Relevant bibliographies by topics / Chinese tertiary students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Chinese tertiary students'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Chinese tertiary students"

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Xueyan, Li. "Chinese Students Choosing Hungarian Tertiary Education: a Systematic Review." East Asia 37, no. 4 (April 22, 2020): 317–30. http://dx.doi.org/10.1007/s12140-020-09333-y.

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Abstract China has been the leading source of foreign students pursuing tertiary degrees in other countries. The incoming Chinese students in Hungary comprised the third highest number of foreign students in the country in 2016. This paper examines the Chinese students’ motivations for choosing the Hungarian education system, with the purpose of gaining a more comprehensive and accurate understanding of the flow of Chinese students to Hungary. In terms of methodology, this paper uses the systematic review protocol by retrieving relevant literatures. The author developed the main factors influencing Chinese students’ choice of the Hungarian education system, which are social class inequality and the modernization process from the Chinese perspective; meanwhile, the state policy perceptions, the institution, and community influence are encouraging from the Hungarian views. Moreover, individual motivation and the challenges of “invisible academic performance in the classroom” are explored with regard to Chinese students in Hungary. This article practically contributes to policy implications for Hungarian higher education in the international environment and inspires Chinese students who are from the lower socioeconomic classes.
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Huang, Lanxi, Margaret L. Kern, and Lindsay G. Oades. "Strengthening University Student Wellbeing: Language and Perceptions of Chinese International Students." International Journal of Environmental Research and Public Health 17, no. 15 (July 31, 2020): 5538. http://dx.doi.org/10.3390/ijerph17155538.

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Students at the tertiary education level in Australia are at increased risk of experiencing high levels of psychological distress, with international students at particularly high risk for poor adjustment. As mental health and wellbeing strongly correlate with students’ academic performance and general overseas experience, a growing number of studies focus on what universities can do to effectively support students’ wellbeing. However, assumptions are made about what wellbeing is, strategies primarily focus on treating mental ill-health, and treatment approaches fail to account for cultural differences. This study aimed to explore how Chinese international students understand wellbeing, the language used about and for wellbeing, and activities that students believe strengthen their own and others’ wellbeing. Eighty-four Chinese international students completed the online survey, and a subset of 30 students participated in semi-structured interviews. Data were analysed using thematic, phenomenographic, and language analyses. Physical health and mental health appeared as the key components that participants believed defined wellbeing, and intrapersonal activities were perceived as the primary approach used to strengthen wellbeing. Findings help broaden the understanding of wellbeing concept from the population of tertiary students, identify students’ perspectives of activities that strengthen their wellbeing, offer a snapshot of the language used by Chinese students around wellbeing, and provide new data of population health through a wellbeing lens.
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Siah, Poh Chua, Chee Seng Tan, Swee Mee Tan, Kar Loke Lim, and Wei Him Lew. "Why Choose Taiwan for Tertiary Education? The Case of Malaysian Students in Chinese Independent Schools." Asia Pacific Journal of Educators and Education 35, no. 2 (December 23, 2020): 89–108. http://dx.doi.org/10.21315/apjee2020.35.2.6.

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Before Malaysian government liberalising its private tertiary education in the 1996 Education Act, Taiwan was one of the popular choices for students from Chinese Independent Schools (CIS) to further their tertiary education. However, the number of CIS students choosing Taiwan as the destination of their tertiary education keeps hiking up substantially despite more choices of higher education provided locally after the liberalisation. In light of this, this study aims to explore factors affecting country choice of Malaysian students from CIS in the meantime while they were to further their tertiary education. A mixed-method design was employed to investigate factors shaping this peculiar phenomenon. The researchers identified eight push-pull factors from the data coding of a focus group discussion in the first phase of the study. Based on the results, a questionnaire was crafted in the second phase of the study. Then, by engaging a purposive sampling, 869 Senior Three CIS students were recruited from several CIS in different states of Malaysia to participate in the survey at the second phase of the study. The findings revealed the importance of demographic factors administering CIS students in choosing Taiwan as a popular destination of pursuing tertiary education. In addition, the use of Chinese language as the medium of instruction in teaching and financial consideration were the pull factors contributing to the interpretation of the choice made by this group of participants. Furthermore, students’ perspective of choosing future career path and their concern of family also determine their choice of higher education. Overall, the study highlighted the importance to include demographic factors in the push-pull model. It further provides factual information for the stakeholders or policy makers to incorporate more effective strategies in recruiting CIS students.
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Li, Hanwei. "Academic Integration of Mainland Chinese Students in Germany." Social Inclusion 5, no. 1 (March 28, 2017): 80–92. http://dx.doi.org/10.17645/si.v5i1.824.

