I came, but I’m lost: Learning stories of three Chinese international students in Canada

Abstract

The number of international students arriving in Canada is increasing annually, with students from China accounting for the highest number. Grounded in sociocultural theories of second language learning, identity, investment and Community of Practice (CoP), this paper presents selected findings from a narrative study investigating the experiences of Chinese international students preparing for the International English Language Testing System (IELTS) tests in Canada. Based on their own accounts of English learning before and after coming to Vancouver, this paper finds that the participants recognized the capital and power of English and foreign qualifications, and regarded international education as a sanctuary from examinations in China. By comparing their current learning in different settings, they expressed confusion about engaging/disengaging in different communities, and about their past expectations, current experiences as well as future possibilities. This paper hopes to draw the attention of stakeholders (institutions and test issuing organizations) to the more nuanced challenges that international students encounter so that better support can be provided to international students learning English for academic purposes.

Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency

“…Chinese international students, the biggest international student body worldwide (G. Li, Chen, & Duanmu, 2010;Meng et al, 2018), often demonstrate low oral English communication capacity and face harsh academic acculturation realities in English-speaking countries (Zhang & Beck, 2014). Among the commonly identified academic acculturation stressors-language proficiency, educational and sociocultural differences, discrimination, and practical stressors (Smith & Khawaja, 2011)-language proficiency has been identified as the biggest barrier for successful academic acculturation (Yi, 2004;Zhang & Beck, 2014). Exclusion from host culture communities has emerged as a prominent theme in the academic acculturation experiences of Chinese international students with limited oral English proficiency (Zhang & Beck, 2014).…”

“…Among the commonly identified academic acculturation stressors-language proficiency, educational and sociocultural differences, discrimination, and practical stressors (Smith & Khawaja, 2011)-language proficiency has been identified as the biggest barrier for successful academic acculturation (Yi, 2004;Zhang & Beck, 2014). Exclusion from host culture communities has emerged as a prominent theme in the academic acculturation experiences of Chinese international students with limited oral English proficiency (Zhang & Beck, 2014). Given the continuously increasing number of Chinese international students worldwide and the often-reported stressful academic acculturation experiences of Chinese international students, there is an ongoing need to further explore the factors that influence Chinese international students' academic acculturation (Meng et al, 2018).…”

Treading on a Foreign Land: A Multiple Case Study of Chinese International Students’ Academic Acculturation Experiences

“…Students services offered to acculturating international students such as social events and personal counselling could include members that are culturally and linguistically diverse. If international students bring extra revenue to host country institutions (Zhang & Beck, 2014), budgeting for the extra support they require for success is not just a consideration but a responsibility.…”

“…With regard to the need for autonomy, oral English proficiency could influence international students' ability to self-determine behavioural choices in a variety of settings. In academic settings, international students with low oral English proficiency may feel constrained when making course selection decisions and during academic communication with professors and classmates (Zhang & Beck, 2014). In social settings, students with low oral English proficiency often feel they must withdraw from activities involving oral communication (Yi, 2004).…”

“…The potential benefits for international students are significant, including more diverse education opportunities, rich personal experiences, and enhanced possibilities for post-graduation employment (Elliot, Reid, & Baumfield, 2016). There are also corresponding benefits for universities; international students bring campus diversity, economic gains, and job opportunities (Zhang & Beck, 2014). However, the benefits can be accompanied by significant challenges.…”