Chinese Postgraduate Students Research Articles

Perceptions of attitudes toward statistics among medical undergraduates: insights from a regional medical college in China.

Among Chinese medical students, medical statistics is often perceived as a formidable subject. While existing research has explored the attitudes of Chinese postgraduate medical students towards statistics and its impact on academic performance, there is a scarcity of studies examining the attitudes of Chinese medical undergraduates on this subject. This study endeavors to scrutinize the attitudes of Chinese medical undergraduates towards statistics, assessing their ramifications on learning achievements, and delving into the influence of demographic factors. 1266 medical undergraduates participated in this study, completing a questionnaire that included SATS-36 and additional queries. Furthermore, an examination was administered at the end of the medical statistics course. The analysis encompassed the SATS score and exam scores, examining both the overall participant population and specific demographic subgroups. Undergraduate medical students generally exhibit a favorable disposition towards statistics concerning Affect, Cognitive Competence, and Value components, yet harbor less favorable sentiments regarding the Difficulty component of SATS-36, aligning with previous research findings. In comparison to their postgraduate counterparts, undergraduates display heightened enthusiasm for medical statistics. However, they demonstrate a lower cognitive capacity in statistics and tend to underestimate both the value and difficulty of learning statistics. Despite these disparities, undergraduate medical students express a genuine interest in statistics and exhibit a strong dedication to mastering the subject. It is noteworthy that students' attitudes toward statistics may be influenced by their major and gender. Additionally, there exists a statistically significant positive correlation between learning achievement and the Affect, Cognitive Competence, Value, Interest, and Effort components of the SATS-36, while a negative correlation is observed with the Difficulty component. Educators should carefully consider the influence of attitudes toward statistics, especially the variations observed among majors and genders when formulating strategies and curricula to enhance medical statistics education.

A cross-sectional mental-health survey of Chinese postgraduate students majoring in stomatology post COVID-19 restrictions.

The psychological status of Chinese postgraduate students majoring in stomatology after the COVID-19 restrictions still remains unclear. The objective of this study is to evaluate the mental status through a cross-sectional survey and gather related theoretical evidence for psychological intervention on postgraduate students majoring in stomatology. An online survey was administered, and subjective well-being, anxiety, stress and depression symptoms were assessed using the 5-item World Health Organization Well-Being Index (WHO-5), item Generalized Anxiety Disorder Scale (GAD-7), 10-item Perceived Stress Scale (PSS-10), and Patient Health Questionnaire-9 (PHQ-9), respectively, wherein suicidal ideation and sleep-related problems were measured with PHQ-9 and Insomnia Severity Index (ISI). A total of 208 participants who completed one questionnaire were considered as valid. It was found that female respondents generally exhibited significantly higher levels of PSS-10, PHQ-9, and GAD-7 scores and shorter physical activity hours than male students. Students from rural areas demonstrated significantly higher levels of PHQ-9, suicidal ideation, and less portion of good or fair family economic support. Additionally, individuals from only-child families reported increased levels of activity hours (1.78 ± 2.07, p = 0.045) and a higher portion (55.10%, p = 0.007) of having clear future plan as compared with multiple-child families. The risk factors for anxiety symptoms (GAD-7 score) were higher scores of PSS-10 (OR = 1.15, 95% CI = 1.09-1.22), PHQ-9 (OR = 1.35, 95% CI = 1.22-1.49), and ISI-7 (OR = 1.14, 95% CI = 1.06-1.23), while owning a clear graduation plan was the protective factor (OR = 0.55, 95% CI = 0.31-0.98). Moreover, the risk factors for depressive symptoms (PHQ-9) included PSS-10 (OR = 1.10, 95% CI = 1.04-1.16), GAD-7 (OR = 1.38, 95% CI = 1.25-1.52), suicidal ideation (OR = 5.66, 95% CI = 3.37-9.51), and ISI-7 (OR = 1.17, 95% CI = 1.09-1.25). Approximately 98.08% of Chinese postgraduates studying stomatology reported experiencing at least moderate stress after the COVID-19 restrictions. Within the limitations of this study, senior students were more inclined to stress, while anxiety symptoms were related to severer levels of stress, depression, and insomnia. Depressive symptoms were associated with higher levels of stress, anxiety, insomnia, suicidal ideation, and lower levels of self-reported well-being. Thus, psychological interventions for postgraduates should be timely and appropriately implemented by strengthening well-being, reasonably planning for the future, and good physique, thereby mitigating the psychological issues after COVID-19 restrictions.

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).

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.

