are organised into lectures, seminars and
tutorials. Active learning techniques are promoted in a student-centred learning
environment whereby students participate in class debates/discussions,
cooperative/collaborative activities in groups, present their work/project to the class,
and where learning technologies are used, to name but a few (Lammers & Murphy,
2002). International students who are not accustomed to the student-centred learning
environment might find it difficult to cope with.
Internationalisation of higher education
The increase in numbers of international students studying in UK takes place in an
international climate of dynamic globalization and internationalization.
Internationalisation of higher education is regarded as one of the reactions that a
country takes to respond to the impact of globalization, while respecting the
individuality of the nation (Zha, 2003). A number of rationales for the
internationalisation of higher education have been identified and categorized
primarily as political, social/cultural, academic and economic reasons (Altbach &
Knight, 2006; De Wit, 2002; Zha, 2003). In UK the internationalisation of higher
education has been driven by economic benefits. Since the election of Margaret
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