A Narrative Inquiry of Three Chinese International Students' Academic Adjustment Experiences at Canadian Universities

Autor/inn/en	Huang, Ju; Guo, Haojun; Zhou, Qiutong
Titel	A Narrative Inquiry of Three Chinese International Students' Academic Adjustment Experiences at Canadian Universities
Quelle	In: Journal of Teaching and Learning, 16 (2022) 2, S.107-122 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Foreign Students; Student Adjustment; Educational Experience; Graduate Students; Barriers; Study Abroad; Asians; Doctoral Students; Student Attitudes; Native Language; English (Second Language); Second Language Learning; Professional Development; Researchers; Novices; Universities; Personal Narratives; Student Role; Foreign Countries; Chinese; Culture Conflict; Language of Instruction; Canada; China + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungserfahrung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studies abroad; Auslandsstudium; Asian; Asiat; Asiatin; Asiaten; Asiate; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Researcher; Forscher; University; Universität; Erlebniserzählung; Ausland; China; Chinesen; Kulturkonflikt; Teaching language; Unterrichtssprache; Kanada
Abstract	There is an increasing number of Chinese graduate students who study in Canada and have quite different educational backgrounds. Despite a large number of studies attending to the challenges and difficulties they encountered in life and study, not much research narratively explores Chinese international students' academic adjustment experiences in graduate programs in Canada. To fill the gap, this research makes a narrative inquiry into three Chinese international students' academic adjustment in the graduate and doctoral programs of two universities in Ontario, Canada. The three-dimensional framework (Clandinin, 2006) is employed to tell and retell their stories. Their narratives have revealed the importance of their native languages and how their past experiences before they came to Canada influenced their academic adjustment. The Eastern and Western cultures have had a lasting effect on their personal and professional development. In addition, they have played multiple roles as Chinese international students, novice researchers, and future educational practitioners. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01