International student mobility has traditionally witnessed a global South-North pattern. In recent years, a shift has occurred as the appeal of alternative geographies waxes, with Malaysia being an exemplar of inbound student mobility destination. To facilitate a deep probe of the under-researched global South-South student mobility, this study utilized a qualitative method to delve into 10 Chinese doctoral students’ emic perceptions of their sojourn in Malaysia. Guided by a theoretical framework incorporating decolonization and recolonization, this study unpacks how these sociohistorical forces penetrate into and shape the students’ preparation and navigation of a doctoral sojourn. Findings of the study reveal that while taking advantage of the Southern niche to yield commensurate benefits, thereby delegitimizing the Western supremacy, the students’ make-do mentality and self-subjugating resistance inadvertently reinforce the Western dominance. Besides, these macro effects generate interlocking and conflicting affective consequences, instilling simultaneously positivity and inclusivity, inferiority, and anxiety. Altogether, decolonization and recolonization are concretely registered at the emotional level and bear a broader social significance. This article concludes with an alert and a call to address covert yet compelling inequalities in international student mobility.
The authors co-chaired this symposium, entitled How to Make Peer Feedback Work and hosted online by the Malaysian Association of Applied Linguistics (MAAL) on 1 September 2022. The speakers, Juuso Henrik Nieminen (Assistant Professor, University of Hong Kong), James Wood (Associate Teaching Professor, Seoul National University), Wei Wei (Associate Professor, Macao Polytechnic University), Tingting Liu (PhD candidate, Nanyang Technological University), and Vahid Aryadoust (Associate Professor, Nanyang Technological University) delivered enlightening presentations to over 50 participants, in turn, discussing topics related to authentic assessment, dialogic peer screencast feedback, self-efficacy, teacher video feedback, and gender and academic major bias in relation to peer assessment.
As the L2 Motivational Self System (L2MSS) is premised on monolingualism, which ignores the cross-cutting properties of multilingual environments, this study investigates the English Learning Self and its structural characteristics of students in a junior high school in a minority-inhabited area of Guizhou Province, China. These ethnic minority students not only learn their native language (minority languages), but also learn Mandarin Chinese, through which they learn English as their third language, with features of low English proficiency, weak motivation to learn English, and low frequency of English use. Data were collected from 159 Han Chinese students and 274 ethnic minority students in the eighth grade of the junior high school. Structural equation modelling revealed that the Ideal English Self contains three factors: Ideal English Learner, Ideal English Career and Ideal English User, and the most significant Ideal English Self exhibited by the middle school students was Ideal English Learner; while the Ought-to English Self contains three factors: Meeting Other’s Expectation, Self’s Future Expectation and Self’s Present Demand, with Meeting Other’s Expectation marking contributed the most. Through comparative analysis, this study further found that there was no significant difference between local Han Chinese students and ethnic minority students in terms of English Learning Self.
This paper analysed a total of 334 English language articles on teaching Chinese as a second or foreign language from the Web of Science, during the period from 2001 to 2020. By examining the bibliometric indices of the literature, the analysis found that: 1) The numbers of research publication and citation have gone through slow growth in the first decade and strong growth in the second decade. 2) Highly cited journals are mainly from four categories: educational technology, linguistics, education and psychology. 3) Highly productive authors are mainly from the fields of computing and education, with research interests focused on the use of digital technology to help Chinese language learning. 4) Highly co-cited articles include keywords related to young Chinese learners, foreign language, English context and character learning. 5) The topical trends in Chinese language education research have evolved from an early focus on Chinese writing, learning strategies and cross-cultural language teaching to a mid-term focus on issues such as classroom management and task-based teaching, and further expansion to a more recent focus on the integration of digital technologies and multimodal approaches to teaching and learning. By reviewing these five areas, this study aims to provide a complete picture of the research on teaching Chinese as a second or foreign language outside mainland China. It is intended to help build bridges of collaboration between researchers and institutions within and outside mainland China by highlighting the researchers who have made significant contributions and the wide range of issues being explored.
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