Chinese International Students Research Articles

Factors influencing Chinese international students’ preference for Australia as a study destination: A qualitative analysis

Australia competes with other popular study destinations for its share in the international student market. As the largest cohort of international students in the country, this article explores factors influencing Chinese students to select Australia as their final study destination instead of the United States, the United Kingdom, or Canada. Within the theoretical lens of the push-and-pull model and drawing on semi-structured interviews with 22 Chinese graduates who studied at Australian universities, this research provides evidence about the factors driving Chinese international students to choose Australia as their study destination. Notably, the research participants had also considered other study destination countries for their popularity among young Chinese, sought-after education systems, and career opportunities. However, higher costs and colder climates were among the major push factors of those countries. A prior connection to the country was Australia’s foremost pull factor. China’s competitive education system and labour market, and social and cultural norms pushed participants to seek international education options.

Language, Identity, and Well-being: Counseling Considerations for Chinese International Students

This paper examines the intersection of language, identity, and well-being among Chinese international students, with a focus on counseling considerations. The unique experiences and challenges faced by Chinese international students in navigating linguistic, cultural, and psychological dimensions are explored within the context of higher education. Drawing upon a review of existing literature and empirical research, this study investigates the impact of language barriers, cultural identity, and acculturation processes on the well-being of Chinese international students. Furthermore, the paper discusses the role of counseling in addressing the mental health needs of this population, considering the factors that influence help-seeking behaviors and counseling outcomes. This paper offers insights into effective counseling approaches tailored to support the linguistic, cultural, and psychological well-being of Chinese international students in U.S. higher education settings. Recommendations for counseling practice, policy development, and future research are provided to enhance the capacity of counseling services to address the diverse needs of Chinese international students and promote their holistic development and academic success.

Understanding Chinese international students’ language ideologies and multilingual practices in English-medium instruction programs in Germany

Analysed through the lens of language ideology, this qualitative study delved into the multilingual experiences of Chinese international students in English-medium instruction (EMI) studies in Germany. Drawing on semi-structured interview data from 16 Chinese postgraduate students in an international university, this study probed into these students’ language ideologies related to English, German, and Mandarin Chinese. Data analysis showed that their language ideologies were complex and intertwined with academic success, social integration, future employment, solidarity within ethnic groups, and widening local networks. It was also found that the participants’ multiple while often conflicting language ideologies were pivotal in shaping their investment in and usage of particular languages. The findings of this study contribute to a deeper understanding of the diversity inherent in international students’ language ideologies in EMI and have significant implications for the internationalisation of multilingual environments in higher education (HE).

Exploring COVID-19 Phobia among International Chinese College Students in South Korea Before Ending COVID-19 Restrictions

BackgroundCollege students, considered to be the driving force of society, are highly vulnerable to COVID-19. At a time when facing a new pandemic wave in 2022, China’s policy was in contrast with that of Korea. We investigated the phobia levels of international Chinese college students studying in Korea.ObjectiveThis study aimed to investigate the relationship between the frequency of use and trust of information sources, and COVID-19 phobia (C19P) among Chinese college students studying in Korea before ending related restrictions.MethodsThis study employed a cross-sectional design, conducting an online survey among Chinese college students studying in Korea from April 8–15, 2022 (before Korea ended the limitations due to COVID-19). Data about 319 respondents were analyzed, including socio-demographics, information variables, knowledge, attitudes, practices (KAP), and C19P. Hierarchical regression analysis with different models was used to examine the relationship between information trust, KAP, and C19P.ResultsResults showed that students performed well in knowledge and preventive practices, had diverse sources of getting information related to COVID-19, and highly depended on the internet and news. Students who perceived a higher severity of infection showed higher levels of COVID-19 phobia. The tendency to wear masks with family/friends, avoid crowded places, and not agree with Korean government mitigation policies reported higher levels of COVID-19 phobia.ConclusionsMore authority and proactive communication strategies, such as consultations or education programs, are needed for international students to alleviate their phobias and psychological stress.

