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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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Yao, Yuzuo. "Special Issues on Learning Strategies: Parallels and Contrasts between Australian and Chinese Tertiary Education." International Education Studies 10, no. 12 (November 28, 2017): 61. http://dx.doi.org/10.5539/ies.v10n12p61.
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Learning strategies are crucial to student learning in higher education. In this paper, there are comparisons of student engagement, feedback mechanism and workload arrangements at some typical universities in Australia and China, which are followed by practical suggestions for active learning. First, an inclusive class would allow learners from different backgrounds to become more engaged in classroom activities. Second, universities should improve feedback mechanisms, making them more timely and helpful to enable students to adapt their learning strategies and allowing teachers to adjust teaching methods to target students effectively. Third, this paper proposes a framework of principles under which the flexible workload of academics should be ensured so that students can learn social skills from administrative staff and have more free time to develop unique thinking and planning capacities.
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Wei, Gao, Wang Lin, Yan Jingdong, and Wu Yanxiong. "China as a Global Destination for International Students." Journal of Politics and Law 13, no. 1 (February 29, 2020): 135. http://dx.doi.org/10.5539/jpl.v13n1p135.
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This qualitative study aimed to explore the reasons why China has become a global destination for international students. Recently, the enrollment of International Students has increased at Chinese Universities. The study aims to understand why such International Students from Bangladesh, India, and Pakistan choose to study in China for tertiary education rather than studying in any US or European Universities. To conclude the study, a mixed-method research methodology was used by using focus group discussions and descriptive statistics from two different surveys. The research establishes that the maximum of the international students have chosen China as their study destination is because of safety and security at the campus, proximity with their homeland, low cost of education and accommodation, and a strong perception of prospective job opportunities upon completion of their degrees. The study suggested that Chinese Universities can initiate different plans/ schemes in attracting international students from different countries of the world.
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Du, Hui, and Hongdi Guan. "Hindrances to the new teaching goals of College English in China." English Today 32, no. 1 (December 10, 2015): 12–17. http://dx.doi.org/10.1017/s0266078415000462.
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College English refers to a type of English course offered to non-English majors at tertiary level in mainland China. In recent years, however, College English has been criticised as ‘deaf and dumb English’ (Wu, 2004; Zhang, 2002) because of Chinese students’ perceived weaknesses in listening and speaking. As Zhang (2002), Director of the Department of Higher Education in the Chinese Ministry of Education (MOE), explains, ‘Chinese university students can neither speak English nor understand it when they hear the language spoken’ (p. 4). To improve the situation, Zhang urges that ‘[w]hile reading has to be reduced properly, listening and speaking should be increased in College English textbooks’ (ibid.: 5). In other words, it is listening and speaking rather than reading that should be emphasised.
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Tang, (Anson) Chui-Yan. "Learning Experience of Chinese Nursing Students during Clinical Practicum: A Descriptive Qualitative Study." Nursing Reports 11, no. 2 (June 21, 2021): 495–505. http://dx.doi.org/10.3390/nursrep11020046.
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The change in clinical environment can have a significant impact on nursing students’ clinical learning and as a consequence, to their competency. Students’ learning experiences could provide important insights for improving the existing approach towards clinical education. This descriptive qualitative study aimed to explore nursing students’ clinical learning experience. Focus group interviews were conducted with 20 final year nursing students studying a bachelor nursing programme at a self-financing tertiary institution in Hong Kong. Thematic analysis was conducted. 16 female and four male students were recruited. Six themes were identified: Anxiety towards clinical practicum, expectations of roles and responsibilities in practicum, ward environment, adequacy of support, learning attitude, and practicum arrangement. The findings suggest that nursing students are more discontented with their clinical training than before. Nursing faculty must look for possible ways to improve the clinical learning environment.
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Hwa, Siew Pei, Pang Set Weei, and Lew Hoi Len. "The Effects of Blended Learning Approach through an Interactive Multimedia E-Book on Students’ Achievement in Learning Chinese as a Second Language at Tertiary Level." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 1 (January 2012): 35–50. http://dx.doi.org/10.4018/ijcallt.2012010104.
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Almost all higher institutions in Malaysia offer Chinese as a second language (some may consider as a third language) course. Universiti Tunku Abdul Rahman offers an elective subject called ’Introduction to Chinese Language I’ to teach the basis of Chinese to non-Chinese educated students. In general, the majority of foreign language is taught face-to-face in classrooms. There are three crucial challenges in learning Chinese as a second language: pronunciation, Chinese writing, and verbal communication skills. Hence, Chinese language is recognized as one of the most challenging and difficult languages to master. Teaching a language in the classroom improves significantly when technology complements and extends the functionality of the traditional methods. In view of the limitations of traditional instruction and e-learning approaches, this paper explores the possibilities of introducing a blended learning approach in TCSL (Teaching Chinese as a Second Language) classrooms at a tertiary level. The focus of this study is to determine the efficiency of the blended learning environment in which instructions are imparted through the blend of existing instructional methods and an interactive multimedia e-book. It also studies the impact on students’ achievement in Chinese language proficiency.
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Chen, Juan. "Values Reconciliation: Constructing the Exemplary Ideal Personhood through Overseas Education." Journal of Current Chinese Affairs 48, no. 1 (April 2019): 29–49. http://dx.doi.org/10.1177/1868102619849761.
