Understanding the international student’s experiences in a multilingual university context from a sociolinguistic perspective

Abstract

This paper takes a sociolinguistic perspective in understanding the international student’s experiences in a multilingual university context. Drawing on a narrative inquiry approach, the present qualitative case study investigates a Brazilian Chinese international student’s lived experiences of studying in a Hong Kong university, with particular attention to his identity construction in both in-class and out-of-class contexts and the role of language in shaping his dynamic identity construction. The findings suggest that the international student’s language (in)competence appears to be closely intertwined with his identity construction in situated contexts, intersecting with his inclusion/exclusion and empowerment/marginalisation. The findings also reveal that multiple language ideologies mediate the impact of the international student’s language (in)competence on his identity construction in various situated contexts. Taken together, the findings call attention to the complex and dynamic interaction between identity construction, language (in)competence and language ideology in advancing our understanding of the international student’s experiences in a multilingual university context.

International students’ burnout and self-efficacy profiles and their relation to writing conceptions

“…We avoided the term engaged students because engagement was not measured in this study. The other reason is that the recent person-centred studies have found the combination of relatively high exhaustion and engagement (Salmela-Aro et al, 2016, 2022Tuominen-Soini and Salmela-Aro, 2014), which challenges the previous findings that engagement is the opposite of burnout (Schaufeli et al, 2002;Schaufeli and Salanova, 2007). Moderate burned-out students represented the student group who experienced a medium level of study-related burnout in this study.…”

“…Students with different burnout and self-efficacy profiles score differently concerning the background variables such as gender (Bulfone et al, 2021; Küçüksüleymanoğlu, 2021), length of study (Gradiski et al, 2022; Huang et al, 2021; Kok et al, 2023), educational level (bachelor’s or masters’ students; Küçüksüleymanoğlu, 2021), student status (exchange or degree students), faculty (Allen et al, 2020), length in the same language of instruction (Gradiski et al, 2022; Sung, 2022), exemption from language test (Wang et al, 2021), and number of writing courses.(3) How do burnout and self-efficacy profiles differ in their relationship to writing conceptions?…”

Exploring a Mainland Chinese Undergraduate’s Linguistic Identity Trajectory in Hong Kong

“…With the social turn in SLA and since Norton published the groundbreaking work concerning language learning and identity (Norton, 2000;Peirce, 1995), researchers in SLA have been contributing a lot to this issue (e.g., Besser & Chik, 2014;Bui, 2020;Busch, 2010Busch, , 2012Dressler, 2014;Peng & Patterson, 2022;Sung, 2021aSung, , 2022aSung, , 2022bSung, , 2022cTeng, 2019), both theoretically and methodologically. Their methods, findings, and limitations have also inspired the current study.…”

Optimizing Madrasah Quality: A Strategic Approach to Human Resource Management

“…Previous research sheds light on the pivotal role of effective quality management, encompassing multifaceted dimensions such as administrative functionalities, the nuanced comprehension of student necessities, and the intricate dynamics intertwined within the local community (Sung, 2022). This emphasizes the need for a comprehensive approach that not only addresses administrative aspects but also prioritizes an in-depth understanding of the diverse needs of students and the intricate socio-cultural fabric within the local community (Jatuporn, 2022).…”