A Study of Chinese International Student Dropout: Acculturation Experiences and Challenges in a Pre-University English Language Improvement Program

Autor/inn/en	Wang, Peiyu; Zhou, George
Titel	A Study of Chinese International Student Dropout: Acculturation Experiences and Challenges in a Pre-University English Language Improvement Program
Quelle	In: McGill Journal of Education, 56 (2021) 1, S.52-70 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Foreign Students; Dropouts; Academic Failure; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Learning Motivation; Time Management; Metacognition; Academic Achievement; Language Proficiency; Learning Experience; Withdrawal (Education); Asians; Correlation; Student Attitudes; Decision Making; Parent Aspiration; Student Adjustment; Employment Opportunities; Undergraduate Students; Barriers; Social Isolation; Psychological Patterns; Canada + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Zeitmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Language skill; Language skills; Sprachkompetenz; Lernerfahrung; Kursabbruch; Asian; Asiat; Asiatin; Asiaten; Asiate; Korrelation; Schülerverhalten; Decision-making; Entscheidungsfindung; Elternwille; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Berufschance; Beschäftigungschance; Soziale Isolation; Kanada
Abstract	With an increasing number of international students coming to Canada for higher education, Canadian universities are offering diverse English language improvement programs (ELIPs) to improve international students' English proficiency. However, some Chinese international students struggle to pass such programs and eventually withdraw. This study examines the living and learning experiences of Chinese international students who dropped out of ELIPs and identifies the factors associated with their decisions to drop out. The findings indicate that Chinese international students dropped out due to academic failure that was related to low learning motivation, lack of time management and self-regulation, and insufficient academic and social integration. Implications for educators in higher education, study support services, and students are presented. (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01