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This article examines the values that Chinese middle-class families desire for their offspring to acquire, through an analysis of the families’ motivations for pursuing overseas higher education. Based on fieldwork with Chinese tertiary students in the United Kingdom, this article analyses the values – described in interviews by students and their parents and grandparents – that drive these families’ overseas higher education strategies. The results show that in contrast to the current (dominant instrumentalist) understandings of international student motivations, some Chinese middle-class families’ belief in higher education is about the development of a socialist ideal personhood and the wish to make significant social contributions. Ultimately, the author argues that some Chinese middle-class families are experiencing a transition, from egoism to altruism, and in future, fulfilling Confucian values and making social contributions is highly likely to become part of middle-class subjectivities.
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Tuerxun, Sainula, Nik A. Hisham, Ridhuan Abdulla, and Nur Syahidah Khalid. "PSYCHOLOGICAL ADJUSTMENT OF MUSLIM CHINESE INTERNATIONAL STUDENTS IN MALAYSIA." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 60–79. http://dx.doi.org/10.35631/ijepc.534005.
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International students are growing in numbers in Malaysian college and university campuses since the commercialization of education at the tertiary level introduced in the 1990s. More significantly, there is an increase in the Muslim student population as more and more young Muslims come to Malaysia from different parts of the world. For example, there is a substantial increase in Muslim students from the People’s Republic of China (PRC) who see Malaysia as a peaceful and developing Muslim country. The aim of this qualitative study is to explore the thoughts and experiences of Muslim students from China studying at different Malaysian universities. Six Muslim students from RPC were interviewed in this study, and based on the data obtained from the interviews, the findings were categorized into several themes. Most Muslim-Chinese students found it difficult to adjust to the new environment, especially in terms of climate, food, and infrastructure. The students also found that language was a barrier in their interactions with the locals. At the individual level, the students suffered from loneliness and homesickness and also found that their financial situation posed a challenge. In the course of the study, several coping strategies were identified that the students had adopted in their pursuit of knowledge in Malaysia. On the other hand, they felt supported in their efforts to adjust to living in Malaysia by university management, faculty members, local students, and friends. Overall, the students concluded that Malaysia is a peaceful and beautiful country characterized by the kindness, tolerance, and helpfulness of her people. Finally, the students recommended that services and facilities should be improved for all international students in Malaysia.
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Yeung, Marine, and Vic Lu. "English-Medium Instruction in Self-Financing Tertiary Institutions in Hong Kong – Views and Practices from the Students." English Language Teaching 11, no. 8 (July 10, 2018): 28. http://dx.doi.org/10.5539/elt.v11n8p28.
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The medium of instruction (MOI) has been a bone of contention in Hong Kong, a former British colony, since its colonial days. Despite the Hong Kong government’s effort to promote the “biliterate and trilingual” language policy, advocating Cantonese, English and Putonghua as the three official spoken languages and emphasizing the importance of literacy in both written Chinese and English, most tertiary institutions today still adopt English as the medium of instruction (EMI). However, with the expansion of tertiary education in the early 1990s and the decline in the general English language proficiency of university students, some university lecturers have found it difficult to teach in English as required. This raises the issue of the practicality of the indiscriminate adoption of the EMI policy at tertiary level, particularly at the self-financing tertiary institutions where students are generally known to have under-performed in the English subject. In order to understand whether or how the EMI policy is upheld in these institutions, focus group interviews were conducted with students from various programmes of five self-financing tertiary institutions in Hong Kong. The findings indicate these students’ strong preference for English-medium instruction with the belief that it can improve their English proficiency, though their actual approaches to coping with the demand on their limited English and how they view and use the three languages in class deserve policy makers’ serious consideration.
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Jin, Bixi, and Wei Xu. "Strategy Use Awareness in Academic Listening Practices Relative to L2 Motivation among Chinese Tertiary Students." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 722. http://dx.doi.org/10.17507/jltr.0804.11.
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Academic listening has been widely studied from the perspective of note-taking, attention to discourse markers, and schematic knowledge. Learner variables, such as motivation, degree of anxiety, and learner beliefs, have all received increasingly attention from researchers, but have not yet been sufficiently explored in second language (L2) listening. This paper investigates the correlations between second language learning motivation and learners’ strategy use awareness in academic listening practices. Quantitative data was obtained using questionnaires issued to 79 second year English-major students after a TOEFL lecture listening practice. The results suggest that teacher classroom instruction and feedback, task significance, and learners’ commitment encourage the listeners to apply more listening strategies. Pedagogical implications drawn from the results are discussed, concluding that L2 listening teachers should develop motivation-based strategy instruction with emphasis on creating a learner-centred constructivist learning environment. In addition, a skill-oriented approach is proposed in order to improve course design in L2 listening instruction. This would train students to consciously use strategies to improve their listening comprehension in an EFL ( English as a Foreign Language) context. Suggestions are provided at the end for future research.
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Kirkpatrick, Andy. "Schemas, authentic texts and cross-cultural communication." Language Teaching and Learning in Australia 9 (January 1, 1992): 101–19. http://dx.doi.org/10.1075/aralss.9.07kir.
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Abstract It is proposed that teaching and learning the schemas of language is important for effective language learning. In the first part of the paper, the cultural and linguistic interdependence of schemas is discussed. In the second part of the paper, 40 Chinese letters of request written by Mainland Chinese to Radio Australia are considered. The schemas and rhetorical structures of two of them are analysed in detail to illustrate points made in the first part of the paper. Finally a brief description is given of how the letters might be used to teach a request schema for Modern Standard Chinese to Australian tertiary students learning Chinese.