Likened to “a Boiled Egg”

International students make significant contributions to the UK and Chinese international students represent the largest body of overseas students in the UK. Although previous studies have examined different aspects of this cohort, an in-depth and comprehensive investigation of the experience of Chinese postgraduate taught students is seemingly very limited. This research employed a longitudinal design and conducted 34 interviews with the facilitation of photograph- and diagram-elicitation techniques. With a phenomenological focus, Interpretative Phenomenological Analysis, an inductive approach, was employed for the data analysis of this research investigation. Nine superordinate themes emerged to capture academic, social, linguistic and psychological aspects of students’ experience as well as motivations prior to their experience and expectations subsequent to their journey. This research offers a holistic framework of student experience by illustrating various emerging needs in different layers and highlighting English proficiency and social connections as two influential factors on other elements of student experience.

“Self-Fashioning”

Research on international students' integration into Western campuses tends to find that female international students may experience more difficulty in adjusting to new cultures than their male counterparts (Contreras-Aguirre & Gonzalez, 2017; Manese et al., 1988; Mallinckrodt & Leong, 1992).  Few researchers have delved into what female Chinese international students have to offer. Using a phenomenological study frame and a critical and interpretative lens to conduct detailed interviews, this study explored how a group of Chinese female international students self-fashioned during these experiences navigating the U.S. study. Three major themes emerged in our female Chinese international students’ stories: their “self-fashioning” helps them (1) sophistically navigate the U.S. system better, (2) tactically fit into the new U.S. society, and (3) adaptively create more genuine personal identities. Implications were discussed at the end of this study.

We have to change; they stay the same

Overseas student integration and difficulties in adjusting into the academic life of the host country are often posited as personal failures, and international education scholarship focuses heavily on the notion of failure. However, the categorization of international students is premised on them not being active subjects in the curriculum and the ways in which they can contribute to internationalization of higher education. The current study addresses this negative characterization through qualitative methodology, observing and interviewing 24 Chinese international students at an Australian university. Conducted during the COVID pandemic period, this study offers new insights into how the shift to online learning exacerbated the failure of the teaching, learning, and curriculum models that predominate in Australian universities. We call for a rethinking of international students’ education; as the pandemic subsides, deeper conversations are necessary over the continued prevalence of the deficit model while considering international students’ agency in their learning practices.

Are Chinese Students Studying in North America More Willing to Make Friends with Chinese People due to Language Problems?

This work delves into the social interactions of Chinese international students in North America, focusing on the interplay between language proficiency, ingroup bias, and their implications for forging friendships within ethnic communities. The study integrated quantitative and qualitative methodologies, analyzing English proficiency, Big Five Inventory scores, and stress indicators during self-introduction tasks. Initial findings suggest a strong correlation between English proficiency, ingroup bias, and stress levels in self-introduction settings, especially in predominantly non-Chinese audiences. In this work, the potential influence of digital communication platforms like Zoom and inherent biases in self-reported data are also acknowledged as limitations. The research underscores the necessity for higher educational institutions to promote language development and intercultural competence, fostering an inclusive social environment for international students. Through this paper, the author aim to shed light on the complexities of social networking among Chinese international students, offering insights to enhance multicultural understanding and inclusion in academic settings.

Cultural Variation in In-group Bias among Chinese International Students

Cultural Variation in In-group Bias among Chinese International Students

Ingroup Bias and Collective Self-esteem of Chinese International Students

Ingroup Bias and Collective Self-esteem of Chinese International Students

Chinese International Students' Learning Experience and Perceptions in Blended Courses in UK Universities

Chinese International Students' Learning Experience and Perceptions in Blended Courses in UK Universities

A New Theoretical Framework for Researching Female Chinese International Students’ Experiences

This article critiques the prevailing damaged-based framework used in research on Chinese international students, advocating for a shift towards a desire-based framework inspired by Tuck's critique. While gender differences are often overlooked, recent studies highlight distinct challenges faced by female Chinese international graduate students. Centering on their experiences, this study introduces the "Women Strength" framework to amplify their voices, remove stereotypes, and foster empowerment within academia and society. This research contributes to a deeper understanding of their lived experiences and advocates for their recognition and empowerment.

