Navigating New Terrain: First-Year Chinese Students’ Transitionary Experiences In a Sino-US Joint Venture University In China

Abstract

The growth of international higher education, with an increase in inbound students and the creation of foreign university branch campuses, has made quality education available globally. But this also presents challenges for academic adjustment for international students. Although there is a significant amount of literature on the struggles faced by international students studying abroad, there is limited research on the challenges faced by students attending International Branch Campuses (IBCs) within their home countries. This study aims to fill this gap by using a qualitative exploratory approach to understand the specific challenges faced by first-year university students in China at a Sino-US international branch campus. Data was collected through interviews and focus groups with 28 students, five faculty members, and three student support staff. The findings provide valuable insights into the institutional and teaching challenges faced by these students, which are different from those faced by international students studying abroad.

Seat Selection as a Function of Cultural and Individual Differences: Insights from Undergraduate Students in China

“…Additionally, the Chinese campus participates in the US accreditation process, which indicates consistency in how student learning experiences are designed and delivered across both campuses. The student population is nearly 100 percent from China, and a majority of students come from traditional Chinese high schools (Noman et al 2023). Therefore, this teaching and learning context provides us with a unique context to study the factors that are responsible for shaping students' seating choices.…”

Developing a second language listening and speaking assessment instrument for Use in student-led seminars in a chinese middle school english language acquisition class

“…Within the Chinese context, Xu and Kou (2017) also stress the importance of teaching, modeling and practicing group interaction strategies to improve Chinese university students' oral English performance. Noman et al (2023) documented Chinese university students reporting difficulties transitioning from their high school teacher-centric instruction to university student-centered seminar discussion. There seems to be no reason why high school or even middle school students could not also engage in such learning, so long as they have sufficient English language ability, appropriate scaffolding, and the self-management skills.…”

“…A review of 87 listening research studies demonstrated for the past 20 years researchers are still calling for an increase in assessment authenticity emphasizing real-world contexts (He & Jiang, 2020). In the Chinese context, university students have discussed how they were unprepared for their professors' different English-speaking accents and the need to adapt their listening skills (Noman et al, 2023). The overuse of inauthentic assessment and its use of standard English accents is arguably insufficient for second language learners.…”