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Qian, David D., and Mingwei Pan. "Politeness in Business Communication: Investigating English Modal Sequences in Chinese Learners’ Letter Writing." RELC Journal 50, no. 1 (November 1, 2017): 20–36. http://dx.doi.org/10.1177/0033688217730142.
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Politeness has been a source of inspiration for research in pragmatics and inter- and intra-cultural communication. However, the existing literature focusses more on how politeness is realized in the context of first language use. Few studies have investigated the issue related to the use of English by second language learners from varying subcultures within the same cultural tradition. The present study examines how Hong Kong and Shanghai tertiary-level learners of English convey politeness in their business letter writing, as reflected in the use of modal sequences. Three hundred business letters were collected from students in Hong Kong and another 300 from students in Shanghai. Majoring in various disciplines, these students were all in their final year of study, and their English proficiency level was generally scored at B2, as compared with the Common European Framework of Reference for Languages. Following a mixed-methods approach, the study tracked a rather complex distribution of politeness realizations by different modal sequences. The findings were that Hong Kong ESL learners appeared to be more strategic users of modal sequences as evidenced by a variety of usage examples from the two purpose-built learner corpora, which were developed to monitor and compare English learners’ business writing at the tertiary level. Another finding was that epistemic modality tended to better preserve politeness in the writing.
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Luo, Yuehan. "Chinese University Students’ Perceptions of teacher Code-switching in EFL Speaking Classrooms." English Language Teaching 12, no. 11 (October 31, 2019): 119. http://dx.doi.org/10.5539/elt.v12n11p119.
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While research on students’ perceptions of code-switching in EFL classrooms has proliferated over the past several decades, limited research has been conducted to understand students’ perceptions with different levels of language proficiency in English. Drawing on both quantitative and qualitative data collected from students with different English proficiency levels, the present research reports students’ perceptions of teacher code-switching in EFL speaking classrooms in Chinese tertiary context. The quantitative data collected from questionnaires show that students do not favor total immersion. Students believe that English should be the medium of instruction for activities and their opinions show mixed results under the circumstances of teaching grammar and usage of English. Mixed opinions are also found in terms of teacher switching to Chinese to give administrative information and test information. The qualitative data in the questionnaire suggest that students prefer Chinese teacher of English owning to better understanding, and they attribute their levels of English as the deciding factor of their preferences. No statistical differences achieved regarding the perceptions from Level One and Level Two students. Findings suggest that the systematic and effective use of learner’s L1 is beneficial for language teaching in speaking classrooms, and L1 can be regarded as a powerful tool to develop effective teaching approaches for English language teachers.
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Wu, Huashan. "Reticence in the EFL Classroom: Voices from Students in a Chinese University." International Journal of Applied Linguistics and English Literature 8, no. 6 (November 30, 2019): 114. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.6p.114.
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Student reticence in the English classroom is a pervasive phenomenon in the EFL context, yet limited empirical research on reticence among Chinese university students can be found in the previous literature. This study investigated the students’ perception regarding the reasons behind their reticence. Student respondents also proposed coping strategies both from students’ and teachers’ perspectives. 144 first-year undergraduates undertaking various disciplines in a Chinese university participated in the research. Methodological triangulation involving quantitative and qualitative methods was adopted. Findings indicate that low language proficiency, foreign language anxiety, introversion and teachers’ influence are strongly related with student reticence. By employing thematic content analysis, it is found that informants may respond with self-encouragement, adequate preparation and oral practice in an attempt to produce more oral output. Meanwhile, they expect teachers to organize more speaking activities, give guidance and be amicable, which can effectively promote classroom interaction. It is hoped that the findings of this research could potentially help to address student reticence in the English classroom at the tertiary level.
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Tsai, Kuan-Chen. "Examining the Learning Environment and Academic Performance in a Tertiary 3D Animation Course in Macau." International Research in Education 5, no. 2 (September 1, 2017): 22. http://dx.doi.org/10.5296/ire.v5i2.11914.
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A significant effort has been made to study the impacts of the learning environment on students’ academic performance. The main purpose of the current study was to investigate the possible link between the learning environment in a university and learning outcomes in students Chinese educational settings. The sample used in this study consisted of 128 students (recruiting from the third-year art and design program) from one private university in Macau. The results of the Pearson correlation showed us that the students’ perception of their learning environment was not related to their academic performance. When we treated gender, residency status, and students’ perception of their learning environment as independent variables to predict their academic performance, we again found that in the regression model, students’ perception of their learning environment could not predict their academic performance. A number of limitations were also discussed; as a result, the interpretation of this study should be considered tentative.
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Pun, Jack, and Xina Jin. "Student challenges and learning strategies at Hong Kong EMI universities." PLOS ONE 16, no. 5 (May 7, 2021): e0251564. http://dx.doi.org/10.1371/journal.pone.0251564.
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The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students’ perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students’ perceived challenges nor their learning strategies.
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Song-Turner, Helen, and Mike Willis. "Re-engineering the course design and delivery of Australian tertiary education programmes: perspectives from Chinese students." Journal of Higher Education Policy and Management 33, no. 5 (October 2011): 537–52. http://dx.doi.org/10.1080/1360080x.2011.605228.
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Chen, Shijun, and Jing Wang. "Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course." English Language Teaching 12, no. 3 (February 11, 2019): 119. http://dx.doi.org/10.5539/elt.v12n3p119.
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Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.
