scholarly journals A Case Study of Chinese Students’ and IEP Faculty Perceptions of a Creativity and Critical Thinking Course

2019 ◽  
Vol 9 (3) ◽  
pp. 34 ◽  
Author(s):  
James Badger
Keyword(s):  
Critical Thinking ◽  
International Students ◽  
Faculty Perceptions ◽  
Chinese Students ◽  
Intensive English ◽  
Future Studies ◽  
Effective Strategies ◽  
Intensive English Programs ◽  
Analytic Skills

The attention to fostering learners’ critical thinking and creativity skills in secondary school and college students is growing in Western and non-Western countries. This study investigated the integration of a creativity and critical thinking course in an Intensive English Programs (IEP) to determine how the same course may contribute to international students’ linguistic skills and analytic abilities in preparation for college. Perry’s (1970) conceptual framework was adopted to analyze Chinese students’ views of problems presented in a creativity and critical thinking course, and how the same knowledge related to the Chinese students’ prior educational experiences as well as connect to their future studies. IEP faculty and administrator’s perceptions provided an additional perspective into the purpose and learning outcomes of the same course. Findings from this research address a gap in the literature that seeks effective strategies and models for IEPs to foster international students’ analytic skills in preparation for college studies.

Comparing Intensive English Program (IEP) and Directly-Admitted International Students’ Academic Achievement

2020 ◽  
Author(s):  
Anthony Schmidt
Keyword(s):  
Higher Education ◽  
International Students ◽  
Equivalence Testing ◽  
Intensive English ◽  
Intensive English Program ◽  
Student Groups ◽  
First Semester ◽  
Intensive English Programs ◽  
Statistical Equivalence ◽  
Direct Admission

Intensive English programs (IEPs) exist as an additional pathway into higher education for international students who need additional language support before full matriculation. Despite their long history in higher education, there is little research on the effectiveness of these programs. The current research examines the effectiveness of an IEP by comparing IEP students to directly-admitted international students. Results from regression models on first-semester and first-year GPA indicated no significant differences between these two student groups. Follow-up equivalence testing indicated statistical equivalence in several cases. The findings lead to the conclusion that the IEP is effective in helping students perform on par with directly-admitted international students. These findings imply further support for IEPs and alterative pathways to direct admission.

scholarly journals Faculty Perception on International Students in Turkey: Benefits and Challenges

2016 ◽  
Vol 9 (5) ◽  
pp. 1 ◽  
Author(s):  
Erkan Acar
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Time Management ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Administrative Staff ◽  
Liberal Arts University ◽  
System 2

<p class="apa">The purpose of this qualitative case study is to examine faculty perceptions on international students with respect to benefits and challenges of having them in a liberal arts university located in Istanbul, Turkey. The research data were collected through evaluation of pertinent documents of the school and interviews with sixteen faculty members and one administrative staff member. Revealed themes for the benefits of having international students within the institution included: (1) escalading the overall academic and disciplinary success of the school, (2) creating diversity in learning environment and (3) generating competitive learning environment. Themes that are revealed for the challenges of having international students included: (1) adaptation to a new educational system, (2) language accents, (3) time management issues, and (4) isolation and grouping.</p>

scholarly journals Kites Flying: Chinese overseas Kites Flying: Reflections of Chinese Students in New Zealand on National Identity Students’ reflections on National Identity

2017 ◽  
Author(s):  
Xiudi Zhang
Keyword(s):  
National Identity ◽  
New Zealand ◽  
International Students ◽  
Chinese Culture ◽  
Chinese Students ◽  
Chinese International Students ◽  
Chinese Overseas ◽  
International Identity ◽  
The Individual

The study described in this paper examined the national identity tension that often occurs between Chinese international students and Western host country members. Research questions guiding the study were: How does the experience of studying in New Zealand provide challenges for Chinese international identity, and how do Chinese students reflect their cognitions of national identity in everyday life. Case study was used as a method to collect data from 20 Chinese international students. Cross-national discussions of China from the participants’ life experiences reveal a complex, sometimes contradictory, relationship between the individual and state, which is deeply rooted in Chinese culture and context, and provides a critical reflection on Chinese citizens. Drawing on interviews of Chinese students at a New Zealand university, this study showed that these Chinese international students are struggling with a changeable national identity which is relevant to their overseas experience, family history and education background.

