Artykuły w czasopismach na temat „Chinese student”
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Bislev, Ane. "Student-to-Student Diplomacy: Chinese International Students as a Soft-Power Tool". Journal of Current Chinese Affairs 46, nr 2 (sierpień 2017): 81–109. http://dx.doi.org/10.1177/186810261704600204.
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Chinese international students have become an increasingly visible presence around the globe, and interest in these students has consequently increased among universities, researchers, and policymakers, who often see international students as a source of increased soft power. This article questions the idea of Chinese international students as a soft-power tool. This is done through a critical discussion of the concept of soft power and the rather limited research on educational diplomacy, demonstrating that the analytical vagueness of the concept of soft power leads to an oversimplified understanding of the linkage between international students and soft power. In order to provide a more nuanced understanding of this linkage, the article examines the actual overseas experience of Chinese international students and argues that the linkage between international students and soft power is highly complicated and that these students do not necessarily constitute soft-power resources.
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Huang, Wei, Panpan Yao, Fan Li i Xiaowei Liao. "Student governments in Chinese higher education: reflection on college students’ and student cadres’ political trust". Higher Education 82, nr 2 (22.05.2021): 387–409. http://dx.doi.org/10.1007/s10734-021-00721-8.
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AbstractThis paper documents the structure and operations of student governments in contemporary Chinese higher education and their effect on college students’ political trust and party membership. We first investigate the structure and power distribution within student governments in Chinese universities, specifically focusing on the autonomy of student governments and the degree to which they represent students. Second, using a large sample of college students, we examine how participating in student government affects their political trust and party membership. Our results show that student government in Chinese higher education possesses a complex, hierarchical matrix structure with two main parallel systems—the student union and the Chinese Communist Party system. We found that power distribution within student governments is rather uneven, and student organisations that are affiliated with the Chinese Communist Party have an unequal share of power. In addition, we found that students’ cadre experience is highly appreciated in student cadre elections, and being a student cadre significantly affects their political trust and party membership during college.
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Levy, Richard. "The Chinese Student Demonstrations". Monthly Review 39, nr 4 (4.09.1987): 31. http://dx.doi.org/10.14452/mr-039-04-1987-08_4.
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ZHANG, MU. "A Review of Yuhao Cen’s Student Learning and Development in Chinese Higher Education: College Students’ Experience in China". Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 035–38. http://dx.doi.org/10.28945/4506.
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Aim/Purpose: Book Review: Student Learning and Development in Chinese Higher Education: College Students’ Experience in China Background: This book describes and interprets student learning and development as perceived by students in Chinese higher education institutions. Impact on Society: Overall, this book appeals to higher education scholars from all countries and regions. It is a good resource for faculty in Chinese higher education institutions to deepen their understanding of undergraduate students to promote their learning and development. Chinese student affairs professionals struggling with how to support the students they work with would benefits greatly from this book. Likewise, Chinese graduate students contemplating a career in higher education/student affairs would also benefit from reading this book. It also provides global higher education professionals a good perspective to understand Chinese higher education under the background of higher education globalization.
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Suk-Jun Lim. "Foreign Workers or Students?: Chinese Student-Workers in Korea". 21st centry Political Science Review 20, nr 3 (grudzień 2010): 53–77. http://dx.doi.org/10.17937/topsr.20.3.201012.53.
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Li, Wei, Shengnan Zhao, Zheng Lu, Wan Yu i Xiaojie Li. "Student Migration: Evidence from Chinese Students in theUSand China". International Migration 57, nr 3 (7.06.2018): 334–53. http://dx.doi.org/10.1111/imig.12466.
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Ji, Chongmin, Stacy Duffield, Justin J. Wageman i Anita G. Welch. "Student perceptions of the classroom learning environment and motivation to learn Chinese". Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, nr 2 (10.11.2017): 111–26. http://dx.doi.org/10.1075/csl.52.2.01ji.
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Abstract This study investigated the associations between student perceptions of their classroom psychosocial learning environment and their motivation to learn Mandarin Chinese in the United States. The students took two surveys that measured their perception of the Chinese classroom psychosocial learning environment and their motivation to learn Chinese. Descriptive and inferential statistics were used to analyze the data. There were statistically significant associations between student perception and motivation for learning the Chinese language. The three scales of Task Orientation, Involvement, and Equity emerged as having the most influence on students’ motivation to learn Chinese. The Task Orientation scale had the strongest relationship with student motivation.
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Sun, Xiaomeng. "Social media use and student creativity: The mediating role of student engagement". Social Behavior and Personality: an international journal 48, nr 10 (7.10.2020): 1–8. http://dx.doi.org/10.2224/sbp.9356.
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Fostering student creativity is widely accepted as an important goal in Chinese higher education, and social media is now integrated into students' everyday lives. I investigated how social media use in study contexts is related to students' engagement and creativity. A validated questionnaire was used to collect data from 652 undergraduate students at 3 Chinese public universities. Structural equation modeling results show that social media use in study contexts was related to student engagement and creativity, and that student engagement partially mediated the relationship between social media use and student creativity. This provides insight into how to promote student creativity. Theoretical and practical implications of the results are presented, and future directions for research are discussed.