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Cheung, Alan, Xin Guo, Xiaorui Wang, and Zhuang Miao. "Push and pull factors influencing Mainland Chinese MEd students in Hong Kong." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1539–60. http://dx.doi.org/10.1108/ijem-06-2018-0179.
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Purpose The purpose of this paper is to examine the key factors affecting Mainland Chinese students pursuing a Master of Education degree in Hong Kong on their study abroad decision and return intentions. Design/methodology/approach The current study employed a mixed-methods approach to investigate factors that affect Mainland Chinese students pursuing MEd degrees in Hong Kong. Participants were first invited to fill out a questionnaire. After collecting and analyzing the survey data, in-depth interviews with a selected group of students were carried out by the research team to obtain useful qualitative data to triangulate the survey findings. A purposeful and convenience sampling method, carried out through the personal network of the research team, was used to recruit MEd Mainland Chinese students in Hong Kong to participate in the current study. Findings The findings provided compelling evidence that Hong Kong was an attractive study destination to this particular group of MEd Chinese students. The findings also indicated that academic factors were more important than social, cultural and economic factors when it came to choosing their study destination. In contrast to previous studies, participants expressed a much stronger desire to return home upon graduation. The three most influential predictors of their decision to return were the lack of a Hong Kong teaching certificate (r=+0.36), the opportunity to contribute to their hometown (r=+0.31) and the inclination to be closer to family and friends (r=+0.20). Originality/value While a number of studies have been carried out to study why Mainland Chinese students chose Hong Kong as their study destination to pursue their teacher training degree, none of these studies focused exclusively on fee-paying MEd Chinese students. Hong Kong is facing keen competition from both traditional host countries and emerging host countries to recruit students from Mainland China. It is therefore crucial to understand the needs of these Mainland Chinese students in a competitive, globalized, tertiary education market, as the satisfaction of students, in the form of positive discussion among alumni, promotes a university’s reputation and sustains its advantage in attracting students.
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Tao, Yun. "Design, Development and Evaluation of Academic Oral English Curriculum Reform." Theory and Practice in Language Studies 7, no. 6 (June 1, 2017): 427. http://dx.doi.org/10.17507/tpls.0706.03.
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The postgraduate students’ oral English proficiency has long been considered to be unsatisfactory in tailoring ever-increasing global engagement and international academic cooperation. Numerous Chinese universities are currently undergoing English curriculum reform for enhancing postgraduate students’ pragmatic communicative capacity especially in involving in global professional interaction and articulating at international academic settings. To assess the effect of the curriculum innovation, a 670-postgraduate-student questionnaire was surveyed at Southeast University to evaluate its pilot reform encompassing teaching, learning and assessment, namely, “Collaborative Teaching Mode and Interactive Learning Model”, “Major-related Teaching Content” and “Formative Assessment System Integrated in Summative Assessment System”. The data showcases that the teaching content merged by Simulated International Conference on major-relevant themes has been popularly acknowledged by students. The Sino-foreign collaborative teaching mode and multiple interactive learning model have proven to boost students’ enthusiasm and confidence in improving oral English proficiency. The formative assessment system can significantly propel teamwork spirit and arouse students’ earnest to practice oral English. The research provides viable modes for oral English curriculum reform in Chinese tertiary educational institutions.
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Li, Fan, Si Fan, Yanjun Wang, and Jinjin Lu. "Chinese University Students’ Experience of WeChat-Based English-Language Vocabulary Learning." Education Sciences 11, no. 9 (September 17, 2021): 554. http://dx.doi.org/10.3390/educsci11090554.
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The outbreak of COVID-19 worldwide in 2020 has posed tremendous challenges to higher education globally. Teaching English as a foreign language (TEFL) is among the many areas affected by the pandemic. The unexpected transition to online teaching has increased challenges for improving and/or retaining students’ language proficiency. WeChat, a popular social application in China, was widely used for TEFL at Chinese universities before COVID-19. However, it remains unclear whether the use of WeChat can facilitate Chinese university students’ English-language lexical proficiency during the pandemic. To fill this gap, the aim of the present study was two-fold: (1) it initially explored the relationship between the variables including students’ academic years, genders, and academic faculties/disciplines, and their lexical proficiency; and (2) it evaluated the effectiveness of a WeChat-assisted lexical learning (WALL) program in facilitating learning outcomes of English-language vocabulary. One hundred and thirty-three students at a university in Northern China participated in the WALL program for three weeks. As the results indicated, the independent variables had no correlation with the students’ lexical proficiency. More importantly, the students had a decline in the test scores after using the program, compared to their initial test scores. Moreover, the difference was reported to be medium. The findings further proposed questions on applying WeChat to vocabulary teaching in a large-scaled transition. The study is expected to provide insights for tertiary institutions, language practitioners, and student stakeholders to troubleshoot the potential problems regarding implementing WeChat-based TEFL pedagogies.
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Chan, Yiu-Kong, and Andy C. N. Kan. "The Interplay between Gender, Learning Approaches and Academic Performance in Chinese Sub-Degree and Degree Students." Global Journal of Educational Studies 3, no. 1 (February 20, 2017): 10. http://dx.doi.org/10.5296/gjes.v3i1.10781.
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The community college has been the alternative choice for secondary school graduates on the verge of enrolling in government-funded universities in the Hong Kong higher education system over the past decade. Open University of Hong Kong provides its business degree distance learning programme through face-to-face teaching mode for full-time students. This study examines the relationship of gender, learning approaches and academic performance among 250 Hong Kong Chinese sub-degree and degree students. Students participated in the study responded to the Biggs’s Revised Two-Factor Study Processes Questionnaire (R-SPQ-2F) and McAuley’s Revised Causal Dimension Scale (CDSII). The results indicate that the deep approach and academic performance is positively related. Implications of the findings are discussed for tertiary teachers and counselors.
