Relevant bibliographies by topics / Chinese ESL students

Academic literature on the topic 'Chinese ESL students'

Author: Grafiati
Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Chinese ESL students"

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Hu, Min. "Toward the understanding of Chinese ESL writing." English Today 30, no. 1 (February 5, 2014): 55–59. http://dx.doi.org/10.1017/s0266078413000576.

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It is worth noting that an increasing number of international students, especially Chinese students, have been flooding into English-speaking countries such as the United Kingdom, the United States or Australia in pursuit of advanced knowledge and better academic environments. As ESL students are enrolling in writing courses in colleges and universities, teachers are confronted with problems that non-native speakers bring to the class when it comes to their academic writing. The problems are more serious than they appear to be. For one thing, according to Reid (1993: 774), there is a dramatic difference between native students and ESL students in ‘the needs, backgrounds, learning styles, and writing strategies’. For another, the situation becomes worse due to ‘considerable diversity even among ESL students in terms of language and cultural backgrounds, prior education, gender, age, and ESL language proficiency’ (Reid, 1993: 774). Although there is not a single solution which is effective in solving complex ESL issues, teachers would be in a better position to understand their ESL students' writing problems if they were to learn about the distinct nature of L2 writing shaped by linguistic and cultural differences. In this article, the author, who was once a Chinese ESL student in the USA and is now an EFL teacher in China, explores how English writing differs from Chinese writing and how these differences lead to Chinese ESL students' difficulty with English writing. This article is expected to increase ESL practitioners' awareness of the urgency for them to recognize and deal with these differences in order to teach L2 writers effectively, to treat them fairly and thus provide them with equal opportunities to achieve academic and professional success.
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Lin, Haiming. "Exploring the Relationship Between Constructivist Learning Environments and Chinese University Students’ English Productive Abilities." International Journal of English Linguistics 12, no. 4 (June 5, 2022): 35. http://dx.doi.org/10.5539/ijel.v12n4p35.

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Productive abilities play an important role in English-as-a-second/foreign-language (ESL/EFL) learning. Yet, the relationship between the productive abilities of ESL/EFL learners and learning environments is still under-researched. The principal objective of this research was to explore the predictive effect of learning environments on university EFL students’ productive abilities. A total of 1,499 students from a national key comprehensive university in China were recruited. Perceived learning environments were assessed from a constructivist perspective using the Inventory for Student’s Perceived Learning Environments (ISPLE), while productive abilities were measured based on the English Productive Abilities Scale (EPAS). Findings indicated that two environmental dimensions (i.e., student-student cooperation and student autonomy) had significant effects on students’ English productive abilities. The pedagogical implications for university English teaching are discussed.
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Wang, Wei. "Intertextual practices in academic writing by Chinese ESL students." Applied Linguistics Review 7, no. 1 (March 1, 2016): 53–72. http://dx.doi.org/10.1515/applirev-2016-0003.

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AbstractIn light of the increase of international graduate students, the dynamics of higher education in English speaking countries have changed dramatically coupled with an obvious gap between native English speaking (NES) and English as second language (ESL) graduate students in terms of their academic literacy. As a key component of academic literacy, academic writing consists of noticeable differences between these two cohorts of students. Against the backdrop of ongoing attention to the process and practice of academic writing, this study examines Chinese ESL graduate students’ intertextual practices in composing their academic writing, especially, when the students newly arrived in an English speaking world. Intertextual practice in this study is concerned about not only the transgressive intertextual practice or plagiarism behaviours, but how Chinese ESL students draw on external sources in developing their own writing. This study shows that the most salient feature in the intertextual practice of the participants is the use of indirect quotes rather than syntheses in their own words, and most of the external sources are used to introduce new beliefs, ideas, or issues to their writing. In addition, this study explores possible factors that mediate these practices in consideration of the linguistic and sociocultural backgrounds of the Chinese ESL students.
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Zhu, Pinfan. "Cultural Influence on ESL Students’ Writing." International Journal of Linguistics, Literature and Translation 5, no. 12 (December 31, 2022): 168–75. http://dx.doi.org/10.32996/ijllt.2022.5.12.21.

