Perceptions and Coping Strategies in English Writing Among Chinese Study-Abroad Graduate Students

Abstract

With the internationalization of higher education, more Chinese students are pursuing their postgraduate study in English-medium instruction (EMI) institutions abroad. Related studies have mostly investigated EMI policies and implementation and students’ attitudes; however, they have not examined how Chinese students cope in English-as-a-second-language environments, specifically in academic writing. This study examines Chinese students’ perceptions of English academic writing, difficulties, and coping strategies to complete academic writing requirements in Malaysian universities. Respondents, totalling 128, filled out a 51-item questionnaire. T-test was used for data analysis, and nine students were selected for qualitative interview. The results indicate significant differences in participants’ chances of practicing English writing before and after studying in Malaysia. Although they experienced challenges, such as insufficient prior English writing practice, lack of knowledge in English academic terms and expressions, and difficulty in identifying research gaps, they succeeded with help from teachers, peers, and workshops. Implications for EMI are provided.

Uncovering EFL students’ frequent difficulties in academic writing and the coping strategies: The case of a college in Indonesia

“…However, the drawbacks are uncooperative group members and dissimilar personalities, so several strategies can be employed, such as adopting an optimistic outlook, asking for assistance from others, fostering effective communication and teamwork, and taking breaks (Roxas, 2023). Then, they can imitate scholarly articles from reputable journals, take workshops, use Google Translate, and look up more research articles (Zhang & Hasim, 2023). Considering the significance of academic writing as a means of Journal on English as a Foreign Language, 14(1), 124-151 p-ISSN 2088-1657e-ISSN 2502-6615 showcasing critical thinking skills for EFL college students (Asnas et al, 2022), as well as the numerous challenges associated with academic writing and the dearth of strategies employed, identifying the most frequent difficulties faced by EFL students and their coping strategies in this current study should aid in the production of high-quality academic writing.…”