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Love, Kristina, and Sophie Arkoudis. "Sinking or swimming?" Australian Review of Applied Linguistics 27, no. 1 (January 1, 2004): 58–71. http://dx.doi.org/10.1075/aral.27.1.05lov.
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Abstract In this paper we examine the academic and language learning needs of Chinese international students preparing for high stakes examinations in an independent secondary school in Melbourne, Australia. We argue that the needs of these secondary students and their teachers are different from those of their tertiary counterparts, yet have received almost negligible research attention by comparison. We focus on Commerce/Economics subjects as those which many Chinese students seek to study at university, but which present particular challenges for them at school level. In particular, we analyse the linguistic and academic demands of one examination paper in this subject group in order to identify the linguistic knowledge, the disciplinary background knowledge and the cultural background knowledge students are presumed to have by the teacher. We match this analysis with the interview comments of the Commerce/Economics teacher, who, while concerned about the educational needs of these international students, struggles to learn how to meet these needs in his classroom. We conclude by arguing that more professional support needs to be made available to content area teachers of international students before the rhetoric of government policy regarding the quality of education for international students matches the reality.
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Hu, Ceelsan, Parmod Chand, and Elaine Evans. "The Effect of National Culture, Acculturation, and Education on Accounting Judgments: A Comparative Study of Australian and Chinese Culture." Journal of International Accounting Research 12, no. 2 (April 1, 2013): 51–77. http://dx.doi.org/10.2308/jiar-50507.
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ABSTRACT We examine the influence of national culture on the judgments of Australian and Chinese tertiary accounting students when they are interpreting selected International Financial Reporting Standards (IFRSs) that contain uncertainty expressions. To extend prior cross-cultural research, we also examine whether cultural values of individuals can change because of acculturation and accounting education, and measure their potential impact on accounting judgment. The results provide strong support for the notion that Chinese accounting students are more conservative than Australian accounting students in assigning probabilities to in-context uncertainty expressions contained in IFRSs. A unique finding of this study is that the cultural values of individuals can change because of acculturation and accounting education, and this could potentially improve the comparability of financial reports by moderating differences in the interpretation of accounting standards caused by cultural differences between accountants. Data Availability: The complete version of the research instrument is available from the second author.
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Ning, Huiping. "The impact of cooperative learning on English as a foreign language tertiary learners' social skills." Social Behavior and Personality: an international journal 41, no. 4 (May 1, 2013): 557–67. http://dx.doi.org/10.2224/sbp.2013.41.4.557.
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In this study, I focused on the impact of cooperative learning on the development of social skills in English as a foreign language (EFL) tertiary students. Participants were 2 randomly selected classes of students from a university in the north of China. A pretest-posttest control group quasiexperimental design was employed for the comparison of the impact of the cooperative learning approach with that of traditional whole-class instruction on 8 aspects of social skills: self-confidence, sense of cohesion, initiative in socialization, being positive, checking for understanding, equal participation and accountability, acceptance and empathy, and conflict management. These aspects form 8 subscales of the Social Skills Scale for Chinese College English Learners (SSS-CCEL; Ning, 2010), which the participants completed. Findings suggest substantial differences in favor of cooperative learning in the improvement of students' overall social skills, and in particular in the skills of equal participation and accountability.
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He, Zhongqing. "Establishing Disciplinary English in the Curriculum for English Majors in Chinese Tertiary Education." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 575. http://dx.doi.org/10.17507/jltr.1104.07.
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Despite several reforms in English language teaching (ELT) for English majors at university level in China over the past decades, few studies have paid attention to how the curriculum for English majors needs modifying. The article calls for the establishment of disciplinary English as an important component in the English major curriculum in Chinese tertiary education. Focusing specifically on the development of ELT for English majors, this article discusses how disciplinary English might help solve literacy problems faced by English majors and clarifies the need for disciplinary English and its position in the English major curriculum. Disciplinary English is the research and teaching of English used in disciplines in higher education context and it can be further classified in line with different types of disciplines and fields of practice. Disciplinary English is related to English for academic purposes (EAP) and disciplinary literacy in six aspects: context, students, nature, syllabus, aim, and focus. The establishment of disciplinary English in the English major curriculum has important implications for the future development of ELT for English majors in China.
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Cheng, Xiaolong, and Lawrence Jun Zhang. "Sustaining University English as a Foreign Language Learners’ Writing Performance through Provision of Comprehensive Written Corrective Feedback." Sustainability 13, no. 15 (July 22, 2021): 8192. http://dx.doi.org/10.3390/su13158192.
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Writing is regarded as a crucial skill in English language curricula at the secondary and tertiary levels in the Chinese education system. Currently, Chinese teachers of English as a foreign language (EFL) often adopt a product approach to teaching EFL writing, in which they emphasize the quality of their students’ written products and show little concern with the writing process. To help L2 learners achieve sustainable development of their writing proficiency, teachers employ a comprehensive approach to correct their students’ language errors as a common practice. However, empirical studies regarding its efficacy on different dimensions of L2 writing are insufficient. This study intended to fill this lacuna in a Chinese EFL context, which investigated the effects of sustained comprehensive written corrective feedback (WCF) on accuracy, complexity, fluency, and content and organization quality of EFL students’ writing. Quasi-experimental in design, it involved a comparison group and a treatment group receiving four sessions of direct comprehensive WCF. Results show that such WCF contributed to writing accuracy and fluency over time. Our textual analysis further reveals that it particularly benefited students’ grammatical accuracy, reducing some rule-based grammatical error types. However, it showed limited effects on complexity, content, or organization of students’ writing. Interestingly, the comparison group did not improve any dimensions of their writing. Possible implications are also discussed.