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Culture and language are closely related. Language is the carrier of culture. The words we write and the ways we communicate often mirror our cultural values, assumptions, beliefs, conventions, and perceptions. So, these elements form the code system by which we encode and decode messages that communicate our ideas. However, when people use their code system to communicate with people from different cultural backgrounds with a different code system, problems are likely to occur. This essay aims at exploring the potential and possible problems that may occur in the use of words and ways of communication when ESL students write in English. It takes ESL learners of Chinese as an example to illustrate the problems. The method is a corpus-based study that focuses on language problems resulting from weak cultural awareness. Major findings include errors in aspects of diction, sentence patterns and discourse patterns, using Chinese students’ writings as examples. The significance of the research lies in that it will enable ESL learners to be on the alert against the cultural influence on their writing in English and quickly realize these different ways so that they can write idiomatic English, not only grammatically correct English. It will also help ESL instructors quickly identify the problematic areas they need to work more with their students. In this sense, the article contributes to both ESL teaching and learning.
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Life, James. "Motivation and Chinese National ESL Students in Korea." International Journal of Foreign Studies 3, no. 1 (December 31, 2010): 271. http://dx.doi.org/10.18327/ijfs.2010.12.3.271.

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Barnhart, Christopher R., Luna Li, and Jerry Thompson. "Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning." E-Learning and Digital Media 19, no. 3 (March 3, 2022): 240–57. http://dx.doi.org/10.1177/20427530211022922.

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As coronavirus disease 2019 swept through mainland China, students were forced to quickly switch to learning online. This study aimed to capture college Chinese English as a Second/Foreign Language (ESL/EFL) learners’ perceptions of rapidly switching to online learning at two colleges in China’s southern Guangdong Province. A bilingual (Chinese/English) online survey was used to collect data. The participants ( n = 504) responded to a survey about their feelings and perceptions of sudden online learning, a term the authors call “learning whiplash.” We asked students about how much they liked online at the beginning of learning online, how long students have been taking online courses, and how many online courses the students were currently taking. We also asked about the students’ perceptions of the quality of online learning when compared to physical learning. Finally, we asked students about getting drowsy and/or falling asleep during their online classes. We found that students were taking on average five to seven online courses and that they did not like learning online early in the epidemic. Our study confirmed that students preferred a hybrid learning environment. Seventy-nine percent of students admitted to getting drowsy and/or falling asleep during their online classes. Specific suggestions are given for teachers to keep students active and engaged in online learning. Practical guidance and strategies for creating vibrant online learning environments are provided. This research informs both the communities on online and e-learning as well as ESL/EFL teaching.
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Miao, Ruiqin, and Xiuyun Lei. "Discourse Features of Argumentative Essays Written by Chinese EFL Students." ITL - International Journal of Applied Linguistics 156 (2008): 179–200. http://dx.doi.org/10.2143/itl.156.0.2034431.

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Abstract Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.
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Miao, Ruiqin, and Xiuyun Lei. "Discourse Features of Argumentative Essays Written by Chinese EFL Students." ITL - International Journal of Applied Linguistics 156 (2008): 179–200. http://dx.doi.org/10.1075/itl.156.16mia.

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Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.
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Tang, Gloria M. "Pocket Electronic Dictionaries for Second Language Learning: Help of Hindrance." TESL Canada Journal 15, no. 1 (October 26, 1997): 39. http://dx.doi.org/10.18806/tesl.v15i1.691.