Language as a means of expression rather than purpose: Chinese postgraduate students’ translingual ideologies in English academic writing

ABSTRACT This study employs a mixed-methods design to explore the attitudes and expressed beliefs of Chinese postgraduate students regarding the strategic use of their entire range of languages in English academic writing (EAW). The survey findings suggest that while students generally accept the idea of mixing languages during the writing process, they have reservations about incorporating such practices into their written products. Qualitative analysis expands the quantitative dataset by elucidating the diverse stances of students—be they resistant, pragmatic, or transformative—towards translingual practices in EAW within institutional settings. The results indicate the coexistence of hegemonic ideologies that promote English dominance and counterhegemonic ideologies that advocate the reclamation of indigenous linguistic and cultural practices. Morever, students' nuanced and complex translingual orientations are both reflective and transgressive of the established monolingual norms. The article concludes by proposing implications for integrating translingual writing to reject deficit language ideologies and amplify multilingual voices in non-Anglophone higher education contexts.

Enhancing language learning with Blackboard: A study of Chinese postgraduate students in the UK

This study addresses a gap in research by investigating the role of the Blackboard platform in information communication technology based (ICT-based) language education, particularly among Chinese master’s students in the UK. Aiming to enhance the proficiency of Blackboard utilization, the research involved 54 postgraduate students, utilizing questionnaires and interviews to gather data. The findings reveal a positive impact on English language learning, emphasizing improvements in listening (β = 0.180), reading (β = 0.151) and interaction (β = 0.130). This research contributes to the understanding of the efficacy of Blackboard in foreign language education, offering insights for both educators and learners.

Delinking from Monolingual Norms: A Case Study of Chinese Postgraduate Students’ Translanguaging Practices in English Academic Writing

Delinking from Monolingual Norms: A Case Study of Chinese Postgraduate Students’ Translanguaging Practices in English Academic Writing

Problems and Solutions in Response to Non-English Major Postgraduates’ Academic Writing

With the increasingly extensive international scientific and technological development, more and more Chinese postgraduate students expect to publish papers in international academic journals to demonstrate their scientific research achievements. Although graduate students have received knowledge education for many years, they still face many difficulties in the process of transforming from knowledge learners to knowledge creators. In many English-speaking countries, such as the United States and Australia, the teaching and training of academic writing in English has been attached great importance. However, most Chinese students lack the learning and training of English paper and report at the stage of university and postgraduate. Based on this, academic English paper writing education has become a very important link in graduate education. This paper is mainly a summary and analysis of the problems that often appear in non-English major postgraduate English academic writings, so as to find out the enlightenment of postgraduate’s academic writing teaching, it will also be beneficial to improve the level of graduate education in our country.

Student interaction, academic anxiety and belonging: video project

This resource showcase session will demonstrate the output from a research project which was presented at ALDinHE conference online last year. The research looked at the experience of Chinese postgraduate students in three areas: student participation, academic anxiety and belonging. The session will briefly outline our project and how we worked with the students to produce the videos. The project used a strengths-based approach (Rapp, Saleebey and Sullivan, 2005) whereby students shared their own strengths and resources to create a successful outcome. The only input from staff was to book rooms and source equipment. The students met and worked on the videos themselves, making editorial decisions and doing all the production. At the end of the summer, three videos were produced which focused on the three research themes. During the session I will play the videos and get feedback from participants on how to work collaboratively with students and on the use of the videos with international students to support their transition into UK HE.

Ensuring Sustainable Academic Development of L2 Postgraduate Students and MA Programs: Challenges and Support in Thesis Writing for L2 Chinese Postgraduate Students

Ensuring Sustainable Academic Development of L2 Postgraduate Students and MA Programs: Challenges and Support in Thesis Writing for L2 Chinese Postgraduate Students

Chinese EFL Learners' Perceptions of English Speaking Difficulties in Thailand

This study aimed to investigate (1) the factors affecting Chinese EFL learners' difficulties when speaking English, (2) the levels of English speaking difficulties experienced by Chinese EFL learners, and (3) how they perceive teachers' help to overcome such difficulties. Eighty-five non-English major Chinese postgraduate students at a Thai university participated in this study. This study used a mixed-methods design that included a questionnaire and a semi-structured interview. Percentage, mean, and standard deviation were used to analyze the data obtained from the questionnaire. Content analysis was used to look for themes that emerged from the data obtained from the semi-structured interview. The finding indicated that linguistic factors were the most influential for non-English major Chinese postgraduate students at a Thai university when speaking English. Moreover, this study also found that the overall mean score of 85 non-English major Chinese postgraduate students at a Thai university who participated in the survey was 3.66 out of 5 in English speaking difficulties, which indicated that the 85 participants generally experienced a high level of English speaking difficulties. Furthermore, the results revealed in the semi-structured interviews can be divided into five themes: teaching pronunciation, teaching vocabulary, offering more opportunities for English speaking, reducing criticism, and giving positive feedback.