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Evans, Elaine, Rachel F. Baskerville, Katharine Wynn-Williams, and Shirley J. Gillett. "How students’ ethnicity influences their respect for teachers." Asian Review of Accounting 22, no. 2 (July 1, 2014): 159–78. http://dx.doi.org/10.1108/ara-01-2014-0001.
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Purpose – The purpose of this paper is to investigate whether ethnicity makes a difference to the level of respect given to teachers by tertiary accounting students. In particular, it examines whether ethnicity has an impact on students’ perceptions regarding their teachers’ attributes and behaviors, which in turn influences their respect for their teachers. Design/methodology/approach – First year accounting students, both domestic and international, were surveyed in New Zealand, Australia and the UK, using a purpose-designed online questionnaire. “Ethnicity” was categorized according to first language, resulting in three categories: Home, Chinese and Other International. Student responses to quantitative questions regarding attributes and behaviors were analyzed using MANOVA and ANOVA. Open-ended questions provided further insight into student perceptions. Findings – Regarding teachers’ attributes, statistically significant differences are seen between the ethnic groups in qualifications, classroom control and professional qualifications or work experience, but not in teachers’ behaviors. The open-ended questions provided student contributions regarding respect. These included “clarity” and “good English skills.” Originality/value – This research contributes to debates over the impact of ethnic diversity in the classroom. It also contributes to the debate over the definition of the concept of “ethnicity.” A comparison between three countries is unusual; all have significant numbers of international students. Value is added through the findings, which challenge often-held assumptions regarding stereotypical “Chinese learners.” The findings will also assist teachers who have large numbers of international students in their classrooms.
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Donetskaya, S. S., and Tsyan’nan Tszi. "Contemporary Results of the Reforming of Higher Education in China." Higher Education in Russia 27, no. 12 (January 18, 2019): 79–92. http://dx.doi.org/10.31992/0869-3617-2018-27-12-79-92.
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The paper presents the analysis of the results of the Chinese higher education system reforming in the late 20th and early 21st century, shows the dynamics of the number of higher education institutions, the number of students and graduates. The structure of graduates in educational fields from 1995 to 2016 has been analyzed. The paper also presents the dynamics of funding of the China’s universities according to official statistics of China.The national educational reforms led to a rapid growth of the number of the universities and the number of students. Higher education has turned from the elite phenomenon to a mass one. Gross enrolment ratio in tertiary education had been increased in 9,5 times (from 1995 to 2016) and reached 42,7% in 2016. Now the Chinese government provides an extensive support to the students studying at foreign universities. It is worth mentioning that the percentage of students who had returned to China after studying abroad has been increased in three times from 28% in 1995 to 79% in 2016. The structure of graduates (according to educational fields) correlates with the needs of the growing Chinese economy: 34% of graduates have engineering professions. The largest rise of the number of graduates has been observed in economics and managerial specialties, as well as in pedagogy. The main contemporary result of the recent reforms is an international recognition of Chinese universities and a presence of the best of them in the top 100 of word university rankings.
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Arkoudis, Sophie, and Kristina Love. "Imagined communities in senior school mathematics." Chinese Students: Perspectives on their social, cognitive, and linguistic investment in English medium interaction 18, no. 1 (May 9, 2008): 71–90. http://dx.doi.org/10.1075/japc.18.1.05ark.
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In a highly mobile and globalized educational market, Australian secondary schools attract increasing numbers of international students, the majority of whom are from China (Australian Education International, 2007). Most of these Chinese international students undertake two years of senior secondary education in this English medium context as a step towards entry to Australian tertiary institutions, but their increasing heterogeneity in terms of linguistic and academic ability is resulting in increasing frustrations for them and their subject teachers alike (Arkoudis & Love, 2004; Love & Arkoudis, 2006). This paper explores the language and learning needs of Chinese international students in one popular senior school subject, Specialist Mathematics, using student and teacher interviews focusing on a written examination. The interviews were examined through two theoretical lenses, that of Norton’s (2001) imagined communities and van Langenhove & Harre’s (1999) positioning theory, in order to explore how the imagined communities of the students and their teacher influence their investment in the teaching and learning context. The analysis highlights that the teacher and students’ actions and identities are influenced by their different imagined communities, which affect their motivation and investment in their current community of the Specialist Maths class.
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Wen, Qiufang. "The production-oriented approach to teaching university students English in China." Language Teaching 51, no. 4 (April 7, 2016): 526–40. http://dx.doi.org/10.1017/s026144481600001x.
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The production-oriented approach (POA) has been developed over ten years to overcome the weaknesses in English instruction in tertiary education in Mainland China. The POA tries to integrate the strengths of Western instructional approaches with Chinese contextual features and consists of three components: (a) teaching principles; (b) teaching hypotheses; and (c) teacher-mediated teaching processes. The teaching principles include ‘learning-centered’, ‘learning-using integration’, and ‘whole-person education’, and the teaching hypotheses are ‘output-driven’, ‘input-enabled’, and ‘selective learning’. The teaching processes contain three phases, each mediated by the teacher: motivating, enabling, and assessing. The three principles set guidelines for the other two components; the three hypotheses serve as a theoretical basis for the teaching process; the three-phase teaching process reflects and illustrates the principles while testing the hypotheses.
