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More than Language: The Learning Experience of Chinese International English Language Learners (ELLs) at a Canadian University.
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- Author(s): Ma, Mitchell; Fukuzawa, Sherry; Vandergugten, John; Bennett, Jack
- Source:
Collected Essays on Learning & Teaching; 2023, Issue 14, p1-21, 21p- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Subject Terms:
- Abstract: This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance learning during the Winter of 2021 at the University of Toronto Mississauga (UTM). We review the general learning experiences of Chinese international students (n=30) compared to domestic students and other international students through analysis of qualitative and quantitative data collected from self-report pre- and postcourse surveys distributed in the course. Our study challenges some prevailing notions about Chinese international student experiences of studying in Western universities. Our data suggests that while many Chinese international students may feel a lack of English language proficiency is a barrier to their learning, it does not significantly impact their performance when compared with domestic students. The results presented here suggest that educational research and policy makers should move beyond an emphasis on language proficiency and further examine the role of other factors when developing strategies to facilitate supportive learning environments for English Language learners (ELL) and international students in a university setting. [ABSTRACT FROM AUTHOR]
- Abstract: Cette étude examine l'expérience d'apprentissage d'étudiants internationaux chinois de premier cycle qui suivent un cours important de sciences anthropologiques. Ce cours de première année (ANT101) a été offert par apprentissage à distance pendant l'hiver 2021 à l'Université de Toronto Mississauga (UTM). Nous passons en revue les expériences d'apprentissage générales des étudiants internationaux chinois (n = 30) par rapport aux étudiants domestiques et aux autres étudiants internationaux en analysant les données qualitatives et quantitatives recueillies à partir d'enquêtes d'auto-évaluation avant et après le cours distribuées dans le processus du cours. Notre étude remet en question les notions dominantes sur les expériences des étudiants internationaux chinois dans les universités occidentales. Nos données suggèrent que si de nombreux étudiants internationaux chinois peuvent penser qu'un manque de maîtrise de l'anglais est un obstacle à leur apprentissage, cela n'a pas d'impact significatif sur leurs performances par rapport aux étudiants domestiques. Les résultats préliminaires présentés ici suggèrent que la recherche en éducation et les décideurs politiques devraient se concentrer au-delà de la maîtrise de la langue et examiner le rôle d'autres facteurs lors de l'élaboration de stratégies visant à faciliter des environnements d'apprentissage favorables pour les apprenants de la langue anglaise (ELL) et les étudiants internationaux dans un milieu universitaire. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Collected Essays on Learning & Teaching is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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