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Smith, Jackie. "THE 1989 CHINESE STUDENT MOVEMENT". Peace & Change 17, nr 1 (styczeń 1992): 82–101. http://dx.doi.org/10.1111/pech.1992.17.1.82.
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Falcone, Santa. "International Student Recruitment: Trends and Challenges". Journal of International Students 7, nr 2 (1.04.2017): 246–56. http://dx.doi.org/10.32674/jis.v7i2.379.
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This paper provides a review of current trends in international student recruitment. Focusing specifically on recruitment of Chinese students, important aspects of China’s educational system relevant to recruitment are presented. Barriers to Chinese student recruitment are then discussed. Successful, employed, international graduates validate domestic institutional value to prospective foreign students and their parents. In that regard, guidance is then offered for domestic universities to use to assist international students to achieve their desired outcomes as an integral part of the institution’s international student recruitment strategy.
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Fan, Jingwei, i Mei Tian. "Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning". Sustainability 14, nr 17 (5.09.2022): 11106. http://dx.doi.org/10.3390/su141711106.
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The outbreak of COVID-19 has forced Chinese international education to move online. An emerging number of studies have been published on online teaching and learning during the pandemic, few of which, however, focus on international students in China. This study examined the predictive effects of an online learning environment and student engagement on international students’ learning of Chinese as a foreign language (CFL). Self-reported data were collected in an online questionnaire survey involving 447 international CFL students at eight universities located in different geographical regions in China. Descriptive statistics revealed the participants’ favorable perceptions of an online learning environment, student engagement and Chinese learning achievement. The results of multiple linear regression revealed that three online learning environment factors, i.e., course accessibility, student interaction, course organization, and student engagement exerted significant positive effects on Chinese learning achievement. The implications of the study are discussed for the sustainable enhancement of the online learning environment to improve international students’ online language learning.
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Chen, Yajing, i Heidi Ross. "“Creating a Home away from Home”: Chinese Undergraduate Student Enclaves in US Higher Education". Journal of Current Chinese Affairs 44, nr 3 (wrzesień 2015): 155–81. http://dx.doi.org/10.1177/186810261504400307.
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This paper draws on the theory of ethnic enclaves to study Chinese international student communities and their role in constructing Chinese undergraduate student experiences on US campuses. Enclave theory has primarily been used by sociologists to study immigrant and diaspora populations, but it can also provide an important analytical tool for scholars examining the internationalisation of student populations in higher-education settings. Student interviews and participant observation at a representative research-intensive, doctoral-granting institution in the American Midwest indicate that institutional and media characterisations of Chinese international student communities as closed and segregated are far too simplistic. Chinese student enclaves provide their members with crucial information, support, and social spaces that help them adapt to – and in turn change – their host institutions. Chinese students are active participants in and creators of campus cultures that are often invisible to university administrators, faculty, and peers.
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Zhao, Dingxin. "Decline of Political Control in Chinese Universities and the Rise of the 1989 Chinese Student Movement". Sociological Perspectives 40, nr 2 (czerwiec 1997): 159–82. http://dx.doi.org/10.2307/1389520.
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Political control in Chinese universities had depended mainly on the cooperation of students with nonprofessional political workers. In the process of economic reform in China, the ideological legitimation of the communist state greatly declined while other avenues of status attainment outside the realm of state control opened up. Participating actively in mutual supervision became neither moral nor necessarily profitable. As a result, a campus environment which had once facilitated political control over students became conducive to student mobilization. Some students and political workers even captured political control institutions to spread nonconforming and dissident ideas. This paper argues that this decline in political control over students made a significant contribution to the rise of the 1989 Chinese Student Movement.
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Braine, George. "From a teacher-centered to a student-centered approach". Journal of Asian Pacific Communication 13, nr 2 (31.12.2003): 269–88. http://dx.doi.org/10.1075/japc.13.2.05bra.
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There is a common belief that, owing to the highly teacher-centered form of education, Chinese students are passive learners. As a result, a student-centered approach such as process writing is believed to be difficult to implement in classes that consist mainly of Chinese students. This study tested these beliefs by introducing peer feedback, the backbone of process writing, to Chinese students enrolled in university writing classes and by measuring the effectiveness of the feedback both quantitatively and qualitatively. The study showed that, with proper training, Chinese students could quickly adapt to a student-centered approach, and also provide rich and useful feedback on the writing of their peers. This study has promising implications for educational contexts where students are considered passive learners, teacher-centered learning is the norm, or the process approach to writing faces daunting challenges to its implementation.
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Liang, Yifei, Kun Dai i Kelly E. Matthews. "Students as Partners: A New Ethos for the Transformation of Teacher and Student Identities in Chinese Higher Education". International Journal of Chinese Education 9, nr 2 (16.12.2020): 131–50. http://dx.doi.org/10.1163/22125868-12340124.
