Exploring and Leveraging Chinese International Students’ Strengths for Success

He, Ye; Hutson, Bryant

doi:10.32674/jis.v8i1.153

Cited by 17 publications

(11 citation statements)

References 30 publications

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“…This finding highlights the importance of providing formalized writing instruction and support to international students who are still acquiring a new language, learning to write academically, and only starting to socialize into their disciplinary discourse. Apart from the support from an ESL program, faculty teaching content courses could make academic content comprehensible through sheltered instruction techniques, which are commonly used in the K-12 setting in the mainstream classes including English language learners (Echevarria, Vogt, & Short, 2016;He & Hutson, 2018). Taking challenges faced by international students into consideration, they could also present their expectations and grading rubrics more explicitly to international students.…”

Section: Discussionmentioning

confidence: 99%

Studying in the United States: Language Learning Challenges, Strategies and Support Services

Wolf

Phung

2019

jis

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A case study was conducted to explore the experiences of Chinese nurses when completing a graduate nursing degree taught in English (as a second language) in the United States over a one-year period. The study explored language, academic, and social challenges perceived by the students, strategies used to overcome challenges, and academic support services designed to help students succeed in their studies. Survey data were collected at three different points in time, and three interviews were conducted with each participant. The study identified participants’ difficulty with academic writing, mixed experiences with speaking, moderate to high levels of strategy use, and appreciation of the support services offered. The study offered implications for improvements in pedagogies and programming for international students.

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Section: Discussionmentioning

confidence: 99%

Studying in the United States: Language Learning Challenges, Strategies and Support Services

Wolf

Phung

2019

jis

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“…Also, equipped with better knowledge, they can improve their economic standing in society. For students seeking knowledge, they need to have an open mind to listen to other people's ideas and views and be receptive to criticisms of their supervisors, lecturers, and colleagues (He & Hutson, 2018). However, it is common knowledge that some students will be reluctant to admit their weaknesses, which may be due to their egoistic or negative attitudes.…”

Section: Study Commitmentmentioning

confidence: 99%

A Qualitative Analysis of Factors Affecting the Successful Completion of Postgraduate Studies

et.al¹

2021

TURCOMAT

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The study aims to highlight the current learning approaches used by postgraduate students to complete their postgraduate studies on time, as studies have shown many students have failed to finish their studies as planned. In particular, this study focuses on factors and methods that are perceived to be most effective by students to help them complete their studies on time. Methodology: Thisstudy was based on a qualitative approach involving semi-structured interviews. The study sample consisted of 14 postgraduate students and one lecturers as respondents. The research instrument was based on interview questions to elicit relevant information on their demography and learning practices. Data were collected and organized into four themes and were subsequently analyzed descriptively. Findings: The findings showed that face-to-face discussions were the most popular practice adopted by the respondents. The findings also showed several factors had significant impacts on student learning, such as interpersonal relationships between students and supervisors, commitment, financial commitment, and moral support, which needs to be taken into account in helping students to complete on time. Significance: The research findings can inform all the stakeholders, notably students, supervisors, and administrative officers, factors that have profound impacts on postgraduate students’ efforts to graduate on time.

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“…Conversely, they found that a lack of parental feedback and lack of caring significantly contribute to academic amotivation among students. He and Hutson (2018) used an appreciative education framework to evaluate the strengths of Chinese international students and the potential for support during their academic transition. From surveys, interviews, and focus groups, the authors found that an obligation to family support from home as well as motivation and commitment to success are positively related to acculturation success.…”

Section: Creating Clear Connections Between Traditional Measures Of Amentioning

confidence: 99%

Motivation and Academic Performance: An Inter-country Comparison

Gale¹,

Nowell²

2020

CSM

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The objective of this paper is to explore the impact of amotivation on academic performance and to test whether the impact of motivation on academic performance differs across students from China and the U.S. Using data from Chinese and U.S. students located in their home countries, we find amotivation negatively impacts academic performance of both groups of students. We also show that external motivation is positively associated with academic achievement. While these findings are consistent with results from previous studies, we extend the understanding on the relationship between motivation and academic performance by demonstrating that the magnitude of the detrimental impact of amotivation differs between students in the two countries and that the positive impact of higher levels of external motivation provides similar benefits for both groups of students.

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Exploring and Leveraging Chinese International Students’ Strengths for Success

Cited by 17 publications

References 30 publications

Studying in the United States: Language Learning Challenges, Strategies and Support Services

Studying in the United States: Language Learning Challenges, Strategies and Support Services

A Qualitative Analysis of Factors Affecting the Successful Completion of Postgraduate Studies

Motivation and Academic Performance: An Inter-country Comparison

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