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

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There is room for improvement, and services currently unavailable for international students in some universities are in urgent need. The findings of the survey provide institutions with a benchmark to assess their provision for international students with an ultimate aim for best student experience. The survey only provides benchmarking for the extent of provision; as it suggested, it is essential for institutions to assess the quality of provision, for which student feedback is an importance source of information (UKCOSA, 2007). A new survey of students‘ academic experience is indeed required to assess academic quality and academic support provision for international students, to see if the satisfactory rates are still as high as in 2004 – this leads us through to issues of cultural and linguistic adaptation that is the central theme of the following chapter. Conclusion This chapter has reviewed the context of destination – UK HEIs. British higher education is internationally well-known for its academic excellence in teaching and learning, and research, which attracts an influx of students from around the world. There is a wide range of HEIs in which international students can choose to study, from old medieval universities (e.g. Oxbridge), through civic universities (e.g. Liverpool) and 1960s plate glass (e.g. Lancaster), and to the new universities of post- 1992 (e.g. Greenwich) and the newest universities (e.g. Liverpool Hope). Although having individual characteristics, each UK HEI is shaped by the wider higher educational environment. The massification and internationalization of higher education have led to an increasingly diverse study body with different social, cultural and educational backgrounds. UK HEIs need constantly to adapt to this change institutionally and pedagogically. The marketisation of higher education can be seen as an institutional response towards growing globalisation of the economy and internationalization of higher education. It is imperative for HEIs to avoid developing towards extreme marketisation compromising the institutional diversity, the quality of learning and teaching, and widening social gaps (Brown, 2008). A brief review of the literature on international students‘ experience in UK has identified that international students, especially Chinese international students, are 64
challenged linguistically and culturally during their study in UK. Problems may be caused by inadequate language proficiency, and unfamiliarity with the codes and conventions of UK higher education and with the social and cultural environment. It is necessary to look into the literature relating to the international students‘ adaptation to the new learning environment, which is investigated in the next chapter and which will provide an analytical framework for data analysis in this research. 65
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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
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 and 50: People‘s (1949) to policy change
Page 51 and 52: Massification of higher education T
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: Some international students take up
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
Page 101 and 102: In my previous studies, I taught th
Page 103 and 104: - and I use that capability to push
Page 105 and 106: education from medieval or ‗ancie
Page 107 and 108: The methodology has built on - grow
Page 109 and 110: esearch, reliability and validity n
Page 111 and 112: Its total student population is rel
Page 113 and 114: 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
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elated to professional practices, c
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Academic and pedagogical support Th
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their place of origin. They appreci
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are felt being genuinely accepted a
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support services and departmental a
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assistance to facilitate the achiev
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Having said all this, academics nee
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students‘ voices which are not of
Page 215 and 216:
Angelova, M. and Riazantseva, A. (1
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Brown, R. (2009) The Operation of t
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Coffield et al. (2004) Learning Sty
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Jersey: Lawrence Erlbaum, cited in
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Guclu, N. (1993) A Study to Identif
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T. Duffy (2002) Psychometric Proper
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Krapels, A. R. (1990) An Overview o
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MacLeod, D. (2005) Colleges to Gain
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Ministry of Education of the People
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Perl, S. (1979) The Composing Proce
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Shi, L. (2006) The Successors to Co
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Thomas, G. (2002) Who Should Call t
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Ward, C. and Kennedy, A. (1996) Cro
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Zamel, V. (1984) In Search of the K
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Appendix 2: Consent form Title of r
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SECTION 4. CONSENT Is written conse
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SECTION 5. RISKS AND ETHICAL PROCUD
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Deanery Research Ethics Coordinator
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Appendix 5: Instruction on writing
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Notes: 1. Prompts for each question
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to come back and I regrouped with m
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Peter: I came to the UK in Septembe
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with them even more. Let me give yo
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second, or to say, my third languag
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Appendix 8: Student learning journe
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way as your first language. In othe
Page 267 and 268:
When I recall my high school years,
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Figure 8.6: Mia‘s perception of h
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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
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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
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I have studied in UK for almost two
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Figure 8.24: Andy‘s perception of
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