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Abstract Engaging students as partners (SaP) in teaching and learning is a growing arena of practice that shapes the mutually beneficial student-teacher relationship. Redefining student-teacher identities in pedagogical practice is one of the key implications of SaP. In the past decade, Chinese higher education institutions have paid increasing attention to student-centred pedagogies. Understanding and investigating new interpretations of student-teacher identities underpins the shift toward such pedagogical practices. In this theoretical discussion paper, based on the recent trends associated with Chinese higher education reform efforts revealed by large-scale and systematic survey results, we interrogate the concept of Chinese student-teacher identities as a learning partnership by drawing on the theorisations of SaP. Our intention is to contribute to the ongoing process of identity transformation within Chinese higher education. By calling for adapting SaP to the unique Chinese educational and cultural features, we provide a future vision for the cultivation of the teacher-student relationship.
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Xu, Jun. "Why Japanese? Why Not Japanese?" Journal of International Students 10, nr 4 (15.11.2020): 1023–39. http://dx.doi.org/10.32674/jis.v10i3.1327.
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As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.
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Sirisuwilai, Watcharapon. "CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand". European Journal of Social Science Education and Research 5, nr 2 (1.08.2018): 175–78. http://dx.doi.org/10.2478/ejser-2018-0045.
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Abstract Nowadays Chinese language is become one of the most important foreign language in Thailand reflexing by the growing popularity of the Chinese language. Traditional Chinese language teaching cause the lack of high communicative competence. Therefore, the study preliminarily attempt to combine the theory of Communicative Language Teaching with Comprehensive Chinese teaching so as to search for a feasible and effective instruction which conforms to the teaching features of comprehensive Chinese course in Khon Kaen University. After Pre-test and Post-test and compared by SPSS (T-Test sig (2-tailed) = 0.00<0.05), the result show that in Listening skill the difference is significant (sig. (2-tailed) = 0.01), Speaking skill the different is significant (sig. (2-tailed) = 0.00), Writing skill the different is significant (sig. (2-tailed) = 0.03), only Reading skill which the difference is no significant(sig. (2-tailed) = 0.324). As a result after a semester using Communicative Language Teaching method in comprehensive Chinese course for Chinese major student in Khon Kaen University, CLT effectively improve student Chinese language achievement and help them to improve their Chinese listening, speaking and writing skill. Moreover, this teaching method is highly recognized by students. This verified the important and necessity of communicative language teaching method to improve Chinese major student Chinese communicative competence.
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Chang, Yunling, Sakina Ali, Ankita Sahu, Sidai Dong, Carly W. Thornhill, Polet Milian i Linda G. Castillo. "Chinese International Student Sexual Harassment on U.S. College Campuses". Journal of International Students 11, nr 3 (15.06.2021): 742–48. http://dx.doi.org/10.32674/jis.v11i3.2678.
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The #MeToo movement has brought the issue of sexual harassment to U.S. college campuses. Most scholarly work in this area focuses on White American women with little information on international student experiences. Because sexual harassment is considered hush-hush (shi) and taboo, many Chinese international students may not question harassment behaviors they experience. For many Chinese women attending a U.S. university, their first public discussion may occur during student orientation. Thus, students come to college campuses with varying levels of awareness of sexual harassment. Given the growing number of Chinese international students, the purpose of this article is to provide an overview of their experiences and perceptions of sexual harassment. The article provides recommendations for university personnel working with international students.
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Khosasih, Andyni. "Chinese Teaching in Chinese Department of Binus University". Humaniora 2, nr 1 (30.04.2011): 690. http://dx.doi.org/10.21512/humaniora.v2i1.3085.
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Binus University, established in 1974 and located in West Jakarta, is one of famous universities in Indonesia. This university has some literature departments including Chinese literature department which was started in 2002. At this moment, this department has 419 students and 28 lecturers who have different background. The difference of the students and lecturers’ point of view becomes one the backgrounds of this paper. The others are text books used, campus rules and alternative solution toward the problem faced. The method used in this research is direct observation. From the data taken and analyzed, it can be concluded: (1) Chinese department students, either Chinese descendant or not, has problems in learning Chinese, (2) The number of lecturers of Bachelor graduates is more than the master ones, (3) The Chinese language mastery of Chinese descendant students is better than non Chinese descendant ones, (4) The text books used are not all suitable for Chinese department student, and (5) The quality control system of Chinese teaching is good.
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Wei, Michael, Yalun Zhou, Carolyn Barber i Perry den Brok. "Chinese students' perceptions of teacher–student interpersonal behavior and implications". System 55 (grudzień 2015): 134–44. http://dx.doi.org/10.1016/j.system.2015.09.007.
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O'Connell, Robert M., i Nuerzati Resuli. "Academic Challenges for Chinese Transfer Students in Engineering". Journal of International Students 10, nr 2 (15.05.2020): 466–82. http://dx.doi.org/10.32674/jis.v10i2.674.