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This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto’s model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.
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Li, Shi. "Comparisons of Motivation of Different Chinese Background Students in Australian Tertiary Education." International Journal of the Humanities: Annual Review 8, no. 7 (2010): 49–56. http://dx.doi.org/10.18848/1447-9508/cgp/v08i07/42948.

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Hansen, Anders Sybrandt, and Stig Thøgersen. "Chinese transnational students and the global education hierarchy." Learning and Teaching 8, no. 3 (December 1, 2015): 1–12. http://dx.doi.org/10.3167/latiss.2015.080301.

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Recent years have seen a tremendous increase in transnational education mobility. The two trends of international integration and marketisation of higher education have made for a situation in which increasing numbers of aspiring young people worldwide seize the opportunity to study abroad as part of their higher education. No other nation sends more students abroad than China. In 2014, 459,800 students left the country to study abroad (Ministry of Education 2015); and 22 per cent of all international students enrolled in tertiary education in OECD countries in 2012 came from China (OECD 2014: 350). To explore the many dimensions of this huge wave of educational migration we hosted a conference at Aarhus University with the title Chinese Students Abroad: Reflections, Strategies and Impacts of a Global Generation in March 2014. The initial versions of the first three articles in this issue by Heidi Ross and Yajing Chen, Kirsten Jæger and Malene Gram, and Qing Gu were presented at this conference.2 The fourth article, by Naomi Yamada, examines the education of ethnic minorities inside China and thereby throws light on another, but related, effect of the marketisation of Chinese education.
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Chen, Wang. "Profiling Collocations in EFL Writing of Chinese Tertiary Learners." RELC Journal 50, no. 1 (August 22, 2017): 53–70. http://dx.doi.org/10.1177/0033688217716507.

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The present study explores the under-researched area of collocation use with learners from different proficiency levels. The study investigates different types of collocations and the learners’ elaboration of their collocation use. A total of 194 students from three different years of study in a Chinese university wrote compositions on the same topic, and 42 of them were invited to post-writing interviews on collocation use. The compositions were used to retrieve collocations, and the interviews to explore each learner’s reflections on collocation use. The results showed that learners fail to demonstrate consistent improvement in the use of collocation in terms of frequency and association strength. The overwhelming majority of the collocations in learner writing are below the MI threshold. The present study also found that learners at the advanced stage of learning need both awareness for collocations, and more importantly, awareness for low-frequency collocations with high MI scores.
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Jiang, Wenying. "Benchmarking Students’ Attainment in Australian Tertiary Chinese Programs Using the New HSK Tests." Creative Education 11, no. 05 (2020): 624–38. http://dx.doi.org/10.4236/ce.2020.115047.

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Han, Yawen, Wenxuan Li, Min Bao, and Xinyu Cao. "An Investigation of the Experiences of Working with Multilingual International Students among Local Students and Faculty Members in Chinese Universities." Sustainability 12, no. 16 (August 10, 2020): 6419. http://dx.doi.org/10.3390/su12166419.

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In recent years, as a response to the internationalization of higher education worldwide, China has begun to enroll international students to study at the tertiary level on an increasingly large scale. While the majority of the programs and courses are open to international students via Chinese as Chinese-medium instruction (CMI), there are also an increasing number of programs and courses delivered through English-medium instruction (EMI). In order to understand higher education multilingual contexts, this qualitative study examines how local students and faculty members make sense of their engagement with international students in three Chinese universities. In the study, we conducted in-depth interviews with 11 academics who worked with international students as project supervisors and 25 Chinese university students regarding their experiences of working with international students. The findings that emerged from the thematic analysis revealed that international students’ learning engagement was profoundly mediated by language barriers, cultural assumptions and the academic conventions in host institutions. The study revealed that Chinese academics are concerned about international students’ learning attitudes, their academic progress and a lack of participation due to their language ability. Local Chinese students also reported a lack of satisfaction in working with international students. Some of the local students felt that some international students may have been enabled to enroll in the academic programs as a result of national and university policies, which has led to a ‘dumbing down’ of the curriculum offered in English. The findings indicate that more needs to be done to promote mutual exchanges and better understanding among international students, Chinese faculty members and local students.
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Zhuang, Xiao Yu, Daniel Fu Keung Wong, Ting Kin Ng, and Ada Poon. "Effectiveness of Mental Health First Aid for Chinese-Speaking International Students in Melbourne." Research on Social Work Practice 30, no. 3 (December 5, 2019): 275–87. http://dx.doi.org/10.1177/1049731519890398.