ON THE ISSUE OF INTERCULTURAL ADAPTATION OF FOREIGN STUDENTS COMING TO CHINA UNDER THE “ONE BELT, ONE ROAD” INITIATIVE

In recent years, the number of foreign students from Belt and Road countries has increased further. The cultural adaptation problems caused by living in a foreign culture will have an impact on their psychology. Therefore, for international students in China, cross-cultural adaptation is the first challenge they have to face after studying and living in China. This article takes the intercultural adaptation of Chinese international students as a starting point, analyzes the dilemmas and problems they face, and proposes strategies to improve the intercultural adaptation ability of international students from the perspective of strengthening cultural contacts, promoting exchanges between Chinese and international students, and also increasing psychological adaptability.

Tensions in Teaching Chinese International Students: A Self-Study of Cultural Competence in an Educational Foundations Course

ABSTRACT This collaborative self-study chronicled the evolution of our foundations of education course over three semesters as we attempted to make it more inclusive of our Chinese international students’ beliefs and lived experiences. Rooted in frameworks centered on intercultural competence and teacher educator tensions, an analysis of reflective journals and discussions about our experiences teaching Chinese international students revealed messages of cultural minimization within our course as well as tension between our democratic beliefs and acceptance of cultural difference. From this analysis, we made several curricular-instructional changes to our course. Interviews with students who experienced the changes revealed our (need for continued) growth as culturally competent teacher educators. The study offers implications for teacher educators and demonstrates the necessity of self-study in helping teachers of educational foundations realize its democratic promise.

The COVID-19 Pandemic's Stigma Effects on Chinese International Students' Lives and Mental Health

As COVID-19, which originated in Wuhan, China, spreads globally in 2019, there has been a surge in discrimination against people of Chinese descent. Negative labels such as "disease carrier" and "potential threat" have become closely associated with the Chinese community, resulting in social segregation characterized by exclusion, discrimination, and, in some cases, physical harm. This study aims to explore whether the stigma against Chinese international students still exists today when the epidemic has ended. This study collected 100 questionnaires from Chinese international students in Western countries regarding personally identifiable information, personal experiences of stigma, and reactions to stigma. By analyzing the questionnaire data, the stigmatization experiences of Chinese international students after the epidemic were summarized. Stereotypes such as "virus carriers" that arose during the epidemic still existed and continued to affect the 324dc health of Chinese students who study abroad. At this same time, many Chinese students were able to recover from the trauma quickly, but there are still some students who have difficulty or are unable to fully recover from the trauma. This paper hopes to draw the attention of more overseas universities to this current situation and create a healthier and more inclusive learning environment for international students.

A Study on the Sense of Belonging of Chinese Students in the United States in the Post-epidemic Era

The global pandemic has affected the entire world from all kinds of aspects. People were forced to stay up home to avoid the virus, which led to the great depression both economically and culturally. A great number of small and medium-sized enterprises closed down on the economic side. For the cultural field, one of the most affected fields tends to be education. Because of the worldwide pandemic, most schools were shut down and students can only have classes through online access. Under this circumstance, various education-related issues arose. Almost all the Chinese international students were forced to go back to China or quarantined in the foreign culture due to the restrictions of travelling. Many Chinese international students happened to be stuck in negative emotions, which can be concluded as a lack of sense of belonging during these turbulent times. The lack of sense of belonging can mainly originate from three factors: socialization, academic performance, and internship application. This article will first look into the troubles caused by these three main factors and then develop targeted solutions to remit the condition and improve Chinese international students’ sense of belonging in the United States.

The Mediating Effect of Acculturation Ability in the Relationship between Discriminatory Stress and Mental Well-Being among Chinese Students in South Korean Universities

As the number of international students in Korea increases, it is particularly important to pay attention to their mental well-being and adaptability. This study aimed to explore the mediating effect of acculturation ability on the relationship between discrimination stress and mental well-being among Chinese students studying in Korea. The mental well-being of international students has always been a concern. However, for the Chinese students in Korea, who occupy the largest proportion of international students and have special discrimination stress, their psychological adaptation to the cross-cultural environment has not been fully studied. Discrimination stress may negatively affect their mental well-being, and the acculturation ability may play a key role in this process. This study examined the relationship between discrimination stress, acculturation ability, and mental well-being by reviewing data from the literature on Chinese international students studying in South Korea. This study discovered that the association between discriminatory stress and mental well-being is significantly mediated by acculturation skills. That is, international students with higher acculturation ability are more likely to mitigate the adverse effects of discrimination experiences on their mental well-being. The results of this study highlight the importance of acculturation ability in the mental well-being research of international students. In the future, support and intervention measures should be developed for Chinese students studying in South Korea to improve their acculturation ability so as to reduce the negative impact of the stress brought by discrimination on mental well-being and promote the sound development of cross-cultural education.