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This article describes a research study determining the most significant academic challenges experienced by Chinese transfer students in engineering at an American university. The survey-based study examined eight areas where transfer students may have academic difficulty and determined that the most significant of those concern transfer credit issues, student–instructor and student–student language difficulties, and classroom culture differences. The cultural differences, related to course syllabi, classroom discussion and group work, and frequency of assignments and exams, are partially explained in terms of a theoretical framework based on Hofstede’s power distance and risk avoidance elements. Recommendations are made of ways to ease these challenges and make the intercultural experience richer for both the transfer students and their American hosts.
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Theo, Rika. "Student Mobility in The Rising Peripheries". Dinamika Pendidikan 13, nr 1 (23.07.2018): 14–29. http://dx.doi.org/10.15294/dp.v13i1.15111.
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This research aims to investigate the different pattern of Chinese Indonesian student mobility following three main political sequences defined by not only different period but also the dominant mode of each time. The object of this research is Chinese Indonesian student. Using historical comparative analysis, this paper explores and compares the historical trajectory of transnational mobility of Indonesian students to China. In every sequence, the particular mobility pattern of Chinese-Indonesian students will be analyzed in relation to national politics within certain bilateral and global framework. Drawing on the comparative historical analysis, this research explores how a specific sequence affects specific student mobility between Indonesia and China. The analyses go further to investigate the continuity between sequences, the linkages between the past mobility to a contemporary one. Building on these analyses, this research argues that nation-states policies and trans-state relation that develop overtime play a significant role in defining Indonesian student mobility to China.
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Su, Mengwei, i Laura M. Harrison. "Being Wholesaled: An Investigation of Chinese International Students’ Higher Education Experiences". Journal of International Students 6, nr 4 (1.10.2016): 905–19. http://dx.doi.org/10.32674/jis.v6i4.325.
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Using academic capitalism as a theoretical foundation, this phenomenological study examined the new study abroad experiences of Chinese college students in six popular English-speaking study destination countries—the U.S., the U.K., Australia, Canada, the Netherlands, and Singapore. Qualitative data collected from 20 interviews indicate some hosting higher education institutions prioritize enrollment growth and neglect recruitment process and student development. Three main findings are 1) delegating recruitment to overseas agencies causes mismatches between host institutions and the Chinese students, 2) Chinese students having insufficient language skills are prone to have a dissatisfied study abroad experience, and 3) high density of student population from one country impedes Chinese students’ integration on campus. Implications for higher educational professionals, students, and faculty are presented.
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Sullivan, Michael J. "The 1988–89 Nanjing Anti-African Protests: Racial Nationalism or National Racism?" China Quarterly 138 (czerwiec 1994): 438–57. http://dx.doi.org/10.1017/s0305741000035839.
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The 1988–89 Nanjing Anti-African protests, exposing a high degree of student discontent towards the Chinese political system four months before the spring 1989 pro-democracy movement, exhibited a complex interaction between Chinese nationalism and efforts to promote political reforms. Nanjing students fused together racist strains in Chinese culture, their perception of themselves as the embodiment of Chinese patriotism and their support for legal and democratic political reforms as they took to the streets to protest against the government's inadequate handling of the alleged murder of a Chinese by an African student.
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Heng, Tang Tang. "“Chinese Students Themselves Are Changing”". Journal of International Students 10, nr 2 (15.05.2020): 539–45. http://dx.doi.org/10.32674/jis.v10i2.958.
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Given how China has been the top source of international students worldwide, there has been growing media and research interest in Chinese international students. However, much of the narratives tend to focus on their struggles. In this commentary, I draw upon insights from my personal experience as an international student and, consequently, research on Chinese international students to illuminate alternative ways of understanding Chinese internationals and the reasons for why these perspectives around international students are necessary.
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Yu, Baohua, i David A. Watkins. "Motivational and cultural correlates of second language acquisition". Australian Review of Applied Linguistics 31, nr 2 (1.01.2008): 17.1–17.22. http://dx.doi.org/10.2104/aral0817.
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The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed. The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.
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Yu, Baohua, i David A. Watkins. "Motivational and cultural correlates of second language acquisition". Australian Review of Applied Linguistics 31, nr 2 (2008): 17.1–17.22. http://dx.doi.org/10.1075/aral.31.2.04yu.
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The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed.The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.
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Mervis, Jeffrey. "Stricter Chinese student visas raise alarm". Science 360, nr 6394 (14.06.2018): 1161. http://dx.doi.org/10.1126/science.360.6394.1161.
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Anderson, Alun. "Student Chinese overstaying in United States". Nature 336, nr 6195 (listopad 1988): 102. http://dx.doi.org/10.1038/336102c0.
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S. Hodkinson, Chris, i Arthur E. Poropat. "Chinese students’ participation: the effect of cultural factors". Education + Training 56, nr 5 (8.07.2014): 430–46. http://dx.doi.org/10.1108/et-04-2013-0057.
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Purpose – The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research. Design/methodology/approach – A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research. Findings – While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined. Practical implications – Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools. Social implications – More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students. Originality/value – This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.
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Zhang, Beiyu. "Staging Chinese student activism in Cold War Singapore: Performing Chineseness and embodying the Malayan nation, 1950s–60s". Journal of Southeast Asian Studies 53, nr 4 (grudzień 2022): 786–806. http://dx.doi.org/10.1017/s0022463422000789.