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This article reports on a study that addresses the concerns of ESL teachers about their students' use of pocket bilingual electronic dictionaries (EDs). The purpose is to communicate to content and language teachers: (a) the features of the ED, (b) the uses secondary level ESL students make of the pocket ED as a tool for learning English, (c) the effectiveness of the ED in helping ESL students' comprehension and production of English, (d) students' perception of the usefulness of the ED, and (e) the strengths and weaknesses of the ED as perceived by ESL teachers. The findings indicate that not only do a large number of Chinese ESL students own EDs, but they also make consistent use of them during reading comprehension and writing classes. Examples are given of the students' successful and unsuccessful attempts using the ED, and recommendations are made for ESL teachers to teach dictionary skills.
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Hu, Guangwei. "Developing an EAP Writing Course for Chinese ESL Students." RELC Journal 38, no. 1 (April 2007): 67–86. http://dx.doi.org/10.1177/0033688206076160.

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Dissertations / Theses on the topic "Chinese ESL students"

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Lu, Mei-hui. "Changes in the concept of reading in English and in the use of reading strategies among ESL learners identified before and after ESL reading instruction /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7906.

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Ghosh, Sanjukta. "Peer feedback and self review in ESL writing of Chinese students." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883845.

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FENG, SHOUDONG. "STRATEGY USE IN UNEQUAL ENCOUNTERS: PRAGMATIC COMMUNICATION STRATEGIES OF CHINESE ESL LEARNERS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990554309.

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Ping, Hanci. "Teaching Chinese ESL students in a writing workshop, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/NQ61672.pdf.

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Jiang, Wei. "Peer review in ESL writing : attitudes and cultural concerns." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272422.

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To investigate how Chinese ESL learners feel about the peer review process in oral and email-based modalities and how Chinese cultural barriers such as concerns about face saving and shyness might impact their learning attitudes, I taught an ESL writing course to collect data and write this dissertation. Tools for investigation I used included two identical peer review attitude questionnaires that were conducted at two occasions (at the beginning and the end of the course), a Peer Review Guideline and Sign Test.Many published studies on peer review focus on how to implement computer technology in the classroom, but ignore cultural impacts on ESL. The results of the Sign Test revealed that a large number of the students preferred to do oral and email comments in an indirect way, because they felt that they would need group harmony.It was noted that some students would like to receive email comments from their partner, not provide the comments to him/her, because commenting on his/her essay would hurt him/her. In many participants' view, teacher's reviews are more important than their partner's, since cultural barriers such as face saving and shyness prevented them from voicing their own opinion. The results also indicated that the students reacted favorably to the e-mail modality, although some of them still thought that it was a waste of time. Therefore, this modality did serve some students to allay their concerns about face-saving. In the study, a few students favored "anonymous" peer reviews, which could be achieved through email peer review.
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Yu, Siu-lei. "Strategy use by good and poor Chinese ESL readers in comprehending easy and difficult expository texts." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22244293.

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Ota, Akiko. "Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1051.

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The U.S. is the leading nation for international students to pursue higher education; the majority of whom are from countries with significant differences in culture and language from American students. As such, many international students start higher education in ESL support programs. While on the surface international students supposedly add cultural and linguistic diversity to American higher education by contributing to the internationalization of campuses, international students' transition into U.S. life and academe is often fraught with challenges including culture shock, adjusting to the new environment and society, adjustment to norms of academic performance, acquisition of academic and language skills, and negotiating chilly campus climates. Such factors can affect academic success, social/cultural acclimation, and even personal/ethnic identity. However, little is researched about international ESL students' transitions into U.S. higher education. This study employs qualitative research with semi-structured interview and grounded theory as analytical technique and aims to rectify the existing research literature limitation by identifying factors that facilitate and inhibit social, cultural, and academic transitions among international ESL students that best serve and accelerate their academic career in the United States.
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Martins, Anna Clara Z. A. B. "Moving Between Academic Systems: Chinese Students And The Educational Challenges Within Western Universities." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429180903.

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Yu, Siu-lei, and 余小梨. "Strategy use by good and poor Chinese ESL readers in comprehending easy and difficult expository texts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944735.

