In the first phase, using semi-structured interviews, the researcher investigated Chinese students' conceptions of academic success, the factors that they perceived as most influential on their attempts to achieve it, and the strategies that they adopted to optimize their chances. In the second phase, based on results from the first round, a follow-up interview was conducted to probe for further details and to understand the strategies adopted by these students according to their study-abroad experience.
In the third phase, new data were collected through a focus group discussion to generate a deeper understanding of the students' perspectives on academic success and its relation to acculturation. The final results from this study indicated that the conceptions of academic success of these international students and their strategies for attaining it were not only characterized by cultural and socio-institutional values and norms , but were also shaped and reshaped by the international students' individual characteristics and personal acculturative attitudes and experiences.
The findings offer possible answers to help explain how Chinese international STEM students manage to achieve academic success despite the challenges such as language barrier and acculturation process dealing with cross-cultural barriers on cultural, institutional and personal levels. Please try again later. Format: Hardcover. Du and Kirkebaek's edited book does not simply repeat the calling for pedagogic research in current studies on Chinese as a foreign language education, but elaborates on how the pedagogic innovations can take place in the Danish educational context.
Through careful and concise discussion, the book offers a refreshingly new Chinese teaching methodology on the basis of empirical studies in Denmark.
It is not only a must-read book for pre-service Chinese teachers but also an extremely thought-provoking one for in-service teachers, teacher educators and curriculum designers as well. Du and Kirkebaek's study is one of its first kind to demonstrate a lively and effective teaching method.
Exploring teacher education in the context of Canada and China: A cross-cultural dialogue
As a Chinese teacher in the front line in Hong Kong, this book provided certainly at least a perfect pedagogic tool for me to refer to. With the increase of studies on Chinese pedagogy, I believe learners of Chinese in the West will no longer find the Chinese language impossible to conquer. See the review. There's a problem loading this menu right now.
Spend a year exploring China as an Educational Ambassador
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Exploring current Chinese higher education pedagogic tensions through an activity theory lens
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