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This article is a re-examination of Chinese student activism in Singapore through the lens of cultural performance, which has yet to garner due attention. Tracing the ebb and flow of Chinese school concerts in the politically volatile atmosphere of Cold War era Singapore and Malaya complicates current understanding about student activism in the city state. Whereas the official narratives by the British colonial administration and later, the PAP, often cast Chinese student activism as part of a communist insurgency, this article argues that school concerts—comprising folk dances, songs, choirs and theatre—were an alternative space for Chinese youth to articulate their visions of building an independent socialist state and an integrated multiracial Malayan nation. Unlike the student activism expressed through mass strikes, these school concerts enable one to see how the Chinese students displayed sophisticated ways of discipline, organisation skills, and creative energy through the performing arts in 1950s and 1960s Singapore.
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Khalid, Sabika, Endale Tadesse, Mohamed Leghdaf Abdellahi, Jiali Yao i Chunhai Gao. "International Doctoral Student Research Self-Efficacy Scandal: A Case Study of Chinese University". International Journal of Higher Education 10, nr 5 (30.04.2021): 88. http://dx.doi.org/10.5430/ijhe.v10n5p88.
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The internationalization of Chinese higher education glimmers the hope for globalization and opened the doors for countries to exchange academics treasures and cultural exchange. The euphonious and mellifluous agenda behind the internationalization led the nations towards the silver lining of collaboration, interaction, and human resources exchange. However, a large volume of literature claimed the poor academic performance of international students and weak academic communication between international students and Chinese faculty members. So the study sought to explore the phenomena through doctoral. Student experience regarding their research self-efficacy development in a Chinese university. Thus, we took one Chinese university as a case due to its high accessibility of international students with broad and deep experience of being an international student in China. Our participants were international doctoral students from Asian and African countries with significant financial desperation. The findings shed light on the intention of international to pursue a doctoral degree in Chinese higher education and how it significantly delayed their research self-efficacy development.
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Huang, Lanxi, Margaret L. Kern i Lindsay G. Oades. "Strengthening University Student Wellbeing: Language and Perceptions of Chinese International Students". International Journal of Environmental Research and Public Health 17, nr 15 (31.07.2020): 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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Huang, Cheng-Chih, Yen-Ling Lin i Ching-Yen Ho. "Enhancing the Learning Effectiveness of University of Science and Technology Students through Flipped Teaching in Chinese-Language Curriculum". Sustainability 13, nr 17 (30.08.2021): 9743. http://dx.doi.org/10.3390/su13179743.
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Chinese is one of the most important global languages, but at some universities of science and technology, Chinese-language learning is unfortunately not valued by students. According to the results of the Program for International Student Assessment (PISA), organized by the United Nations every three years, although Taiwanese students’ performance in reading improved from 2015 to 2018, many problems remain in the teaching field that lead to a lack of student interest in Chinese-language learning. We attempted to use flipped teaching to intervene in the Chinese-language curriculum at the university of science and technology at which we teach. This methodological process and procedure was used to plan teaching materials, and 36 weeks of teaching with a Chinese-language curriculum were offered to freshman students in one academic year. We then evaluated teaching effectiveness through the pre- and post-tests of students’ language proficiency, obtained feedback from students through school-wide teaching evaluation questions, reviewed the teaching effectiveness of the Chinese-language curriculum for the academic year, and achieved significant improvements in students’ reading skills with regard to language learning.
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Chen, Li. "The Origin and Early Development of Chinese Connections at the University of Pennsylvania Law School". Asian Journal of Legal Education 7, nr 2 (lipiec 2020): 195–214. http://dx.doi.org/10.1177/2322005820923463.
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The University of Pennsylvania Law School has had a long relationship with Chinese students; indeed, it was among the pioneers in the admission of Chinese students in America. To better understand the origin of this affiliation, this article traces the relationship between the celebrated Chinese diplomat Wu Ting-Fang and the then Dean William Draper Lewis, exploring the pivotal role this relationship played in forging the law school’s Chinese ties. The association was cemented when Penn Law School welcomed its first Chinese undergraduate student in 1906 and graduate student in 1908. The lesser known details of these two pioneering Chinese law students’ backgrounds, academic pursuits at Penn Law School and their key achievements upon graduation are revealed in this article as well. Against a backdrop of racial prejudice and the legal subordination of Asian peoples in a new American empire, the personal efforts of men such as Dean Lewis were critical in the admission of the first cohort of Chinese law students to American law schools in the early part of the twentieth century.
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Ruan, Zhoulin. "Metadiscourse Use in L2 Student Essay Writing: A Longitudinal Cross-Contextual Comparison". Chinese Journal of Applied Linguistics 42, nr 4 (26.11.2019): 466–87. http://dx.doi.org/10.1515/cjal-2019-0028.
