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Journal ArticleDOI: 10.1080/03075079.2019.1647415

Intercultural interactions in Chinese classrooms: a multiple-case study

04 Mar 2021-Studies in Higher Education (Routledge)-Vol. 46, Iss: 3, pp 649-662
Abstract: Meaningful intercultural interactions are important to the achievement of today’s educational goals, global citizenship and intercultural competence in particular. However, understanding of intercu...

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Topics: Intercultural competence (69%), Intercultural communication (67%), Cultural competence (53%) ... read more

5 results found

Journal ArticleDOI: 10.1007/S10734-019-00461-W
Tracy X. P. Zou1, Beatrice C. B. Chu2, Lisa Y. N. Law3, Vienne Lin1  +3 moreInstitutions (3)
01 Jul 2020-Higher Education
Abstract: Internationalisation of the curriculum (IoC) is on the agenda of many higher education (HE) institutions worldwide. Typically seen as associated with a top-down strategy, IoC often meets resistance from university teachers, many of whom struggle to understand its relevance to teaching practice. This phenomenographic study investigates university teachers’ conceptions of IoC. Five conceptions ranging in sophistication have been identified. The least sophisticated focuses on making the curriculum content internationally relevant, whereas the most sophisticated centres around developing self-awareness, awareness of others, and a change in mindset in students. The latter is realised by embracing reflexivity and criticality and, more importantly, utilising societal and political issues as learning opportunities for identity development. Situated in the Hong Kong context, the findings not only suggest the need for teachers to shift their focus from curriculum content to value-based development but also for educators to reflect on their role in helping students to reconcile their identity in relation to their counterparts regionally and globally.

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Topics: Curriculum development (59%), Curriculum (57%), Mindset (50%)

13 Citations

Open accessJournal ArticleDOI: 10.3390/SU11236789
29 Nov 2019-Sustainability
Abstract: China is fast becoming a coveted destination and a hub for higher education among international students, particularly since the announcement of its Belt and Road Initiative (BRI) in September 2013. Consequently, China’s higher-education institutions are seeking ways to make international students’ educational experience more consistent with their expectations. Nonetheless, instructional communication—that is, communication for the purpose of engaging students academically while reducing problematic misunderstandings in the classroom—is a bane of the educational experience of international students in China. Therefore, this article extends instructional communication and intercultural sensitivity models to pedagogical, learner-centered contexts in an attempt to develop an integrated conceptual framework on sustaining international student–Chinese faculty interactions in the classroom. That framework has three key constructs: (a) the faculty’s classroom behaviors and international students’ characteristics, (b) international students’ instructional beliefs, and (c) learning outcomes. They will serve as the basis for positioning instructional practices in responding more appropriately to enhancing the experience of international students as global learners and toward deepening and sustaining the internationalization of China’s higher-education institutions, specifically within the context of BRI.

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5 Citations

Open access
01 Jul 2021-
Abstract: Situated in Byram’s intercultural competence model, this study employed survey questionnaires and face-to-face interviews to investigate the current situation of Chinese college students’ intercultural competence through exploring a class of English majors. The results show that students were not satisfied with their reported intercultural competence; their desire for cultural learning was constrained by the current language teaching methods and content. Suggestions are made on how to position culture in language teaching and learning with implications for how teachers could provide more opportunities for authentic intercultural learning and prepare students to participate as global citizens.

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Topics: Intercultural competence (69%)

3 Citations

Journal ArticleDOI: 10.1007/S10734-020-00523-4
01 Nov 2020-Higher Education
Abstract: This qualitative study scrutinised the experiences of intercultural relationship development between international and domestic students at two Japanese private universities, which have contrastive degrees of commitment to internationalisation in regard to stated vision, curriculum, international student enrolment and languages of instruction. Kudo et al.’s (Higher Education, 77(3), 473–489, 2019) three-stage ecological and person-in-context conceptual framework was adopted to gain insight into the roles of institutional internationalisation and personal agency in intercultural relationship development. A thematic analysis of interview data from 32 students (14 domestics, 18 internationals) revealed that institutional internationalisation may play a relatively small role in promoting intercultural relationship development compared to students’ agency. A detailed examination of the associations between three forms of agency (i.e. situated, cosmopolitan and creative) and three relational stages (i.e. interactivity, reciprocity and unity) led to the identification of cosmopolitan agency as a meaningful hallmark of intercultural relationship development. These findings call for future research aimed at identifying the environmental and individual conditions that are most conducive to the cultivation of cosmopolitan agency in both international and domestic students.

