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top-up students</title> <meta name="description" content="Search results for: Chinese top-up students"> <meta name="keywords" content="Chinese top-up students"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Chinese top-up students"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7051</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Chinese top-up students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7051</span> Language Learning Strategies of Chinese Students at Suan Sunandha Rajabhat University in Thailand </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gunniga%20Anugkakul">Gunniga Anugkakul</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim"> Suwaree Yordchim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives were to study language learning strategies (LLSs) employed by Chinese students, and the frequency of LLSs they used, and examine the relationship between the use of LLSs and gender. The Strategy Inventory for Language Learning (SILL) by Oxford was administered to thirty-six Chinese students at Suan Sunandha Rajabhat University in Thailand. The data obtained was analyzed using descriptive statistics and chi-square tests. Three useful findings were found on the use of LLSs reported by Chinese students. First, Chinese students used overall LLSs at a high level. Second, among the six strategy groups, Chinese students employed compensation strategy most frequently and memory strategy least frequently. Third, the research results also revealed that gender had significant effect on Chinese Student’s use of overall LLSs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20students" title=" Chinese students"> Chinese students</a>, <a href="https://publications.waset.org/abstracts/search?q=compensation%20strategy" title=" compensation strategy"> compensation strategy</a> </p> <a href="https://publications.waset.org/abstracts/12405/language-learning-strategies-of-chinese-students-at-suan-sunandha-rajabhat-university-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">679</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7050</span> Perceptions of Chinese Top-up Students Transitioning through a Regional UK University: A Longitudinal Study Using the U-Curve Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xianghan%20O%27Dea">Xianghan O'Dea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article argues an urgent need to better understand the personal experiences of Chinese top-up students studying in the UK since the number of Chinese students taking year-long top-up programmes in the UK has risen rapidly in recent years. This lack of knowledge could potentially have implications for the reputation of some UK institutions and also the attractiveness of the UK higher education sector to future international students. This longitudinal study explored the academic and social experiences of twelve Chinese top-up students in a UK institution in-depth and revealed that the students felt their experiences were influenced significantly by their surrounding contexts at the macro and meso levels, which, however, have been largely overlooked in existing research. This article suggests the importance of improving the communications between the partner institutions in China and the UK, and also providing sufficient pre-departure and after arrival support to Chinese top-up students at the institutional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=articulation%20agreements" title="articulation agreements">articulation agreements</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20top-up%20students" title=" Chinese top-up students"> Chinese top-up students</a>, <a href="https://publications.waset.org/abstracts/search?q=top-up%20programmes" title=" top-up programmes"> top-up programmes</a>, <a href="https://publications.waset.org/abstracts/search?q=U-curve" title=" U-curve"> U-curve</a> </p> <a href="https://publications.waset.org/abstracts/133738/perceptions-of-chinese-top-up-students-transitioning-through-a-regional-uk-university-a-longitudinal-study-using-the-u-curve-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7049</span> Understanding the ‘Third Gender’: A Qualitative Study of the Perception of Being a Leftover Woman among Chinese Female Ph.D. Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qian%20Wang">Qian Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, a growing number of Chinese women choose to pursue Ph.D. education. Except for the male and female, women with PhD degrees are stigmatized as the ‘third gender’ in Chinese society. People, especially most men, believe that female PhD students challenge the traditional image and gender role of Chinese women. This gender stereotype causes a range of difficulties in finding partners in marriage market for Chinese female PhD students. In this study, the author conducted in-depth interviews with 15 participants who are currently doing their PhD studies in Chinese universities to explore their perceptions of being leftover women on the basis of their experience. All the participants are single. Based on the analysis of qualitative data, this study found that the ‘leftover women’ phenomenon among Chinese female PhD students is the result of the contradictions generated between Chinese patriarchal society and them. Although Chinese female PhD students is an attention-attracting group, the studies about them are very limited in China. This study could not only contribute to the understanding of the ‘third gender’ phenomenon and the ‘leftover women’ studies in China, but also, in practical level, could give some guidance for governments to resolve the social problems of female PhD students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20female%20Ph.D.