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Abstract This paper investigates developmental patterns of metadiscourse use in Chinese students’ EAP writing in an English medium university, in comparison with English majors’ EFL writing in mainstream state universities and L1 student writing in UK universities. Taking a longitudinal and cross-contextual perspective, the study explores corpora of L1 and L2 student writing gathered from three sources: EAP essays written by Chinese undergraduate students at an English Medium Instruction (EMI) university; argumentative essays written by English majors in the Written English Corpus of Chinese Learners (WECCL); and academic essays of English L1 students from the British Academic Written English (BAWE) corpus. Hyland’s (2005a) model of metadiscourse was adopted to identify interactive and interactional devices in each corpus, and results were compared between different levels as well as across the corpora to reveal developmental features. Findings show marked differences in metadiscourse use between Chinese EMI students’ EAP essays and English major students’ EFL essays in mainstream state universities, whereas a similar pattern of use occurred in EAP essays and English L1 student academic essays. Significant changes were also found between different year levels in two L2 essay corpora. The findings suggest that metadiscourse use in L2 writing had developmental trajectories distinctive to different institutional contexts, with EAP instruction in the EMI institution having mixed effects on Chinese students’ awareness and use of metadiscourse in essay writing.
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Zhou, Yucheng. "Reading Behavior of Chinese Primary and Secondary School Students: A Systematic Review". Science Insights Education Frontiers 13, nr 2 (31.12.2022): 1923–37. http://dx.doi.org/10.15354/sief.22.re077.
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This paper’s objective is to give a thorough summary of research on the reading behavior of Chinese primary and secondary school students. The majority of existing research in this field focuses on the importance of extensive reading, the status quo of reading practices among Chinese students, factors that influence student reading behavior, and techniques for enhancing student reading accomplishment. It is proposed that this review will generate more interest in the development of basic education students’ reading skills.
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Ross, Heidi, i Yajing Chen. "Engaging Chinese international undergraduate students in the American university". Learning and Teaching 8, nr 3 (1.12.2015): 13–36. http://dx.doi.org/10.3167/latiss.2015.080302.
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Vincent Tinto's theory of academic and social integration provides a framework for investigating perceived problems associated with Chinese international students' engagement at a public research-intensive university in the U.S. Midwest ('Midwest' University). These 'problems' – classroom silence, segregation and instrumentalism – are often understood in cultural terms, and we describe sociocultural values that might influence such behaviour. We also contend that culture, on its own, cannot wholly explain the complexity of student behaviours on college campuses. In a case study of Midwest University's Business School, we show how institutional policies do much to shape Chinese students' engagement. We conclude that popular perceptions of Chinese student engagement are simplistic. Chinese students are not indifferent engagers; rather, their interaction with campus life needs to be understood as embedded within complex cultural and institutional contexts.
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Sakti, Karina Fefi Laksana, Amira Eza Febrian Putri, Octi Rjeky Mardasari i Sunarti Sunarti. "Application of the 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese Semantic) Digital Module in Semantic Courses of Mandarin Education Program of State University of Malang". Pioneer: Journal of Language and Literature 14, nr 1 (30.06.2022): 344. http://dx.doi.org/10.36841/pioneer.v14i1.1744.
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The aims of this study are: (1) to describe the application of the 汉语的语义学[Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module in the semantic course of the Mandarin Language Education Study Program, State University of Malang, and (2) to describe student responses to the 汉语的语义学Chinese semantics digital module. This study used descriptive qualitative method. The data sources used in this study were students of class 2020 B of the Mandarin Language Education Study Program, State University of Malang. The data from this study were obtained from the results of observations and the results of student response questionnaires. The results of observations from this study indicate that learning activities by applying the 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module run smoothly. Students of 2020 B enthusiastically participated in all learning activities in semantic courses from beginning to end. In addition, students can also understand Chinese semantic material easily, as evidenced by students being able to complete the practice questions in the module well. Based on the results of the student response questionnaire, it can be seen that the 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module makes students easier to learn Chinese semantic material anywhere and anytime. Students can understand Chinese semantic material quickly, because the material in this 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module is written in Indonesian. It can be concluded that the 汉语的语义学Chinese semantic digital module is effective to be applied to the semantic course of the Mandarin Language Education Study Program, State University of Malang.
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Yan, Chunmei, i Chuanjun He. "Chinese Student Teachers’ Reticence in Teacher Education Courses". ELT Journal 74, nr 3 (2.06.2020): 287–96. http://dx.doi.org/10.1093/elt/ccaa014.
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Abstract There has been a plethora of research on the reticence of Chinese EFL students at undergraduate level both in China and beyond; however, little attention has been paid to this phenomenon in content-based EFL teacher education courses at the postgraduate level. This study focused on a group of Chinese EFL MEd student teachers in a language teacher development course delivered by a Chinese teacher educator. Three triangulated qualitative methods were employed to gather data, including one-semester-long classroom observations, course evaluations, and group interviews. Reticence was found to have been caused by the interplay between dispositional and circumstantial factors related to both students and teachers. The study highlights a need for mutual adaptations to address reticence in content-based teacher education classes.
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Su, Xin, i Jiatao Huang. "Social media use and college students' academic performance: Student engagement as a mediator". Social Behavior and Personality: an international journal 49, nr 10 (6.10.2021): 1–8. http://dx.doi.org/10.2224/sbp.10797.