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Purpose: Chinese international students have been widely reported to lack recognition of their psychological problems and to delay treatment until their symptoms become rather disabling. The present study pioneered to evaluate the effectiveness of Mental Health First Aid (MHFA) training in improving mental health knowledge among Chinese-speaking international tertiary students. Method: A quasi-experimental design was adopted, whereby 202 Chinese-speaking international students in Melbourne were assigned to the MHFA condition or a control condition. All participants completed a standardized questionnaire before, at the end, and 3 months after training. Data were analyzed using multilevel modeling. Results: The findings demonstrated that MHFA training might be effective in improving participants’ knowledge of mental disorders (i.e., recognition of symptoms, belief in helpful treatments, and understanding the biogenetic and psychosocial causes) and reducing stigma. Conclusions: The MHFA program has the potential to enhance mental health knowledge and promote help-seeking among Chinese-speaking international students.
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Dissertations / Theses on the topic "Chinese tertiary students"

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Bamfield, Vincent Mark. "Chinese tertiary students' willingness to communicate in English." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10125.

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With the growing number of students from China who study abroad, many initially struggle to engage with native English speakers due to limited opportunities to develop oral English skills within their homeland (Gu and Maley, 2008). The reasons why Chinese students' may exhibit varied levels of motivation to engage with others when they study abroad is not well understood. This thesis has employed MacIntyre's "Willingness to Communicate" pyramid model (MacIntyre et al., 1998) as a theoretical model to underpin this study. An 18 month longitudinal study was carried out upon a group of 24 tertiary students from China who were undertaking an undergraduate degree in Britain. Qualitative data were gathered by means of carrying out 60 interviews employing a multi-lingual platform. The study sought to understand the factors which may influence the reasons for the changes in students' Willingness to Communicate and Communicative self-confidence as they studied in Britain and also to identify any additional variables influencing them. The results of this research showed there to be a wide range of factors influencing Chinese students' L2 communicative behaviour. Some of these factors were linked to their home and education background in China. Others were linked to how they responded to others in English within differing communicative contexts. This study concluded that Willingness to Communicative within a Chinese context to be a complex phenomena as Chinese students may respond to interlocutors in differing ways. Hence, this study has contributed to our understanding of Chinese learners of English in that a wide range of variables have been identified, which may impact upon Chinese students' communicative behaviour. The model which MacIntyre and his associates formed, was found to be a helpful model in comprehending Chinese student's L2 communicative behaviour. However, this study has developed MacIntyre's model by identifying other culturally specific factors which were not covered. This research has also enhanced our comprehension of Chinese students' communicative behaviour within authentic English speaking environments, with both native and non native English speakers. Finally, this study has highlighted that there are significant cognitive factors which also impact upon Chinese students' Willingness to Communicate, suggesting the need to undertake additional future research in order to further investigate this area.
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Lei, Chunlin, and 雷春林. "Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197099.

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This study examines the design, processes and instructional effects of principle-based, student-directed reflective assessments on students’ conceptual understanding and collaborative inquiry in a computer-supported knowledge building environment. Premised on socio-constructivism, knowledge building and classroom learning theories, this study (1) designs a knowledge building environment, informed by knowledge building principles and reflective assessments, and evaluates its effects on students’ conceptual understanding, approaches to learning, and conceptions of collaboration; (2) investigates the role of engagement in Knowledge Forum on students’ conceptual understanding; (3) examines the role of portfolio assessment and other reflective assessment strategies in facilitating deep learning and knowledge building; and (4) characterizes the socio-cognitive dynamics of collaborative knowledge building. Participants of the study were 60 first-year Chinese tertiary students enrolled in a Sino-British joint educational program at a university in Shanghai, China. In a quasi-experimental design, one group of students experienced a knowledge building environment which was informed by knowledge building principles and highlighted concurrent, transformative assessment (reflective assessment strategies). The other group was exposed to a technology-based environment without the mediation of knowledge building principles. Multiple source of data were employed, including surveys, domain tests, academic performance assessments, Knowledge Forum engagement indices, e-portfolio notes, online inquiry threads, student classroom reflective presentations, and end-of-program interviews. Major findings include (1) students in the principle-based environment outperformed their peers in terms of conceptual understanding and deep approaches to learning; (2) student online participation and community connectedness increased over time, and contributed to students’ conceptual understanding over and above their prior domain knowledge; (3) qualitative e-portfolio analyses identified different kinds of student reflection strategies that were correlated with academic performance; (4) analysis of online inquiry threads showed students’ different levels of engagement with four knowledge building principles and suggested knowledge building might be manifested by meta-discourse; (5) Student reflective presentation and interview study further addressed the role of epistemic reflection and collective assessments in scaffolding collaborative knowledge building. This study addresses the problem of aligning social-constructivist theories of learning and assessment. Assessment takes on a new meaning of both assessing and scaffolding group learning and knowledge building. This study may advance current literature on how socio-cognitive principles and social-constructivist assessment can be designed and aligned with learning, collaboration and instruction to promote conceptual understanding and knowledge building. This study also has pedagogical implications for how computer-supported knowledge building inquiry can be designed in the context of 21st century Chinese tertiary classrooms.
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Hill, Margaret Monica. "The role of phonology in English vocabulary learning by Chinese tertiary students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263521.

