Literaturnachweis - Detailanzeige
| Autor/in | Liu, Dongfang |
|---|---|
| Titel | Strategies to Promote Chinese International Students' School Performance: Resolving the Challenges in American Higher Education |
| Quelle | In: Asian-Pacific Journal of Second and Foreign Language Education, 1 (2016), Artikel 8 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2363-5169 |
| DOI | 10.1186/s40862-016-0012-9 |
| Schlagwörter | Foreign Students; College Students; Barriers; Language Proficiency; Emotional Response; Teaching Methods; Success; Student Needs; Foreign Countries; Performance; China; United States |
| Abstract | In recent years, there has been an increase in Chinese international students attending American universities. Chinese international students in American higher education represent the largest group of international students from a single country. However, research and media reports have documented that Chinese students in America are now facing a variety of difficulties in their education in America. In this regard, this study aims to track Chinese international student progress and further identify supports that may increase their academic success at American universities and colleges. Informed by the voices and experiences of participants, the findings from the study demonstrate that the Chinese international students who are currently attending American higher education are facing difficulties in language proficiency, emotional issues, and American pedagogy. Based on the findings, the author has provided recommendations to increase Chinese international students' academic success in American institutions of higher education. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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