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We investigated the relationships between students' social media use, engagement, and academic performance, proposing that student engagement would mediate the social media use–academic performance relationship. Using survey data from 307 Chinese college students, we found that student engagement played a mediating role in the link between social media use and academic performance. In addition, the results show that the direct effect of social media use by college students on their academic performance was nonsignificant. Our results contribute to knowledge of the relationships between social media use, student engagement, and academic performance in a Chinese higher educational context. They also provide educators with meaningful implications for improving students' academic performance. Future directions for research are discussed.
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Fernandes, Jenny. "Trends in International Student Mobility: A Study of the Relationship between the UK and China and the Chinese Student Experience in the UK". Scottish Educational Review 38, nr 2 (18.03.2006): 133–44. http://dx.doi.org/10.1163/27730840-03802002.
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This article will examine the current trends within international student mobility, focusing on the UK and China. It will delineate the forecasts for future growth and the development of the international trade in education. The years 2004 and 2005 saw the first decline in the number of Chinese students opting to study in the UK since the launch of the Prime Minister’s Initiative. This is an issue of concern as it contradicts forecast growth rates and has major implications for the financial health of a number of universities in the UK. Through the discussions on the motivations of host and sender countries, the student experience will be considered as a possible reason for the decline in interest from Chinese students. A sample UK University will be a case study to examine the relationship between the student experience, the resultant word of mouth and the effect this may have on recruitment. The aim is to enable greater understanding of the Chinese student experience and the effect it may have on international student recruitment.
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Zhang, Ying. "Group-activity- and New-lesson-based Student Questioning in College Chinese Teaching". Journal of Language Teaching and Research 7, nr 5 (1.09.2016): 979. http://dx.doi.org/10.17507/jltr.0705.20.
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Guided by the relevant classroom questioning theories, the author has practiced group-activity- and new-lesson-based student questioning-answering and self-answering model (GANL-SQuASA) in College Chinese teaching for five terms in Tianjin College, University of Science and Technology Beijing. The group activity is focused on the tough points specified in the Teaching Objectives of each lesson to be taught following the students’ PPT presentation, after which the usual student questioning and answering happens, but the questioning student has to offer answer to his/her own question and just this last stroke has brought students’ potentials into full play and added classroom attraction. At the completion of the course in each term, students found that their critical reading, appreciating, thinking and expressing abilities have obviously improved and they have developed into a habit of researching and a certain degree of academic consciousness which is relatively weak among Chinese undergraduates. The results of the questionnaire also verify that the model is a good try in College Chinese teaching, while the smooth application to other two courses, Introduction to Mao Zedong Thought and Theoretical System of Socialism with Chinese Characteristics and Traditional Chinese Culture proves that the model deserves spreading to the teaching of similar courses.
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Zhao, Yuan, Sheng Lin, Jinlan Liu, Jingyi Zhang i Qian Yu. "Learning contextual factors, student engagement, and problem-solving skills: A Chinese perspective". Social Behavior and Personality: an international journal 49, nr 2 (4.02.2021): 1–18. http://dx.doi.org/10.2224/sbp.9796.
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Although problem-solving skills are considered as key higher order cognitive skills, in the Chinese learning context there are gaps in the literature regarding more comprehensive examinations of which factors are likely to promote university students' creative problem-solving skills. We explored the relationships of the learning contextual factors of higher order learning and effective teaching practices with student rule-oriented, procedural, and intellectual engagement, and the students' problem-solving skills. Participants were 21,584 junior undergraduate students at 10 Chinese universities. Findings indicate that (a) effective teaching practices were the most important determinants in formulating students' problem-solving skills, (b) higher order learning was the strongest predictor of student engagement, and (c) student engagement components mediated the relationship between learning contextual factors and the development of problem-solving skills. The results of an importance–performance map analysis revealed that teachers' constructive feedback to students was a specific weakness in current Chinese teaching practices. Therefore, teachers need to provide students with more timely and facilitative feedback on their academic performance.
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Tian (田美), Mei, Genshu Lu (陆根书) i Lijie Li (李丽洁). "Assessing the Quality of Undergraduate Education for International Students in China: A Perspective of Student Learning Experiences". ECNU Review of Education 5, nr 1 (22.02.2022): 65–88. http://dx.doi.org/10.1177/20965311221075039.
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Purpose The number of international students in China has been increasing over the recent decades. The rapid expansion of the international student population aroused concerns over the capacity of Chinese universities to fulfill international students’ expectations toward academic development. Perceiving student learning experiences as an important indicator of higher education quality, this article focuses on undergraduate international students in China and discusses their learning experiences from three perspectives, i.e., perceived learning environment, academic engagement, and student development. Design/Approach/Methods Data were generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China. Descriptive statistics were calculated, and the structural equation model was applied. Findings The research showed the respondents’ academic development in a range of skills and abilities, while their learning experiences at the Chinese higher education institutions (HEIs) were largely unsatisfactory. Specifically, the research revealed the respondents’ moderate-to-low-level evaluation of perceived classroom learning environment, their low level of academic engagement, and the significant negative influences of the perceived classroom learning environment and academic engagement on their academic development. Originality/Value The analysis holds implications for the enhancement of positive learning experiences of international undergraduate students in China and the improvement of the quality of Chinese international student education. Student learning experiences are an important indicator of the quality of college teaching. Drawing on the data generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China, this presentation explores the characteristics of international undergraduate students’ learning experiences in Chinese universities and analyzes the relationship among the three dimensions of their learning experiences.
