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The purpose of this study is to explore selected factors that may be related to Chinese students' decisions to remain in the United States or return to Taiwan after they finish their studies. Based upon the Chi Square test, the results are: students likely to remain in the United States are influenced by the understanding of the life style of those Chinese who had stayed, perceived less prejudice from American people, and received political freedom in the United States. Factors influencing the decision to return to Taiwan are likely to include family expectation to return, willingness to devote one's ability for the betterment of Taiwan's future, and stronger identification with Taiwan. It is suggested that a long-term cost-benefit analysis be conducted so that it is possible to understand whether Taiwan's brain drain is a loss or a gain to its development.

Thesis (M.Soc.Sc.)--University of Waikato, 2007. / Title from PDF cover (viewed April 16, 2008) Includes bibliographical references (p. 104-117)

AN ABSTRACT OF THE DISSERTATION OF YUTAO YAN, for the Doctor of Philosophy degree in EDUCATION, presented on November 21, 2022, at Southern Illinois University Carbondale.TITLE: FROM THE MOST SPOKEN MANDARIN TO THE MOST CHOSEN ENGLISH: STORIES OF INTERNATIONAL CHINESE STUDENTS’ LANGUAGE INVESTMENT AT A RURAL MIDWESTERN UNIVERSITYMAJOR PROFESSOR: Dr. Heidi R. BaconThe purpose of this study was to investigate international Chinese students’ (ICS) English learning experiences at a rural Midwestern university. The study explored how ICS acculturated to a new learning environment which is dominated by English. The study also examined how ICS’s investment in English was influenced by their (re)constructed identities as they participated in local communities.The study employed a language-as-a-social-practice framework to interpret ICS’s learning English as an L2. ICS, in an increasingly globalized world, are expected to obtain linguistic and cognitive knowledge of English through which they help connect China to the Western world. They are also expected to participate in local target language communities in which they develop multilingual-and-multicultural consciousness to serve the larger global community. Meanwhile, second language socialization empowers ICS to exercise their multiple identities (e.g., linguistic, ethnic, social, cultural, and national identity) which can improve and enhance communicative competence in their professional social lives. A qualitative narrative inquiry was adopted as a research approach to address ICS’s acculturative experiences and language investment stories. Five participants were interviewed in Zoom meeting rooms and observed during virtual activities due to the Covid-19 pandemic. A researcher reflective journal was added to support data collection because of the cultural proximity between the researcher and participants. Two cycles of data analysis were conducted to develop 4 main themes: 1) ICS’s imagined communities, 2) L2 practice, 3) social networking, and 4) the influence of Covid-19. Research findings indicated that when in China, participants made study abroad decisions based on their imagination of English and the U.S. In the U.S., participants acculturated to an academic English discourse community but met with many difficulties (e.g., insufficient English proficiency and unfamiliarity with academic conventions). Their multiple identities were challenged when they initially participated in social interactions and socially networked within local communities. Covid-19 mitigation policies (e.g., stay-at-home, and social distancing orders) interfered with participants’ L2 socialization. ICS were expected to socialize using English in various academic and local discourse communities. Their multiple identities were challenged when they crossed multiple borders to make meaning in American cultural contexts. This study encourages China’s English educators to pay attention to language identity development and investment and to better prepare students for a multilingual and multicultural learning environment mediated by English. Findings also call for American educators to tailor their instruction to help ICS develop their transnational identities. Last, educators need to help ICS develop their multiple identities which can enable them to fulfill their language investment and achieve their learning goals.

published_or_final_version / abstract / Sociology / Master / Master of Philosophy

This case study explores Chinese international students' perceptions of meaningfill learning. Ten Chinese international students, who have post-secondary educational experience in both China and Canada, and five student services staff participated in this study. Data triangulation and method triangulation were used in this study. The study identifies four major themes found in student perceptions of meaningful learning: Practical Learning, Learning Under Pressure, Comfortable Learning, and Active Learning. This study indicates a positive relationship between out-of-school experiences and meaningful learning for international students. It reveals that students are aware of the important influence of the learning environment in their motivation and learning. This study challenges the stereotype of Chinese learners and highlights their preference for active learning over passive learning. The implication of this study emphasizes combined efforts of students and educators in co-constructing meaningful learning. The paper ends with the researcher's self-reflections on how this study affects her meaningful learning.

This dissertation examined the effect of year-long study abroad program on the development of intercultural sensitivity among the Mainland Chinese high school students. The sample consisted of 50 study abroad participants and 50 students on home campus. The instrument Intercultural Development Inventory (IDI) was employed to assess the intercultural sensitivity level of Mainland Chinese students before and after study abroad experience. The paired samples t-test results reveal that study abroad students did not make statistically significant gains in the overall intercultural sensitivity through participation in the year-long study abroad program. Although there were statistically significant differences in the posttest ethnorelative scales between study abroad students and students on the home campus, the study abroad students did not make significantly greater progress in their overall intercultural sensitivity between the pretest and posttest than the comparison group. The regression results indicated that the independent variable of total amount of previous intercultural experience significantly contributed to the development of intercultural sensitivity.On average, study abroad students participants were in the stage of Minimization as measured by IDI prior to study abroad and remained at the same stage by the conclusion of the study abroad experience. The findings imply that the study abroad program needs to provide support to increase students’ skills and sensitivity so that they can deal effectively with cultural differences.

As international education continues to expand, countries providing such opportunities not only benefit but also face challenges. For traditional destinations, including the United States and the United Kingdom, the number of international students has been falling. At the same time emerging economies, such as China, are witnessing a rapid increase in the number of international students enrolled in their universities. China is, therefore, beginning to play an important role in the competitive global market for higher education. This thesis analyses and compares the experiences of international students in the UK and China using Transformative Learning theory. While there is an extensive literature on both international higher education and also Transformative Learning theory there are three important contributions that this thesis makes. First, this research applies the theory to two international student groups: UK students in Chinese universities and Chinese students in UK universities. Second, this study includes a focus on the intercultural learning of Chinese doctoral students in the UK filling a gap in current research. Finally, this investigation has extended the very limited number of current research projects on UK students in China. It is generally acknowledged that international students will experience various challenges when they are in a culturally different context. Little research has focused on how and why learners are transformed through exposure to their new environment and, also, why sometimes they are not. This study applies Transformative Learning theory to address two research questions: first, do UK international students in Chinese universities and Chinese international students in UK universities experience transformational learning in/during their overseas studies? Second, what factors foster or impede international students' experience of transformative learning? To answer the above questions semi-structured interviews were used to investigate international students' academic and social experiences. Based on the insights provided by Mezirow, Taylor, and previous studies on international students, I argue that international students' intercultural experience is a complex process. Transformation can occur in various ways and social and personal perspectives underpin the transformative learning of the students. Contributing factors include culture shock, educational conventions, the student's motivation, expectations, personality, gender and previous work experience. The results reflect the significance of differences in teaching styles in the UK and China and the impact this can have on the student teaching and learning process when they move to a new university.

Abstract is available to download.