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Kan, Mei. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL) learning activities." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38709156.

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Books on the topic "Chinese ESL students"

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Vallance, Michael, and Poh Foong Kwah. Teaching English to Chinese ESL students: Classroom practices. Singapore: Pearson Longman, 2005.

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Dr, Xu Huaxin, ed. Errors of creativity: An analysis of lexical errors committed by Chinese ESL students. Lanham: University Press of America, 2001.

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Ackert, Patricia. Please write: A beginning composition text for students of ESL. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Fong, Yoke Sim. Learners in Transition: Chinese Students' Journeys from EFL to ESL and EIL. Taylor & Francis Group, 2018.

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Fong, Yoke Sim. Learners in Transition: Chinese Students' Journeys from EFL to ESL and EIL. Taylor & Francis Group, 2018.

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Fong, Yoke Sim. Learners in Transition: Chinese Students' Journeys from EFL to ESL and EIL. Taylor & Francis Group, 2018.

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Fong, Yoke Sim. Learners in Transition: Chinese Students' Journeys from EFL to ESL and EIL. Taylor & Francis Group, 2018.

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Dr. George A. Stocker D.D.S. and Ms. Daisy A. Stocker M.Ed. ESL : Lessons for Chinese Students: Level 1 Workbook Second Edition. Createspace Independent Publishing Platform, 2018.

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East Meets West: Chinese ESL Students in North American Higher Education. Nova Science Publishers, Incorporated, 2013.

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Qian, Jun. Mass Media and Chinese ESL Students Abroad: Adopting Host Communication and Culture. Lang AG International Academic Publishers, Peter, 2019.

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Book chapters on the topic "Chinese ESL students"

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Chen, Qiuxian, and Lyn May. "Chinese EFL Students’ Response to an Assessment Policy Change." In Assessing Chinese Learners of English, 199–218. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137449788_10.

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Lin, Lin. "Collaboration as Conducive to Learning: Students’ Preferences for Learning and Attainments." In Investigating Chinese HE EFL Classrooms, 135–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44503-7_7.

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Lin, Lin. "Evaluating the Use and Effectiveness of Collaborative Learning: Students’ Interactional Behaviors and Engagement." In Investigating Chinese HE EFL Classrooms, 103–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44503-7_6.

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Peng, Jing, and Lili Zhang. "14. Chinese primary school students’ use of communication strategies in EFL classrooms." In The Age Factor and Early Language Learning, 337–50. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110218282.337.

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Huang, Li-Jung. "Discourse Organization and Features of Email Writing Among EFL Students in Taiwan." In Email Discourse Among Chinese Using English as a Lingua Franca, 37–59. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-888-5_3.

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Chang, Miao-Hsia, Jean Curran, Yueh-Kuei Hsu, and Chih-Chun Hsu. "Do Chinese Students Waffle in Their Apologies?: An Exploration into EFL Learners’ Emails." In Email Discourse Among Chinese Using English as a Lingua Franca, 61–90. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-888-5_4.

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Tsai, Shu-Chiao. "Interactive academic EFL writing assisted by GT for Chinese non-English major students." In Technology in Second Language Writing, 10–27. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003279358-2.

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Chen, Xinren. "Emailing Requests to International Researchers: The Construction of Identity by Chinese EFL Graduate Students." In Email Discourse Among Chinese Using English as a Lingua Franca, 115–34. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-888-5_6.

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Wasko, Christine V. "Can We Use an Outside-Expert, Conversational ESP Stimulus with Adjustable Oral Communication Anxiety to Motivate Chinese ELL, First Year, Undergraduate Students During the Final Semester Quarter?" In Asian Research on English for Specific Purposes, 11–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1037-3_2.

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Wu, Xia, and Meihua Liu. "Chinese university students’ language learning beliefs and strategy use." In Teaching and Researching Chinese EFL/ESL Learners in Higher Education, 129–49. Routledge, 2021. http://dx.doi.org/10.4324/9781003178118-7-8.