중국인 유학생의 한국 대학에서 생활 경험에 대한 질적 사례 연구

Objectives This study attempted to present implications for the management of foreign students in Korean university institutions and the government's direction of attracting excellent international students by revealing the characteristics of Chinese international students' life and experiences in Korean universities.
 Methods To this end, a qualitative case study was conducted on 5 Chinese international students. Data were collected through participatory observation, in-depth interviews, and literature review, and the characteristics of the life experiences of Chinese international students were analyzed through the process of coding and categorizing the collected data. Finally, in order to secure the validity of the study, the research results were reviewed and confirmed by participants and third parties.
 Results As a result of the study, it was found that Chinese international students in Korea decided to study abroad to acquire and succeed in obtaining academic background in terms of admission and chose a prestigious school within the range of admission. As it is difficult to understand and express Korean in terms of instruction, they cannot adapt to the class and prefer a passive purpose-oriented relationship. In addition, it was found that in terms of life, they prefer individual-oriented life rather than participating in school activities.
 Conclusions It is necessary to prepare a counseling center for universities and majors before admission to help Chinese international students adapt to Korean university life, and Korean language classes specialized in each major are needed to help with difficulties caused by language skills. It is also necessary to prepare an environment and conditions to activate exchanges with Korean students and to provide accurate and detailed guidance on their foreign students life.

중국 유학생의 사용성 향상을 위한 부동산 UI/UX 디자인 연구

According to the data, the choice of Chinese students to study in South Korea has shown a continuous growth trend in recent years. Housing is the primary problem to solve, and searching for suitable housing through mobile phones has become an important way to find housing. However, for Chinese overseas students, the user experience satisfaction of this group is relatively low due to the lack of targeted functions and language barrier. Therefore, the purpose of this study is to solve the pain points of using Korean real estate application software for international students and improve the usability of Chinese international students. The scope of the study selected Zigbang and Dabang, real estate applications with a high proportion of young people using real estate applications published by Mobile Application Data Analysis Network, as the analysis object. Research methods Through literature analysis and questionnaire survey, the existing problems of real estate application software in South Korea were obtained from the results of the questionnaire survey, and effective improvement ideas were put forward. Based on the original design of Zigbang, the author improved the design from the three aspects of function composition, content composition and interface composition, thus solving the pain points existing in the use of Chinese students, and further improving the user experience of South Korea real estate app.

It’s more than just food: the role of food among Chinese international students’ acculturation experiences in the UK and USA

ABSTRACT Food is an indispensable element in every culture. However, it is often regarded as trivial, mundane, and inconspicuous in daily life and, in turn, its role has often been overlooked in intercultural research. Through the lens of food culture, this paper draws insights from three independent yet related studies which investigated Chinese international students’ acculturation experiences in the United Kingdom (UK) and the United States (USA). Semi-structured individual interviews analyzed thematically were conducted with 23 participants in the UK and 29 participants in the USA. By applying the concepts of “invisible learning” and “unconscious competence” to food in Chinese international students’ acculturation experiences, we highlight the crucial hidden learning and engagement opportunities to enrich the current appreciation of student sojourners’ acculturation experiences. Findings in this paper suggest that food serves as a meaningful invisible or unconscious but powerful acculturation pathway in the personal, psychological, and social domains, which support these learners’ acculturation experiences and facilitate their competence development in new cultural environments. Arguably, understanding this nuanced dimension could better assist student sojourners in developing more effective acculturative strategies, and for host universities or other stakeholders to better support international students with more diverse opportunities and resources.