%20students" title="Chinese female Ph.D. students">Chinese female Ph.D. students</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20%E2%80%98leftover%20women%E2%80%99" title=" the ‘leftover women’"> the ‘leftover women’</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Chinese%20patriarchal%20society" title=" the Chinese patriarchal society"> the Chinese patriarchal society</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20role" title=" gender role"> gender role</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20culture" title=" Chinese culture"> Chinese culture</a> </p> <a href="https://publications.waset.org/abstracts/98311/understanding-the-third-gender-a-qualitative-study-of-the-perception-of-being-a-leftover-woman-among-chinese-female-phd-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7048</span> Stop Consonants in Chinese and Slovak: Contrastive Analysis by Using Praat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Istvanova">Maria Istvanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The acquisition of the correct pronunciation in Chinese is closely linked to the initial phase of the study. Based on the contrastive analysis, we determine the differences in the pronunciation of stop consonants in Chinese and Slovak taking into consideration the place and manner of articulation to gain a better understanding of the students' main difficulties in the process of acquiring correct pronunciation of Chinese stop consonants. We employ the software Praat for the analysis of the recorded samples with an emphasis on the pronunciation of the students with a varying command of Chinese. The comparison of the VOT length for the individual consonants in the students' pronunciation and the pronunciation of the native speaker exposes the differences between the correct pronunciation and the deviant pronunciation of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=contrastive%20analysis" title=" contrastive analysis"> contrastive analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Praat" title=" Praat"> Praat</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=Slovak." title=" Slovak. "> Slovak. </a> </p> <a href="https://publications.waset.org/abstracts/137114/stop-consonants-in-chinese-and-slovak-contrastive-analysis-by-using-praat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7047</span> Investigating the Influence of L2 Motivational Self-System on Willingness to Communicate in English: A Study of Chinese Non-English Major Students in EFL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wanghongshu%20Zhou">Wanghongshu Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the relationship between the L2MSS and WTC among Chinese non-English major students in order to provide pedagogical implications for English as a Foreign Language (EFL) classrooms in Chinese universities. By employing a mixed methods approach, we involved 103 Chinese non-English major students from a typical university in China, conducted questionnaire survey to measure their levels of L2WTC and L2MSS level, and then analyzed the correlation between the two above mentioned variables. Semi-structured interviews were conducted with eight participants to provide a deeper understanding and explanation of the questionnaire data. Findings show that 1) Chinese non-English major students’ ideal L2 self and L2 learning experience could positively predict their L2 WTC in EFL class; 2) Chinese non-English major students’ ought-to L2 self might have no significant impact on their L2 WTC in EFL class; and 3) self-confidence might be another main factor that will influence Chinese non-English major students’ L2 WTC in EFL class. These findings might shed light on the second language acquisition field and provide pedagogical recommendations for pre-service as well as in-service EFL teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=L2%20willingness%20to%20communicate" title="L2 willingness to communicate">L2 willingness to communicate</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20motivation" title=" L2 motivation"> L2 motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20non-English%20major%20students" title=" Chinese non-English major students"> Chinese non-English major students</a> </p> <a href="https://publications.waset.org/abstracts/168418/investigating-the-influence-of-l2-motivational-self-system-on-willingness-to-communicate-in-english-a-study-of-chinese-non-english-major-students-in-efl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168418.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7046</span> The Influence of COVID-19 Pandemic: Global Policies Towards Chinese International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xuefan%20Li">Xuefan Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Donghua%20Li"> Donghua Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Juanjuan%20Li"> Juanjuan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the changes in policies toward Chinese students studying abroad in different countries during the pre-pandemic, pandemic, and post-pandemic periods. Interviews and questionnaire surveys were conducted with participating institutions at the China International Education Exhibition. The results indicate that institutions were impacted by the pandemic differently, with a gradual recovery in the two years following the initial outbreak. Institutions encourage and support Chinese students to resume offline studies during the post-pandemic period. The impact of the pandemic on the recruitment of Chinese students by international institutions varied, with