More Than Language: The Learning Experience of Chinese International English Language Learners (ELLs) at a Canadian University

Abstract

This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance learning during the Winter of 2021 at the University of Toronto Mississauga (UTM). By analyzing qualitative and quantitative data collected from self-report pre- and post- course surveys (n=587), we review the general learning experience of Chinese international students (n=30) in comparison to other international students (n=34) and domestic students (n=523). Our study shows support, but at the same time undermines some prevailing notions about Chinese international student experiences of studying in Western universities. Our data suggests that while many Chinese international students may feel a lack of English language proficiency is a barrier to their learning, it does not significantly impact their performance when compared with domestic students. The preliminary results suggest that educational research and policy makers should move beyond a focus on language proficiency and examine the role of other factors when developing strategies to facilitate supportive learning environments for English Language learners (ELL) and international students in a university setting.