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Liu, Yang Yang. "Students' Perceptions of School Climate and Trait Test Anxiety". Psychological Reports 111, nr 3 (grudzień 2012): 761–64. http://dx.doi.org/10.2466/11.10.21.pr0.111.6.761-764.
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In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.
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Liu, Xinqiao, Wenjuan Gao i Luxi Chen. "Does Pre-Service Teacher Preparation Affect Students’ Academic Performance? Evidence from China". Education Sciences 13, nr 1 (10.01.2023): 69. http://dx.doi.org/10.3390/educsci13010069.
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Pre-service teacher preparation (PSTP) is generally considered a significant predictor of student achievements. This paper adopted a multi-tier linear model to estimate the PSTP effects on student performance by taking teachers and students in the high schools of Haidian District, Beijing, China, as the research population. It used exploratory factor analysis to classify PSTP into two categories: content knowledge preparation and pedagogical content knowledge preparation; and described the status of PSTP in three subjects: Chinese, mathematics, and chemistry. The study found differences in PSTP by subject. In Chinese, teachers’ content knowledge preparation significantly negatively affected student performance, and their pedagogical content knowledge preparation significantly positively influenced student performance. In mathematics, PSTP had no significant effect on student performance. In chemistry, teachers’ pedagogical content knowledge preparation had a significantly negative effect on student performance. Based on the findings of the empirical study, the study proposes further identifying PSTP’s role in student performance by subject, strengthening the focus on pre-service preparation skills in recruiting Chinese and chemistry teachers, and developing a more suitable system for teacher selection and training.
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Mensah, Isaac Kofi, i Chuanyong Luo. "Exploring Factors Determining Chinese College Students' Satisfaction With E-Government Services". Information Resources Management Journal 34, nr 3 (lipiec 2021): 1–20. http://dx.doi.org/10.4018/irmj.2021070101.
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This study explored the factors determining students' satisfaction with electronic government services. The population of the study was 411 college students in Ganzhou City, Jiangxi Province, China. The technology acceptance model (TAM) was used as the research model and structural equation modeling (SEM) using Smart PLS 3.0 for the statistical analysis. The results showed that perceived usefulness, perceived ease of use, student trust, content quality, and service quality were significant determinants of student satisfaction with e-government services. Both content quality and service quality were significant predictors of the perceived usefulness of e-government services. Importantly, the study revealed that student satisfaction with e-government services was significant in influencing student intention to recommend e-government services adoption. The managerial consequences of these research outcomes on the development and diffusion of electronic government are deliberated.
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Zhou, Nan. "Identity Negotiation in Chinese University English Classroom". Higher Education Studies 10, nr 2 (30.01.2020): 1. http://dx.doi.org/10.5539/hes.v10n2p1.
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Through a theoretical framework that builds on the Community of Practice construct and the concepts of identity negotiation, imagined identity and investment, this case study examines how one English-as-a-foreign-language student negotiated the identity as an English learner in the Chinese university classroom setting. Then the extent that the student’s oral communication behaviors in the English classroom community were influenced by the negotiated identity is presented. The analysis shows that a student may have multiple identities in the educational setting. By constantly shifting identities in the English learning process, the focal student struggled with the English learner identity perceived by herself and that identified by her English teacher. As a result, the student’s investment in English class oral tasks and communication behaviors in EFL classroom may change with the shift of identities. Suggestions are made for EFL teachers to help students construct desirable identities in order to improve their involvement in English class oral communication activities.
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Lin, Wei, Hongbiao Yin, Jiwei Han i Jiying Han. "Teacher–Student Interaction and Chinese Students’ Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions". International Journal of Environmental Research and Public Health 17, nr 13 (1.07.2020): 4742. http://dx.doi.org/10.3390/ijerph17134742.
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This study aimed to investigate secondary students’ mathematics achievement emotions and their mediating effects on the relationships between classroom environmental characteristics, namely, teacher–student interactional styles (i.e., teacher leadership and student freedom styles), and students’ mathematics learning outcomes in mainland China. A sample of 1423 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised three sets of scales for assessing students’ perceived teacher–student interactional styles, mathematics achievement emotions, and cognitive and affective learning outcomes. The results indicated that students’ mathematics learning outcomes were positively associated with both teacher leadership and student freedom styles. Moreover, students’ mathematics achievement emotions mediated the relationships between these two interactional styles and their mathematics learning outcomes. These results highlight the importance of mathematics achievement emotions in student learning, and provide implications for the improvement of mathematics classroom environments.