Log in

Relevant bibliographies by topics / Chinese tertiary students / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Chinese tertiary students.

Dissertations / Theses on the topic 'Chinese tertiary students'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 17 dissertations / theses for your research on the topic 'Chinese tertiary students.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

Full text

Abstract:

The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.

APA, Harvard, Vancouver, ISO, and other styles

12

Kan, Mei, and 簡微. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL)learning activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38709156.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Drew, Lai Po-yin Miranda, and 黎寶燕. "Towards a model of learning outcomes for Hong Kong Chinese tertiary students: a casual modeling investigation ofattributions, self-concept, learning approaches and achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31236820.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

"Metacognitive knowledge, vocabulary size and EFL reading comprehension of Chinese tertiary students." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074693.

Full text

Abstract:

Phase Two study consists of 548 non-English major sophomore students in a large-scale survey on the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. The instruments include Questionnaire on the Metacognitive Knowledge of EFL reading comprehension, Vocabulary Levels Test (Nation, 1990) and EFL Reading Comprehension Test. The findings reveal that Chinese tertiary EFL readers have a good command of 2,000-word level and approach 3,000-word level. Vocabulary size does not only exert direct influences on EFL reading comprehension ability, but also plays a significant moderating role in regulating the effect of metacognitive knowledge on EFL reading comprehension ability. When the vocabulary size reaches above the threshold of 3,000 words, metacognitive knowledge plays an increasing role in EFL reading comprehension ability.
The present study sets out to investigate how Chinese tertiary EFL readers utilize metacognitive knowledge in their academic reading process, to discover the possible differences between less successful readers and successful readers in utilizing metacognitive knowledge in their reading and to map out the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability.
The study consists of two phases. Five less successful and five successful Chinese tertiary EFL readers participated in the think-aloud reading task and the interviews in Phase One study. Twenty-nine types of metacognitive knowledge were identified and categorized into nine subcategories under two major categories of person knowledge and strategy knowledge following Flavell's metacognitive framework (1979). Less successful readers used more frequently most types of metacognitive knowledge than their successful counterparts. Vocabulary was found to be the major obstacle hindering the students' reading progress for both groups of students. However, successful readers deployed strategy knowledge more flexibly to address the vocabulary gap than less successful readers. Differences were also discovered on the motivational and affective characteristics such as reader role, goal of reading, interest and self-efficacy between the two groups. Successful readers were more actively engaged in reading and provided interpretations of the text on their own authority. They also demonstrated an accurate self-knowledge and higher levels of task-mastery goal and interest toward reading.
The theoretical, empirical and educational contributions of these findings for L2 reading are discussed, as are suggestions for future research.
Li, Jie.
Advisers: Yujing Ni; Kawai Chan.
Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1923.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (leaves 172-193).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.
School code: 1307.

APA, Harvard, Vancouver, ISO, and other styles

15

"Attitudes and motivation in the learning of English by Chinese EFL students at the tertiary level." Chinese University of Hong Kong, 1989. http://library.cuhk.edu.hk/record=b5886171.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Shen, Margaret Yin Man. "The rites of transition : voices of Hong Kong exchange students in Canadian tertiary contexts." Thesis, 1999. http://hdl.handle.net/2429/9340.

Full text

Abstract:

This study aimed to explore the complexity and interrelationships of language, culture and identity from the learners' perspectives. The focus of the study was on the exchange experiences of five Hong Kong students in the Canadian tertiary contexts. The participants were bilingual learners. They came from an educational background which emphasized English as a medium of instruction. In Canada, the students had the language competence to integrate into mainstream courses during their one year stay. This study questioned whether language was also their passport into a new culture. The study was divided into two phases. The first phase was a pilot study (January 1997- May 1997). Emergent themes from the pilot study guided the research questions in the second phase of the study ( October 1997 - July 1998). The methodology employed in this study emphasized a naturalistic inquiry approach and co-authorship with the participants. The research focused on a multiple case study approach with an ethnographic link to highlight the interpretive and sociocultural perspectives of the study. Research strategies included direct and participant observation, home visit, e-mail, phone conversation, informal interview, intensive discussion, secondary informant, artifact and metaphor. Personal narratives were central to the discussions in data analysis. Data collected in the study support the learner agency framework on the issue of social identity. Themes which emerged from the research process suggest multiple voices, multiple interpretations and multiple realities in the process of language socialization. Many interactive variables in the social contexts influence the construction and reconstruction of knowledge on language, culture and identity. Language socialization is a complex interweave of meanings between the individual and the environment. Ambivalence, contradictions and uncertainties are recurring themes in the rites of transition. Learners are empowered by their awareness and agency in their struggle. They are active agents of their identities, roles and status in changing sociocultural settings. This study urges the need for language educators to include voices of the learners in language research and to re-examine the notions of language power, cultural diversity, social access, claim of ownership, learner investment and human agency in language pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

17

Marques, Catarina Delduque Gonçalves Monteiro. "“Vivo em Lisboa e Estudo na Católica” : elementos para um guia de acolhimento a alunos chineses de Macau na Universidade Católica de Lisboa." Master's thesis, 2016. http://hdl.handle.net/10400.14/21934.

Full text

Abstract:

Anualmente a Universidade Católica de Lisboa recebe dezenas de alunos chineses de Macau que ingressam num Curso de Preparação, antes de seguirem estudos superiores, normalmente em Línguas Estrangeiras Aplicadas ou de Direito. São alunos que saem da realidade pequena e confortável de Macau, para irem viver na realidade polarizada e maior de Lisboa, e cujo fraco domínio do Português e pouco conhecimento da cultura portuguesa não facilita a adaptação e ambientação. O objectivo deste projecto de trabalhar é reunir elementos que possam levar à criação de um guia de acolhimento para estes alunos e com isso colmatar uma falha que encontramos actualmente em Portugal.
Every year, Lisbon’s Universidade Católica receives dozens of Chinese students from Macau who will attend a Preparatory Course of one year before applying to a University Course, such as Foreign Languages or Law. These students will leave their comfortable and small reality to join a bigger and spread reality in Lisbon, having very little knowledge of both Portuguese language and culture, which will not help their adaptation to the city and university life. The goal of this project is to gather enough elements that will allow the creation of a welcome guide for these students, a much needed tool that does not yet exists in Portugal.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!