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

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Learning styles and preferences are largely constitutionally based including the four modalities: VAKT (Visual, auditory, kinaesthetic, tactile) Learning styles reflect deepseated features of the cognitive structure, including ‗patterns of ability‘ Learning styles are one component of a relatively stable personality type Learning styles are flexibly stable learning preferences Move on from learning styles to learning approaches, strategies, orientations and conceptions of learning Dunn and Dunn Gregorc Bartlett Betts Gordon Marks Paivio Richardson Shehan Torrance Riding Broverman Cooper Gardner et al. Guilford Holzman and Klein Hudson Hunt Kagan Kogan Messick Pettigrew Witkin Apter Jackson Myers-Briggs Epstein and Meier Harrison- Branson Miller Allinson and Hayes Herrmann Honey and Mumford Kolb Felder and Silverman Hermanussen Wierstra de Jong and Thijssen Kaufmann Kirton McCarthy Entwistle Sternberg Vermunt Biggs Conti and Kolody Grasha-Riechmann Hill Marton and Saljo McKenney and Keen Pask Pintrich, Smith, Garcia and McCeachie Schmeck Weinstein Zimmerman and Palmer Whetton and Cameron Figure 3.1: Continuum of Learning Styles (Coffield et al., 2004) According to Kolb (1984, p.41), ‗learning is the process whereby knowledge is created through the transformation of experience‘; learning is a continuous and integrated process of ‗grasping experience and transforming it‘; and learning involves resolving conflicts at four stages of the learning cycle – concrete experiences (CE; experiencing), reflective observation (RO; reflecting), abstract conceptualisation (AC; thinking and forming abstract concepts based on experiences and reflections), and active experimentation (AE; active testing of new implications of the concepts in new situations). It is an integrated and incessant cycle of learning from CE, RO, AC, to AE. According to Kolb (1984) learners will show preferences for a certain stage and develop learning styles emphasizing some learning abilities over others. As shown in Figure xx, the four abilities form two independent bipolar dimensions – CE v.s. AC; AE v.s. RO. The dimension of CE – AC represents the tension between relying on immediate experience (apprehension) or on conceptual interpretation 74
(comprehension) in order to grasp experience; the dimension of AE – RO represents the tension between relying on external manipulation (extension) or internal reflection (intention) in order to transform experience (Coffield et al., 2004). Based on the conceptual framework of experiential learning theory, Kolb (2000) has identified four learning styles – diverging, converging, accommodating and assimilating. These four learning styles are relatively situated in each quadrant of the learning cycle, as shown in Figure 3.2. Concrete experience (CE) Active experimentation (AE) Accommodating Diverging Reflective observation (RO) Converging Assimilating Abstract conceptualisation (AC) Figure3.2: Kolb‘s four learning styles (Coffield et al., 2004) Figure 3.2 shows a convergent learner prefers abstract conceptualisation and active experimentation, and excels in problem solving and decision making; in contrast a divergent learner prefers concrete experience and reflective observation, and is imaginative and creative; an accommodative learner uses concrete experience and active experimentation, and is pragmatic and intuitive, good at doing things and adapting to diverse situations (Lynch et al. 1998); on the contrary an assimilative learner concentrates on developing theories by reflective observation and abstract conceptualisation, and is more concerned with ideas being logically sound than practical (Coffield et al., 2004). 75
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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)
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 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: settings; when reaching the end of
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
Page 115 and 116: Data collection phase two Value of
Page 117 and 118: PART III - INTERPRETATIONS This par
Page 119 and 120: These particular six student storie
Page 121 and 122: I think this culture shapes a very
Page 123 and 124: 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
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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
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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
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My father arranged a house for me t
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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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