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Kamaruddin, Siti Faridah, Ting Hie Ling, and Aisyah Nazamud-Din. "Language Learning Motivation: A Comparative Study between English and Mandarin Language Learners." International Journal of Modern Languages And Applied Linguistics 4, no. 3 (August 1, 2020): 27. http://dx.doi.org/10.24191/ijmal.v4i3.9499.
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English as a Second Language (ESL) is a term which is broadly used in Malaysia’s educational system. Mandarin, on the other hand, is only used among Chinese community and not many non-Chinese know and use Mandarin language as their communication tools among themselves. However, due to the rapid development of economy in China, the interest in Mandarin language learning is becoming prominent. In Malaysia, a country which has developed a tight diplomatic and economic relationship with China since 1976, the interest in learning Mandarin as a Foreign Language (MFL) among the non-Chinese learners is also growing where there is a quantum leap of Mandarin learners at tertiary level (Teow, Ismail, Foo & Ho, 2016). Students in Universiti Teknologi MARA (UiTM) are offered with both English as a Second Language (ESL) and Mandarin as a Foreign Language (MFL) courses. It means that students must learn English and Mandarin simultaneously especially for Diploma students and Degree students. Understanding how the motivation to learn each language might vary within a certain socio-political context is worth exploring, as it may help lecturers working within that context to motivate their students to learn the language more effectively. Moreover, it is reasonable to assume that the different languages learned might trigger different emotional responses from learners (Humphreys & Spratt. 2008). In relation to this, it is important to examine the differences of students’ ESL and MFL learning motivation. This study employed a quantitative research design which emphasized on data collection from students who studied ESL and MFL.
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Ou, Chuying, Huiyu Zhang, Manjing Pan, and Zhijian Dai. "Why Quitting Double-degree Programs: Students’ Perceptions in China." Higher Education Studies 9, no. 1 (November 26, 2018): 22. http://dx.doi.org/10.5539/hes.v9n1p22.
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Around the world, colleges have been providing opportunities for students to participate in double-degree programs. In the past 30 years, double-degree education at tertiary level has been developing fast in China. While many studies focused on its positive effects, little attention was paid to its shortcomings. Through a focus group interview of five undergraduates from a Chinese university, this study revealed some underlying deficiencies of China’s double-degree education. The interview comprehensively uncovered participants’ motives, expectations, difficulties and reasons for quitting with regard to their double-degree programs. Colleges’ failure to live up to expectations (i.e., quality of courses, teachers, job prospects) and students’ lack of external support were found to be the main causes that led students to cease their studies. School policies and personal reasons also contributed to their decisions. This research provides advice for future curriculum planning and management of double-degree education from the perspectives of students, teachers and universities.
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Yan, Xi. "A study of Macao tertiary students’ attitudes to issues in postcolonial Macao’s language policy and planning." Language Problems and Language Planning 43, no. 3 (December 3, 2019): 241–61. http://dx.doi.org/10.1075/lplp.00033.yan.
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Abstract This study focuses on Macao, a former Portuguese colony and a Special Administrative Region of the People’s Republic of China after 1999. A questionnaire survey and semi-structured interviews were conducted in 2012 and 2013 respectively among freshmen of the University of Macau to investigate their attitudes to issues in Macao’s language policy and planning (LPP). Findings of this study reflect their practical attitudes, as reflected in their attitudes towards the choice of English or Portuguese as the first foreign language in Macao public schools. At the same time, their attitudes also reflect their strong local allegiances and resistance to Mainland China’s cultural practices, as reflected in their views on the issue of the official status of Putonghua in the Macao SAR, the choice of Putonghua or Cantonese as the medium of instruction, and the maintenance of traditional Chinese characters, written Cantonese, and Cantonese Romanization System in Macao.
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Isbell, Daniel R., Ok-Sook Park, and Kyujin Lee. "Learning Korean pronunciation." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 13–48. http://dx.doi.org/10.1075/jslp.17010.isb.
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Abstract This study investigated the effects of pronunciation instruction for 36 tertiary learners of Korean in terms of accentedness, comprehensibility, and phonological error rates while accounting for proficiency (2nd-semester beginners, 4th-semester intermediates), first language background (English, Chinese), and task effects. Participants completed beginner-appropriate picture description and read-aloud tasks at pretest and posttest. Over eight weeks, a treatment group received eight hours of instruction targeting segmental and syllable-structure features. Ten Korean NSs judged learner accentedness and comprehensibility, and learner productions were analyzed for phonological errors. Beginners’ accentedness, comprehensibility, and error rates improved regardless of receiving instruction. For intermediates, the control group showed no development in comprehensibility or accentedness, while the treatment group trended toward increased comprehensibility. Intermediate students showed minimal improvements in phonological error rates. L1 had a negligible impact on accentedness and comprehensibility, but Chinese-speaking students committed more syllable-structure errors. Associations between phonological errors and comprehensibility/accentedness varied by outcome task and L1.
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Mei, Bing, and Shuxia Yang. "Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?" Sustainability 11, no. 16 (August 8, 2019): 4292. http://dx.doi.org/10.3390/su11164292.
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In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students’ perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants’ experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.