different measures being adopted by different institutions. Compared with universities, colleges were more affected in terms of student employment rates. Some institutions were able to respond quickly and effectively to the pandemic due to their online teaching platforms. Overall, this study is expected to provide insights into the changes in policies toward Chinese students studying abroad during the pandemic and highlights the diverse responses of international institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20education" title="international education">international education</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20international%20education" title=" Chinese international education"> Chinese international education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20institutions" title=" international institutions"> international institutions</a> </p> <a href="https://publications.waset.org/abstracts/164116/the-influence-of-covid-19-pandemic-global-policies-towards-chinese-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7045</span> Exploring a Teaching Model in Cultural Education Using Video-Focused Social Networking Apps: An Example of Chinese Language Teaching for African Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhao%20Hong">Zhao Hong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When international students study Chinese as a foreign or second language, it is important for them to form constructive viewpoints and possess an open mindset on Chinese culture. This helps them to make faster progress in their language acquisition. Observations from African students at Liaoning Institute of Science and Technology show that by integrating video-focused social networking apps such as Tiktok (“Douyin”) on a controlled basis, students raise their interest not only in making an effort in learning the Chinese language, but also in the understanding of the Chinese culture. During the last twelve months, our research group explored a teaching model using selected contents in certain classroom settings, including virtual classrooms during lockdown periods due to the COVID-19 pandemic. Using interviews, a survey was conducted on international students from African countries at the Liaoning Institute of Science and Technology in Chinese language courses. Based on the results, a teaching model was built for Chinese language acquisition by entering the "mobile Chinese culture". <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20a%20foreign%20language" title="Chinese as a foreign language">Chinese as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20education" title=" cultural education"> cultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20apps" title=" social networking apps"> social networking apps</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20model" title=" teaching model"> teaching model</a> </p> <a href="https://publications.waset.org/abstracts/144534/exploring-a-teaching-model-in-cultural-education-using-video-focused-social-networking-apps-an-example-of-chinese-language-teaching-for-african-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7044</span> Different Perceptions of Distance and Full-time Teaching Depending on Different Cultural Backgrounds: A Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Ecler">Daniel Ecler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to compare the data obtained using semi-structured questionnaires and find some connections between them, which could help to understand what factors affect the perception of the advantages and disadvantages of distance learning compared to conventional education. The data collected came from respondents from Czech and Chinese university students, and expectations were such that the different cultural environments from which the two groups come would have an impact on different experiences of distance education. With the help of variation-finding comparison, it turned out that Chinese students did not have such difficulties with the transition to distance learning as students from the Czech Republic, as most of them came into contact with some form of distance education in the past. In addition, it has also been shown that Chinese students use modern technology to a much greater extent, which has also made it easier for them to become accustomed to another form of teaching. In conclusion, Chinese students have greater preconditions for easier management of distance learning, while Czech students prefer more personal contact, and thus full-time teaching. It is obvious that both approaches have their pros and cons; now, it is necessary to find out how to use them for maximum efficiency of the educational process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20college%20students" title="Chinese college students">Chinese college students</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20background" title=" cultural background"> cultural background</a>, <a href="https://publications.waset.org/abstracts/search?q=Czech%20college%20students" title=" Czech college students"> Czech college students</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=full-time%20teaching" title=" full-time teaching"> full-time teaching</a> </p> <a href="https://publications.waset.org/abstracts/142472/different-perceptions-of-distance-and-full-time-teaching-depending-on-different-cultural-backgrounds-a-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142472.