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Conference papers on the topic "Chinese ESL students"

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Girardelli, Davide, Patrizia Barroero, and Tingting Gu. "Gamifying Impromptu Speech for ESL/EFL Students." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2431.

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This paper outlines an impromptu speech activity entitled “Dented Helmet vs. Spambot” intended as part of any introductory public speaking course. The activity is designed to overcome specific affective and cognitive challenges of ESL/EFL students, in particular Chinese learners. It is inspired by the principles of gamification (Kapp, 2012) with core gaming elements such as “freedom to fail,” “rapid feedback,” and “storytelling.” The activity requires “Rory’s Story Cubes” (a set of nine six-sided dice designed to spark creativity) and a special set of slides. An exploratory assessment of the effectiveness of the proposed activity was conducted on a sample of Chinese EFL sophomores enrolled in an international branch campus of a U.S. university in China, with 81 students completing our questionnaire. Overall, our findings provided some initial support to the effectiveness of the activity in terms of strenghtening students’ ability to communicate orally “off the cuff,” promoting students’ understanding of the role of storytelling in effective presentations, fostering students’ understanding of the major organizational formats used in organizing speeches, and increasing students’ awareness of their nonverbal communication in presentational settings.
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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Korovina, Svetlana. "Effective Tools To Integrate Chinese Students Into Esl Learning Process." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.2.

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Zhang, Zhenhong, and Zhi Han. "Students' Conceptions of Online ESL Education in Chinese HE: A Phenomenographic Study." In 2009 International Conference on E-Learning, E-Business, Enterprise Information Systems, and E-Government. IEEE, 2009. http://dx.doi.org/10.1109/eeee.2009.80.

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Echiverri, Leah Li, Haoyu Shang, and Yue Li. "English Immersion Program: Does it Predict Chinese-ESL Students’ Academic Performance at a Sino-Foreign University in China?" In London International Conference on Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/lice.2021.0017.

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LUO, WAN-YING, and HENG-XING HE. "GENDER DIFFERENCES IN CHINESE SENIOR HIGH SCHOOL STUDENTS’ USE OF DISAGREEMENT STRATEGIES." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35671.

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To date, the studies on disagreement strategies in Chinese mainly focus on adults, and relevant research on senior high school students is rare. This study intends to explore gender differences in Chinese senior high school students’ use of disagreement strategies. By adopting a discourse completion task (DCT) and modified Yang’s classification of disagreement strategies (2015), we designed an open-ended questionnaire survey of 12 situations with three social factors (social distance, social status, and sex of hearer) which was distributed among 100 Chinese senior high school students. Then we analyzed all the 96 valid survey responses and did a T-test. The results show that the distribution of disagreement strategies is uneven, with Softened Disagreement Strategy (SDS, 96.96%) dominating, and that there exist significant gender differences in Chinese senior high school students’ use of Neither Softened Nor Strengthened Disagreement Strategy (NSNSDS) (p=0.0330.05). The present study contributes to the understanding of disagreement and gender differences in disagreement strategies and offers implications to communication and EFL teaching for Chinese teenagers.
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Xu, Suyun. "An Exploration into Chinese EFL Studentsr Critical Thinking." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.159.

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Fu, Zheng, and Yunfei Ma. "Phonetic Transfer of Chinese University Students in EFL Learning." In Proceedings of the 2019 International Conference on Management, Education Technology and Economics (ICMETE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmete-19.2019.135.

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Zhu, Gang. "Unpacking Chinese EFL Student Teachers' Professional Identity Formation Through Metaphors." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682954.

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Zhang, Xue. "Enhancing Language Task Engagement: Voices From Chinse EFL Students and Teachers." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679794.

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Reports on the topic "Chinese ESL students"

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Ota, Akiko. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1051.

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