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

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
J. Huang, Haojun Guo, Qiutong Zhou
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引用次数: 0

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.
三位中国留学生在加拿大大学学业适应经历的叙事探究
越来越多的中国研究生在加拿大学习,他们有着不同的教育背景。尽管有大量的研究关注他们在生活和学习中遇到的挑战和困难,但很少有研究叙事地探讨中国留学生在加拿大研究生课程中的学业适应经历。为了填补这一空白,本研究对三位中国留学生在加拿大安大略省两所大学的研究生和博士课程中的学业适应进行了叙述探究。三维框架(Clandinin, 2006)被用来讲述和复述他们的故事。他们的叙述揭示了他们的母语的重要性,以及他们来加拿大之前的经历如何影响了他们的学术适应。东西方文化对他们的个人和职业发展产生了持久的影响。此外,他们还扮演了中国留学生、研究新手和未来教育从业者的多重角色。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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