Translanguaging in the academic writing process: Exploring Chinese bilingual postgraduate students’ practices at a British university

Written translanguaging within educational settings has drawn increasing attention in recent years, but research which explores translanguaging practice in detail in the postgraduate dissertation writing process is still limited. This study focuses on five Chinese postgraduate students who studied at a British university. It investigates their translanguaging practice in the outlining, note-taking and drafting phases of their master's dissertation writing process with reference to Plakans' reading-to-write test task model. We collected and analysed the texts from our participants and conducted interviews to introduce emic perspectives to our analysis. The findings reveal six translanguaging practices in the academic dissertation writing process, showing that translanguaging supports students' development of self-regulation and serves as an efficient self-regulation tool for them to control the recursive and extensive dissertation writing process, to reach their immediate and global writing goals. The paper problematizes and challenges the orthodox academic discourse and practice and highlights the need for EAP tutors and dissertation supervisors to encourage translanguaging in students' writing practice in response to the potential issues raised by the monolingual norms in the academic communities.

Investigating the impact of online language exchanges on second language speaking and willingness to communicate of Chinese EFL learners: a mixed methods study.

The current study aims to investigate the impact of online language exchanges on the speaking skills and willingness to communicate (WTC) of Chinese postgraduate students in an advanced English program. The study compares two intact classes: e-tandem, who communicate with foreign English speakers through the Tandem language exchange application, and conventional, who participate in collaborative speaking tasks inside the class. The study also examines the attitudes and perceptions of the EFL learners toward the online language exchanges. 58 Chinese postgraduate students were recruited from a second-year advanced English program and divided into two intact classes: e-tandem and conventional. The e-tandem group used the Tandem language exchange application to communicate with foreign English speakers online, while the conventional group participated in collaborative speaking tasks inside the class. The data were collected through the IELTS speaking module, WTC scale, and semi-structured interviews. The data were analyzed using descriptive and inferential statistics. Both groups showed improvement in their speaking skills and WTC. However, the e-tandem group outperformed the conventional group. The findings indicate that online language exchanges have a positive impact on the speaking skills and WTC of EFL learners. The EFL learners also had positive attitudes and perceptions toward the online language exchanges, although some expressed reservations. The study concludes that online language exchanges can be an effective tool for improving the speaking skills and WTC of EFL learners. The study also suggests that collaborative speaking courses in EFL settings should consider incorporating online language exchanges. However, the study also highlights the need to address the concerns and reservations expressed by some EFL learners regarding online language exchanges. Overall, the study has important pedagogical implications for EFL settings, suggesting that online language exchanges can enhance speaking skills and WTC.

NEEDS ASSESSMENT REPORT ADOPTING A MIXED-METHOD DESIGN: CHINESE POSTGRADUATES’ IMPRESSIONS OF CRITICAL THINKING APPROACH IN RESEARCH METHOD COURSE

In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0026/a.php" alt="Hit counter" /></p>

Shaping personal worldviews when neo-liberalism meets Confucianism and patriotism: insights from Chinese postgraduate students

This study examines how Chinese postgraduate students’ personal worldviews are separately and collectively shaped by the interplay of neoliberalism, Confucianism and patriotism. The findings reveal that neoliberalism contributes to Chinese postgraduates’ enterprising self by shaping their subjectivity in pursuing personal goals, influencing their thinking with the market logics of efficiency, effectiveness and ­quantifiable outcomes, and leaving them with a predisposition toward deregulation. Confucianism prompts the postgraduates to self-strengthen at the individual level and guides them with interaction norms at the interpersonal level. Patriotism underpins the postgraduates’ psychological and emotional power based on strengthened memories of historical events and pride in national achievements, thereby generating a deep-seated collective identity. Counteracting and consolidating forces are identified based on the interplay of the three isms, resulting in the Chinese postgraduates’ partial individualization. The partial individualization reflected in today’s Chinese postgraduates features a consistent rather than divisible dual-self.

Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives

Despite a surge of research interest in feedback engagement in higher education, postgraduate students’ engagement with multiple sources of feedback in the context of academic writing is understudied. Informed by the notion of feedback literacy, we explore how Chinese postgraduate students perceive and engage with automated, peer and teacher feedback, as well as the feedback process as a whole, in academic writing. The analysis of 120 students’ diaries and ten students’ interviews shows that multiple sources of feedback and related activities complement each other in feedback areas (e.g. grammar, content, structure), perspectives (e.g. reader, expert) and depth of improvement to the writing (e.g. from correction to polishing or refinement). We conclude that engaging with multiple sources of feedback supports students’ writing and learning. This study adds to the literature by revealing the social, co-constructed, complementary and enabling nature of feedback engagement. The students engage with multiple sources of feedback and related activities internally, externally, proactively, critically and collaboratively in the intrapersonal, interpersonal and human-material spheres.

The impact of Sino-foreign cooperative universities in China on Chinese postgraduate students' learning performances in the United Kingdom and United States.

Sino-foreign cooperative universities in China provide English-Medium instruction (EMI) and enable students to have an international education mode. In contrast, Double First-Class universities provide non-EMI education mode in China. After graduation from their undergraduate studies in China, many students go to the United States or the United Kingdom for their postgraduate studies. However, very few studies have discussed the impact of the EMI context in Sino-foreign cooperative universities and compared students’ learning experiences in the EMI context with the non-EMI context in China. Therefore, this study aimed to explore students’ perceptions of their learning experience from the two contexts and their impact on their postgraduate study in British and American universities. A combination of quantitative and qualitative data collection including questionnaires and interviews was adopted in this study. The findings show that students’ learning experience in the EMI context seems to benefit more than students who are from non-EMI context when they strived for their postgraduate studies in British and American universities.

The study-to-work transition of Chinese international students: Navigating a future in the global labour market

In the global competition for talents, the massive inflow of Chinese students into the UK has drawn great attention. However, only few studies examine students’ interactions with socioeconomic structures in their study-to-work transition. This study used HESA data and interview data collected from Chinese postgraduate students, and it aims to: investigate structural factors that influence post-study migration patterns of Chinese students; and explore how Chinese students interact with wider social structures. This study found that different configurations between student’s ‘goals’, ‘actions’, and ‘reflexivity’ would lead to different employment outcomes. Three different study-to-work transition strategies were identified: ‘proceeding without a fixed plan’; ‘reaching a compromise’; and ‘knowing goals and approaching to goals’. Findings suggest that transition between study and work is more complex than what is described in human capital and push-pull approaches. Better understanding of students’ decision-making process would help HEIs in preparing graduates for careers in global labour market.

Investigating the effectiveness of anonymous online peer feedback in translation technology teaching

ABSTRACT Online peer feedback has been regarded as an effective way to promote collaborative learning in the teaching of translation technology. But there is limited research about decreasing the negative influence of social factors such as peer pressure, favouritism, and face-saving in the process. Therefore, the present study examined the effects of anonymous online peer feedback (AOPF) on students’ translation performance, feedback quality, self-efficacy and perceptions in translation technology teaching. A total of 60 Chinese postgraduate students from a translation technology training course participated in this study, and they were then randomly assigned into either the anonymous or identified group. Results indicated that AOPF was a practical approach to improving translation performance. The content analysis showed that the anonymous group provided more cognitive and metacognitive feedback messages in terms of feedback quality. In addition, students in the anonymous group felt more comfortable giving in-depth suggestions for peer work. However, there was no significant difference in affective feedback messages between the two groups. Furthermore, results from the questionnaires revealed that anonymity in online peer feedback could improve the students’ self-efficacy and learning satisfaction. These findings can give insights for trainers to facilitate practical peer assessment activities in translation technology training.

Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context

In recent years, the connection between learner identity and learning of L2 pragmatics has received more attention in applied linguistic research. Nevertheless, investigations on this topic have mainly focused on the role of learners' identity in their L2 pragmatic choices. The reverse influence has not been adequately investigated in empirical studies – how learning of L2 pragmatics could potentially foster learners' identity change. This article aims to expand our understanding of the link between identity and L2 pragmatic development in the study abroad context by describing a longitudinal case study which tracked the experiences of four Chinese postgraduate students sojourning in the UK. Data were generated through interviews and online chat over a 12-month period. Findings indicate a bidirectional influence between L2 pragmatics development and learners' sense of self: learners’ pragmatic judgements and preferences are influenced by identity-related factors, such as internalised cultural values and their perceived foreigner and ELF identities; in return, exposure to new L2 pragmatic features can prompt learner reflection on interpersonal relationships and self-positioning, which may then lead to identity development.