scholarly journals Chinese Students’ Experiences Transitioning from an Intensive English Program to a U.S. University

2020 ◽  
Vol 10 (4) ◽  
pp. 1064-1086
Author(s):  
Jill Fox
Keyword(s):  
Culture Shock ◽  
Chinese Students ◽  
Intensive English ◽  
Intensive English Program ◽  
Academic Transitions ◽  
University Recruitment ◽  
Language Problems ◽  
English Program ◽  
Case Study Methods

The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students’ sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming.

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.

scholarly journals Learning from Short-Term Study Abroad to Innovate Intensive English Programs on U.S. Campuses

2020 ◽  
Vol 32 (3) ◽  
pp. 182-207
Author(s):  
Jonathan K. McNair ◽  
Eric Friginal ◽  
Alison Camacho
Keyword(s):  
English Language Learners ◽  
International Students ◽  
Study Abroad ◽  
English Language ◽  
The United States ◽  
Intensive English ◽  
Short Term ◽  
Study Abroad Programs ◽  
Intensive English Programs ◽  
The U.S

A major focus of Intensive English Programs (IEPs) in most universities in the United States (U.S.) is English for Academic Purposes (EAP), which prepares English language learners for undergraduate and graduate study, delivered or facilitated in English across scholarly and professional settings. The same EAP approach may also be successfully implemented for short-term, inbound study abroad programs for international students and professionals hosted in the U.S. This qualitative review of current best practices aims to (1) to explore and document measurable trends on the efficacy of outbound study abroad programs from U.S. universities that may, ultimately, help develop short-term, inbound EAP programs, (2) provide a framework that could help IEP directors and coordinators in running short-term EAP courses, and (3) discuss innovations and future directions in hosting short-term EAP programs in an IEP setting in the U.S. Data sources include an extensive review of literature in the field (especially focusing on faculty-led study abroad courses overseas), ethnographic interviews of various stakeholders, and assessment/evaluation results from EAP materials developed specifically for international students in short-term IEP programs.

scholarly journals PROMOTING STUDENTS’ CRITICAL THINKING THROUGH PEER FEEDBACK IN ORAL COMMUNICATION CLASSROOM

2020 ◽  
Vol 8 (1) ◽  
pp. 50
Author(s):  
Didih Faridah ◽  
Luthfiyatun Thoyyibah ◽  
Asep Dudi Kurnia
Keyword(s):  
Critical Thinking ◽  
Communication Skill ◽  
English Education ◽  
Peer Feedback ◽  
Oral Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Studies ◽  
Case Study Design

Being able to speak critically requires think critically. This study explicates students’ perception on the use of oral peer feedback/review in establishing their speaking ability and critical thinking. Peer feedback/review is commonly employed in the classroom learning process especially in writing and oral communication classroom. The study acquired a qualitative case study design. Questionnaires and interviews were disseminated to gain the data. The eighteen undergraduates’ students of the English education program taking oral communication classroom entailed in this study. Findings indicated that most of the students perceived the beneficial use of oral peer feedback to enhance their oral communication speaking and critical thinking skills. They found that their peer feedbacks/review were very functional in establishing their oral communication skill. Defining the oral peer feedback/review, the students elucidated that it helped them in describing, analyzing, and evaluating critically what they had experienced. Concerning the findings, the students were able to reflect on their previous speaking performance and become more critical in analyzing and evaluating each of the performance sessions. Also, they were more aware of their comprehension of the materials taught in the classroom from the previous feedbacks/review. The findings profound that regular practices of oral peer feedback/review can be accomplished to develop students’ critical thinking to speak critically. Future studies might explore the extent to which these peer feedback activities have a quantitative effect on students' critical thinking skills.

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