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Wang, Xiaofeng. "A Matter of Choice- Tertiary Student Term Time Employment: An Investigation of New Zealand Domestic and Chinese International Students." Thesis, University of Canterbury. Management, 2011. http://hdl.handle.net/10092/5323.

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Term time employment of tertiary students has increased dramatically following funding policy changes in the global Higher Education sector. Taking a comparative approach, this study of students at the University of Canterbury, New Zealand, investigates the decision to work during the academic term, the characteristics of such employment, and the perceived impacts on the university experiences of New Zealand domestic and Chinese international students. The study revealed similarities and differences between the two largest student populations. Compared to their New Zealand peers, Chinese international students are less likely to take term time employment. Among those who have worked, New Zealand domestic students do so for financial reasons, while Chinese international students value the work experience in the host country. Chinese international students receive much lower wages and tend to have shorter employment durations. In terms of perceived impacts, both New Zealand domestic and Chinese international students express a generally positive attitude towards their employment decisions, with a limited but clear awareness of the negative impacts. Interestingly, for those who have never worked, Chinese international students indicate a much stronger willingness to join the student workforce in the future. New Zealand domestic students, however, are much less likely to work if they can afford not to. This research provides empirical information about international students’ term time employment in the New Zealand context. Specific advice and mentoring services are needed at both university and government levels to provide ‘a more safe and supportive’ employment environment, especially for international students.
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黃美霞 and Mei-ha Hebe Wong. "The perceived and actual use of strategies of tertiary students in reading Chinese and English texts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243782.

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Wong, Mei-ha Hebe. "The perceived and actual use of strategies of tertiary students in reading Chinese and English texts /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25061951.

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Ng, Lai Sum Tammy. "A study of the language of tertiary students carrying out task-based group work." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/81.

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Lin, Meixiao. "Effects of cooperative learning on the oral proficiency of Chinese students in the tertiary-level EFL classroom." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/8941.

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To explore the impact of cooperative learning (CL) on Chinese students’ English oral proficiency, a 15-week quasi-experiment was conducted in a Chinese university during the first term of the Academic Year 2007-2008. A non-randomized pre-test-post-test control group research design was adopted with 37 first-year students in the experimental class (the EC) and 36 in the control class (the CC). The EC students participated in CL in conjunction with regular language instruction in an integrated skills course. They were exposed to CL activities for about 30 minutes in each session, making up a total of 90 minutes every other week. The CC students only received conventional whole-class instruction. The oral pre-test and post-test were conducted before and after the intervention to measure the students’ gains in oral proficiency. The National College Entrance English Exam (NCEEE) and a final term English exam (FTEE) were employed to measure their improvement in general proficiency. Interactional data of two EC groups (the ESs) and two CC groups (the CSs) were collected by the oral pre-test and post-test, and a pre-task and post-task in the classroom. The purpose was to detect any change in their interactional strategy use. The interactional data of the ESs and the CSs were transcribed, and interactional strategies were identified in the transcriptions. The quantitative results are presented using descriptive analysis as well as inferential analysis. Effect size was also measured to examine the relative magnitude of the treatment. The interactional strategies used by these two groups were compared. The quantitative results revealed a null experimental effect on overall oral proficiency and on its components: grammar and vocabulary, pronunciation and discourse management, but the effect on interactive communication was inconclusive. Conversation analysis showed that the ESs appeared to do somewhat better in interactional strategy use than the CSs. Also, the results did not significantly favour CL in comparison with conventional whole-class instruction in helping Chinese students improve their general proficiency. As this study was conducted with intact classes with a small sample, the results may only be generalized to similar universities in China, and may not be generalized to all the foreign language learners or institutions in China.
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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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Drew, Lai Po-yin Miranda. "Towards a model of learning outcomes for Hong Kong Chinese tertiary students : a casual modeling investigation of attributions, self-concept, learning approaches and achievement /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20294189.

