scholarly journals Influence of Chinese International Students’ Intercultural Communicative Competence to Their English Proficiency in the U.S.

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Fan Yang
Keyword(s):  
International Students ◽  
English Proficiency ◽  
Communicative Competence ◽  
Chinese International Students ◽  
Intercultural Communicative Competence ◽  
The U.S

scholarly journals “I finally marginalized myself from the mainstream”: An Autoethnography Study of Chinese International Student’s Development of Intercultural Communicative Competence

2021 ◽  
Author(s):  
Yuqi Lin ◽  
Hongzhi Zhang
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Communicative Competence ◽  
Three Dimensions ◽  
Research Approach ◽  
Intercultural Communicative Competence ◽  
Higher Education Management ◽  
Intercultural Performance ◽  
Chinese International Student

In the higher education market, the cross-border flow of international students has become increasingly apparent. For Australia, China has been a major student source and most of these students have been enrolled in the higher education sector. Such a phenomenon has rendered the innovation of higher education management necessary, and its socio-cultural influence has attracted attention from the Australian government. This study suggests that international students’ intercultural communicative competence (ICC) deficits could influence their self-perceptions thus compromising their ability to communicate with peers. Using a qualitative research approach, the study explores the extent to which China’s College English influences Chinese international students’ intercultural performance and unpacks the reasons for their behaviours. An autoethnography of a Chinese international student was provided to indicate that the experience from both home and host countries would constitute a habitual thinking pattern that could exert an enduring impact on individuals. Via critically engaging with Byram and Morgan’s three dimensions of ICC and Byram’s model of ICC, the participant’s ICC was analysed, and her conceptions of culture and language were discovered. This study advocates more meaningful explorations about English curricula and highlights the need for forming a caring and humane society and tapping the value of international students in the era of globalisation.

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

2019 ◽  
Vol 9 (3) ◽  
pp. 834-855 ◽  
Author(s):  
Deyu Xing ◽  
Benjamin Bolden
Keyword(s):  
International Students ◽  
English Proficiency ◽  
Value Theory ◽  
Learning Motivation ◽  
Chinese International Students ◽  
English Learning ◽  
Expectancy Value ◽  
Spoken English ◽  
Subjective Value ◽  
English Learning Motivation

This study employed narrative inquiry to understand the oral English learning motivation of Chinese international students with low oral English proficiency through their academic acculturation stories. Expectancy-Value Theory served as the theoretical framework to inform the study design and the interpretation of results. Findings suggest all participants’ motivation for oral English learning increased as a result of the newly acquired high subjective value of spoken English during their academic acculturation. However, they experienced high levels of psychological stress during their academic acculturation due to their low oral English proficiency. Further, participants’ perceived expectancy of success for learning oral English declined as their academic acculturation progressed, negatively influencing their oral English learning motivation. Implications for various stakeholders are discussed.

scholarly journals Do Chinese International Students’ Personalities Change During Cross-National Transitions?

2017 ◽  
Vol 7 (2) ◽  
pp. 229-245
Author(s):  
Kenneth T. Wang ◽  
Lu Tian ◽  
Mayo Fujiki ◽  
Jennifer J. Bordon
Keyword(s):  
International Students ◽  
Acculturative Stress ◽  
Home Country ◽  
The United States ◽  
Chinese International Students ◽  
High Achievers ◽  
Different Types ◽  
Personality Construct ◽  
The U.S ◽  
Cross National

Perfectionism is a multidimensional personality construct salient for international students; they are known to be likely high achievers in their home country and face several acculturative challenges after crossing national borders. This study examined whether perfectionist types changed during cross-national transitions in a sample of 227 Chinese international students studying in the U.S. Individuals were classified into different types of perfectionists—adaptive, maladaptive, and non- perfectionists. Results indicated that 40% of the participants’ perfectionist types changed during their cross-national transition. After studying in the United States, more non-perfectionists became perfectionists than perfectionists that turned into non-perfectionist. Acculturative stress predicted the direction of shift; nonperfectionists who perceived higher levels of acculturative stress were more likely to change into maladaptive perfectionists than adaptive perfectionists.

A qualitative case study of how an English language program at a U.S. university prepares Chinese students for U.S. undergraduate programs and communicative competence

2020 ◽  
Author(s):  
◽  
Mingming Wang
Keyword(s):  
International Students ◽  
English Language ◽  
Communicative Competence ◽  
Qualitative Case Study ◽  
Chinese Students ◽  
Full Time ◽  
Language Program ◽  
Undergraduate Programs ◽  
The U.S

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Chinese students account for about one-third of the international students at U.S. universities from 2013 to the present year 2020; however, many of them, after their arrival, feel it is difficult to fit into U.S. college learning environments. This study focused on how to get Chinese students ready for U.S. undergraduate programs. A qualitative case study method was utilized, and the case was the Intensive Language Program (ILP), a full-time program of an English language center at a Midwestern public university that is designed to support international students. Using theoretical frameworks on college readiness (Conley, 2010a, 2014b) and communicative competence (Canale and Swain, 1980, 1983), I explored how ILP prepared Chinese students for U.S. undergraduate programs in general, and I paid particular attention to how ILP improves Chinese students' communicative competence. My specific research questions were: 1. How do ILP teachers and leaders prepare students for U.S. undergraduate programs? 2. How do Chinese students who have finished the ILP program perceive ILP and how well it has prepared them for U.S. undergraduate programs? 3. How does ILP enhance Chinese students' communicative competence? The findings demonstrated that the ILP program provided valuable and comprehensive support to Chinese students in five overarching components: Think, Know, Act, Go, and Talk. Specifically, ILP added five great values to Chinese students: research, MLA and APA, writing, transition, and presentation. However, as they started their undergraduate program learning, Chinese students also shared two greatest needs: reading and the U.S. History course. The results are significant to the practices of the U.S. English language centers and international schools in China.

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