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Abenoja, Zarina Marie Krystle M., and Matthew DeCoursey. "Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study." Studies in Second Language Learning and Teaching 9, no. 4 (October 31, 2019): 711–36. http://dx.doi.org/10.14746/ssllt.2019.9.4.7.
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The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students’ abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations.
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Tan, Zhuxiu, and Chen Jiliang. "Efficacy of Three Different kinds of Error Feedback on EFL Students’ Writing in China." International Journal for Innovation Education and Research 3, no. 3 (March 31, 2015): 155–64. http://dx.doi.org/10.31686/ijier.vol3.iss3.335.
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Feedback is very important for learners to improve their writing but providing effective feedback is not an easy job for the teachers who teach English writing. This is particularly true in tertiary education in Chinese context. Teacher’s explicit feedback (TEF), implicit feedback (TIF) and the guided peer review (GPR) are three types of feedback commonly used by English teachers in the EFL writing classes in China. This paper aims to examine the effects of these three different types of feedback on college students’ writings in Chinese context by using a pretest and posttest treatment, questionnaires and a case study. The qualitative results reveal that the three types of feedback are all valued by students and do help to improve their writing. GPR and TIF are preferred mostly by advanced learners but GPR triggers more self-initiated revisions and more unsuccessful revisions are found in the TIF class. TEF is mostly favored by students with lower language abilities and more successful revisions are reported in this class. These findings are consistent with the results of the pretest and posttest from the three classes. The quantitative data show that GPR contributes the highest mean score to students’ writing, and TEF the second while TIF the last. The implications of these findings are also discussed.
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Zhu, Yiru, Yanjin Liu, Lina Guo, Martyn C. Jones, Yuanli Guo, Suyuan Yv, Yvru Guo, Genoosha Namassevayam, and Miao Wei. "Testing Two Student Nurse Stress Instruments in Chinese Nursing Students: A Comparative Study Using Exploratory Factor Analysis." BioMed Research International 2020 (October 7, 2020): 1–10. http://dx.doi.org/10.1155/2020/6987198.
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Background. The development and transformation of nursing within professional tertiary education have exerted a great pressure and challenge upon nursing students. Stress experienced by nursing students is a common precursor of psychological distress and attrition. However, no scale is specifically used to evaluate the sources of stress experienced by nursing students in Mainland China. Aims and Objective. This study is aimed at testing and comparing the reliability and validity including sensitivity and specificity of two nursing students’ stress instruments, the Chinese version of Student Nurse Stress Index Scale (SNSI-CHI), and the Stressors in Student Nursing Scale (SINS-CN) in Chinese nursing students, and describing the stress status of nursing students in China. Methods. A cross-sectional survey was conducted in two nursing schools in Henan Province from August 2017 to January 2018. Data were collected by using a questionnaire comprising the Chinese version of SNSI (SNSI-CHI), the Chinese version of SINS (SINS-CN), and the Chinese Perceived Stress Scale (CPSS). Homogeneity and stability, content, construct and concurrent validity, and sensitivity and specificity were assessed. Results. The Cronbach’s alpha (α) of SNSI-CHI was 0.90, and the item-to-total correlations ranged from 0.35 to 0.66. The Cronbach’s α of SINS-CN was 0.93, and the item-to-total correlations ranged from 0.19 to 0.61. The findings of exploratory factor analysis (EFA) confirmed a good construct validity of SNSI-CHI and SINS-CN. The Pearson’s rank correlation coefficients, between total scores of SNSI-CHI and CPSS and SINS-CN and CPSS, were assessed to 0.38 ( P < 0.01 ) and 0.39 ( P < 0.01 ), respectively. Regarding the CPSS, as the criterion, the cut-points of SNSI-CHI and SINS-CN for the area under the receiver operator characteristic (ROC) curve were 0.77and 0.66, respectively. Conclusion. Both scales are valid and reliable for evaluating the source of stress of student nurses in China. Each has its own characteristics, but the SNSI-CHI demonstrated marginal advantage over the SINS-CN. The SNSI-CHI is short, is easily understood, and with clear dimension for the nursing students, and the SNSI-CHI is more acceptable for the users in China.
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Liu, Chang. "Chinese EFL Learners’ Motivation Mediated by the Perceived Teacher Factors—Different Voices from Different Levels of Education." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 920. http://dx.doi.org/10.17507/jltr.1106.07.
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This study examines Chinese EFL learners’ motivation at different educational levels and their perceptions of teacher-related motivators. The questionnaire survey and follow-up interview were administrated among students from junior high schools, senior high schools and universities, and the results reveal the impact of teachers’ perceived commitment on students’ motivational level together with the most motivating teacher factors identified by three student groups. With the English learning experience accumulating, students tend to place less value on teachers’ emotional support whereas rate teaching competence as the key factor for their motivation. Also, striking findings related to learners’ motivation at the tertiary level have been elucidated: first, compared with young learners, university students not only do not think that teachers’ commitment would exert much influence on their motivation but also show a tendency to follow this belief in action. Second, teachers’ capacity for knowledge transfer is rated highest by them as the most crucial motivator rather than the communicative teaching style, which is instead overwhelmingly prioritized by secondary school learners. Based on these findings, recommendations on motivational instruction for English teachers at different levels of education are suggested.
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Gao, Xuesong. "Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong: a longitudinal inquiry." Studies in Higher Education 33, no. 5 (October 2008): 599–614. http://dx.doi.org/10.1080/03075070802373107.
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