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Topics: Agency (sociology) (56%), Higher education (51%), Conceptual framework (51%) ... read more

2 Citations

Journal ArticleDOI: 10.1108/ET-11-2020-0334
Abstract: PurposeWith the growth of digital education, students increasingly interact in a variety of ways. The potential effects of these interactions on their learning process are not fully understood and the outcomes may depend on the tool used. This study explores the communication patterns and learning effectiveness developed by students using two basic synchronous and asynchronous communication tools in e-learning environments, specifically business simulation games.Design/methodology/approachThe authors conduct a quasi-experiment research with 478 online business students, 267 of whom used online discussion forums and 211 interacted via an instant messaging app. The application of learning analytics and text mining on natural language processing allows us to explore the student communication patterns with each of tools and their effectiveness in terms of learning.FindingsThe results confirm the complementarity of the communication tools, asynchronous tools being especially the suitable for task-related communication and synchronous ones for speeding up and facilitating student social interactions.Originality/valueThe main value of this research lies in the use of data analytics and text mining to access and analyse the content of student interactions to assess the learning process in greater depth, comparing synchronous and asynchronous learning modes, considering that little is known about the impact of online synchronous interaction or instant messaging, and even less about the different features, content and performance that emerge when these two learner interaction modalities are compared.

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Topics: Learning analytics (64%), Asynchronous learning (63%), Online discussion (56%) ... read more

42 results found

Journal ArticleDOI: 10.1191/1478088706QP063OA
Virginia Braun1, Victoria Clarke2Institutions (2)
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.

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77,018 Citations

Journal ArticleDOI: 10.1177/1028315306287002
Abstract: This study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars. This information ...

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Topics: Intercultural competence (68%), Intercultural learning (67%), Cross-cultural competence (64%) ... read more

1,714 Citations

Journal ArticleDOI: 10.2307/3588141
Alastair Pennycook1Institutions (1)
01 Jun 1996-TESOL Quarterly
Abstract: In this article, I attempt to deal with some of the complexities of text, ownership, memorization, and plagiarism. Arguing that plagiarism cannot be cast as a simple black-and-white issue, the prevention of which can be achieved via threats, warnings, and admonitions, I suggest that it needs to be understood in terms of complex relationships between text, memory, and learning. This is part of an attempt to explore more generally different relationships between learning, literacy, and cultural difference. I look first at the background to the notion of authorship and ownership of text, arguing that the way ownership and creativity are understood within European and U.S. contexts needs to be seen as a very particular cultural and historical development. By looking at shifting premodern, modern, and postmodern understandings of text and authorship, I show how the dominant modernist paradigm has always been filled with tensions and ambiguities. Then I discuss how these confusions around plagiarism lead to difficulties and hypocrisies in how textual borrowing is understood. I follow this examination of the development of the Western notion of textual ownership with a consideration of what it means to impose this view in a context where understandings of texts, ownership, and learning may be very different. By looking at learning in a Chinese context and also at the particularities of studying in Hong Kong, I show why we need much more subtle appreciations of the relationships between different approaches to texts. Finally, I discuss some general implications for understanding text, ownership, and learning.

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Topics: Memorization (50%), Context effect (50%)

668 Citations

Journal ArticleDOI: 10.1080/0729436870060204
Katherine Samuelowicz1Institutions (1)
Abstract: Research into the nature and extent of problems faced by overseas students in Australia is based almost entirely on surveys of this population either by staff of support services or by or on behalf of policy making bodies. The nature of educational difficulties ‐‐ ‘language’ and ‘study’ problems ‐‐ is still relatively unknown, however it has been explored to some extent by study skills counsellors and teachers of English as a second language. Little is known about perception of these problems by academic staff. This paper describes learning problems of overseas students as seen by the academic staff at the University of Queensland and compares them with the perception of learning problems held by overseas students. Academic staff (145) representing 50 departments, and 136 overseas students representing 14 courses at postgraduate level and 10 courses at undergraduate level responded to questionnaires identifying educational problems and suggesting possible solutions.

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Topics: Study skills (54%), Population (52%)

335 Citations