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Books on the topic "Chinese tertiary students"

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Huyton, Jeremy R. The transfer of Hong Kong Chinese students to British tertiary educational institutions. Birmingham: University of Birmingham, 1991.

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Book chapters on the topic "Chinese tertiary students"

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Xu, Hui Ling, and Robyn Moloney. "Motivation for Learning Chinese in the Australian Context: A Research Focus on Tertiary Students." In The Palgrave Handbook of Motivation for Language Learning, 449–69. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_22.

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Gu, Michelle M. Y. "Language Practices and Transformation of Language Ideologies: Mainland Chinese Students in a Multilingual University in Hong Kong." In Language Alternation, Language Choice and Language Encounter in International Tertiary Education, 223–35. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6476-7_11.

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Shi, Xingsong. "American MBA programme for Chinese students: The interplay between programme offering and student sociocultural learning." In International Student Education in Tertiary Settings, 146–66. Routledge, 2020. http://dx.doi.org/10.4324/9781003017608-8.

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Wang, Wei, and Hu Liu. "Transforming international students to agentive participants: Chinese student engagement in a community project course in Australia." In International Student Education in Tertiary Settings, 23–40. Routledge, 2020. http://dx.doi.org/10.4324/9781003017608-2.

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Gu, Xiaojuan. "Engaging with international students on a Business English programme at a Chinese university: A sociolinguistic perspective." In International Student Education in Tertiary Settings, 169–90. Routledge, 2020. http://dx.doi.org/10.4324/9781003017608-9.

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Dai, Kun. "Learning through, with and against contradictions: An exploration of Chinese students' experiences in transnational higher education programmes." In International Student Education in Tertiary Settings, 210–28. Routledge, 2020. http://dx.doi.org/10.4324/9781003017608-11.

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Cheung, Alan Chi Keung, and Jocelyn Lai Ngok Wong. "Examining Adjustment Challenges of Mainland Chinese Students in Hong Kong." In Handbook of Research on Transnational Higher Education, 97–117. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch006.

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The purpose of this chapter is to examine major adjustment challenges facing mainland Chinese students in Hong Kong. Even though a large amount of studies have been carried out to understand adjustment issues of mainland Chinese students studying overseas, few are with students in Hong Kong. This study aims to deepen our understanding of the major adjustment issues of this particular group. The current study employed both quantitative and qualitative methods and included over 300 mainland Chinese students studying in seven major government-funded universities. The findings of this study point to the need that individual tertiary institutions and the Hong Kong government should step up their effort in responding sufficiently and flexibly in meeting the critical needs of these mainland Chinese students by paying additional attention to the quality and accessibility of both education-related services and non-education factors.
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Yu, Melissa H. "A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 91–116. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-005.

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Zhao, Ke. "Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy." In Computer-Assisted Foreign Language Teaching and Learning, 54–73. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch004.

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Drawing on knowledge building and social cognitive perspectives on academic literacy, this chapter argues for a design framework of Computer-Supported Collaborative Learning (CSCL) environment featured by Knowledge Forum for Chinese tertiary business English students. An initial design study was reported to evaluate the design effect of CSCL environment on collaboration and academic literacy and to further investigate factors facilitating academic literacy development. Four intact classes with 102 Year One students participated in a 12-week project learning in two different learning environments, namely Computer-Supported Collaborative Inquiry Learning (CSCIL) and Regular Project-Based Learning environment (RPBL). Data was obtained from exam results, survey, essay writing quality, and focus group interviews. Four dimensions of academic literacy were identified and rated. MANOVA analyses showed significant main effects of environment indicating that CSCIL groups have significant higher gains in conceptual understanding and argumentative construction. Contrastive analyses of focus group interview data identify the interplay of social, cognitive, and technological dynamics that facilitate collaborative conceptual understanding and argumentative construction. Implications and further design issues are also discussed.
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Conference papers on the topic "Chinese tertiary students"

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Xu, Wenyu. "A Study on the Difficulties of Developing English Speaking Abilities among Chinese Tertiary EFL Students." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.48.

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