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7043</span> Chinese Doctoral Students in Canada: The Influence of Financial Status and Cultural Cognition on Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xuefan%20Li">Xuefan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parts of Chinese doctoral students in Canada are facing significant academic pressure. The factors contributing to such pressure are diverse, including financial conditions and cultural differences. Students from various academic disciplines have been interviewed to investigate the factors that Chinese students consider when selecting Canada as a destination for doctoral studies, as well as to identify the challenges they face during their academic pursuits and the associated factors influencing their performance. The findings indicate that their motivations to pursue doctoral study in Canada are concluded as both push and pull factors. Financial conditions and cultural differences are critical factors affecting academic performance, with disciplinary variations in the degree of influence observed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20doctoral%20students" title="Chinese doctoral students">Chinese doctoral students</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20status" title=" financial status"> financial status</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20cognition" title=" cultural cognition"> cultural cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/164053/chinese-doctoral-students-in-canada-the-influence-of-financial-status-and-cultural-cognition-on-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164053.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7042</span> Experimental Research and Analyses of Yoruba Native Speakers’ Chinese Phonetic Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Obasa%20Joshua%20Ifeoluwa">Obasa Joshua Ifeoluwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Phonetics is the foundation and most important part of language learning. This article, through an acoustic experiment as well as using Praat software, uses Yoruba students’ Chinese consonants, vowels, and tones pronunciation to carry out a visual comparison with that of native Chinese speakers. This article is aimed at Yoruba native speakers learning Chinese phonetics; therefore, Yoruba students are selected. The students surveyed are required to be at an elementary level and have learned Chinese for less than six months. The students selected are all undergraduates majoring in Chinese Studies at the University of Lagos. These students have already learned Chinese Pinyin and are all familiar with the pinyin used in the provided questionnaire. The Chinese students selected are those that have passed the level two Mandarin proficiency examination, which serves as an assurance that their pronunciation is standard. It is discovered in this work that in terms of Mandarin’s consonants pronunciation, Yoruba students cannot distinguish between the voiced and voiceless as well as the aspirated and non-aspirated phonetics features. For instance, while pronouncing [ph] it is clearly shown in the spectrogram that the Voice Onset Time (VOT) of a Chinese speaker is higher than that of a Yoruba native speaker, which means that the Yoruba speaker is pronouncing the unaspirated counterpart [p]. Another difficulty is to pronounce some affricates like [tʂ]、[tʂʰ]、[ʂ]、[ʐ]、 [tɕ]、[tɕʰ]、[ɕ]. This is because these sounds are not in the phonetic system of the Yoruba language. In terms of vowels, some students find it difficult to pronounce some allophonic high vowels such as [ɿ] and [ʅ], therefore pronouncing them as their phoneme [i]; another pronunciation error is pronouncing [y] as [u], also as shown in the spectrogram, a student pronounced [y] as [iu]. In terms of tone, it is most difficult for students to differentiate between the second (rising) and third (falling and rising) tones because these tones’ emphasis is on the rising pitch. This work concludes that the major error made by Yoruba students while pronouncing Chinese sounds is caused by the interference of their first language (LI) and sometimes by their lingua franca. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba" title=" Yoruba"> Yoruba</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20phonetics" title=" experimental phonetics"> experimental phonetics</a>, <a href="https://publications.waset.org/abstracts/search?q=consonant" title=" consonant"> consonant</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel" title=" vowel"> vowel</a>, <a href="https://publications.waset.org/abstracts/search?q=tone" title=" tone"> tone</a> </p> <a href="https://publications.waset.org/abstracts/148984/experimental-research-and-analyses-of-yoruba-native-speakers-chinese-phonetic-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7041</span> Fu Hao From the East: Between Chinese Traditions and Western Pop Cultures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Meng">Yi Meng</a>, <a href="https://publications.waset.org/abstracts/search?q=YunGao"> YunGao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Having been studied and worked in North America and Europe, we, two Chinese art educators, have been enormously influenced by eastern and western cultures. Thus, we aim to enhance students’ learning experiences by exploring and amalgamating both cultures for art creating. This text draws on our action research study of students’ visual literacy practices in a foundation sketching course in a major Chinese university, exploring art forms by cross-utilizing various cultural aspects. Instead of relying on the predominant western observational drawing skills in our classroom, we taught students about ancient Chinese art in the provincial museum, using Fu Hao owl-shaped vessel, a Shang Dynasty national treasure, as the final sketch project of this course. We took up multimodal literacy, which emphasized students’ critical use of creativity to exploit the semiotic potentials of communicative modes to address diverse cultural issues through their multimodal design. We used the Hong Kong-based artist Tik Ka’s artworks to demonstrate the cultural amalgamation of Chinese traditions and western pop cultures. Collectively, these approaches create a dialogical space for students to experience, analyze, and negotiate with complex modes and potentially transform their understanding of both cultures by redesigning Fu Hao. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20traditions" title="Chinese traditions">Chinese traditions</a>, <a href="https://publications.waset.org/abstracts/search?q=western%20pop%20cultures" title=" western pop cultures"> western pop cultures</a>, <a href="https://publications.waset.org/abstracts/search?q=Fu%20Hao" title=" Fu Hao"> Fu Hao</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20education" title=" arts education"> arts education</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20sketch" title=" design sketch"> design sketch</a> </p> <a href="https://publications.waset.org/abstracts/160082/fu-hao-from-the-east-between-chinese-traditions-and-western-pop-cultures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7040</span> Re-Defining Academic Literacy: An Information Literacy Approach to Helping Chinese International Students Succeed in American Colleges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Ding">Yi Ding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the upsurge of Chinese international students in American higher education, serious academic problems Chinese international students are suffering from are also striking. While most practices and research in higher education focus on the role of professors, writing centers, and tutoring centers to help international students succeed in college, this research study focuses on a more fundamental skill that is neglected in most conversations: information literacy, which is usually addressed by academic librarians. Transitioning from an East-Asian, developing educational system that values authority, set knowledge more than independent thinking, scholarly conversation, Chinese international students need support from academic librarians to acquire information literacy, which is crucial to understand expectations of a Western academic setting and thus to succeed in college. This research study illustrates how academic librarians can play an integral role in helping Chinese international students acclimate to the expectations of American higher education by teaching information literacy as academic literacy unique to the Western academic setting. Six keys of information literacy put forward by Association of College and Research Libraries, which are 'Authority Is Constructed and Contextual', 'Information Creation as a Process', 'Information Has Value', 'Research as Inquiry', 'Scholarship as Conversation', and 'Searching as Strategic Exploration', are analyzed through the lens of Chinese educational system and students’ backgrounds. Based on the analysis as well as results from surveys and interviews among academic librarians, professors, and international students, this research further examines current practices from a wide range of academic libraries and finally, provides evidence-based recommendations for academic librarians to use information literacy instruction to help Chinese international students succeed in American higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20librarians" title="academic librarians">academic librarians</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20international%20students" title=" Chinese international students"> Chinese international students</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title=" information literacy"> information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/79861/re-defining-academic-literacy-an-information-literacy-approach-to-helping-chinese-international-students-succeed-in-american-colleges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">243</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7039</span> Target Training on Chinese as a Tonal Language for Better Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qi%20Wang">Qi Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Accurate pronunciation is the first condition of communication. Compared with the alphabetic languages, Chinese is more difficult for the foreigners to study as a second language, due to the tonal language with the meaningful characters as the written system, especially speaking. This research first presents the statistics of the typical errors of the pronunciations, based on the data of our two- year program of graduate students, which shown 90% of their speaking with strong foreign accents and no obvious change of the pitches, even if they could speak Chinese fluently. Second part, analyzed the caused reasons in the learning and teaching processes. Third part, this result of this research, based the theory of Chinese prosodic words, shown that the earlier the students get trained on prosodics at the beginning and suprasegmentals at intermediate and advanced levels, the better effects for them to communicate in Chinese as a second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language" title="second language">second language</a>, <a href="https://publications.waset.org/abstracts/search?q=prosodic%20word" title=" prosodic word"> prosodic word</a>, <a href="https://publications.waset.org/abstracts/search?q=foot" title=" foot"> foot</a>, <a href="https://publications.waset.org/abstracts/search?q=suprasegmental" title=" suprasegmental"> suprasegmental</a> </p> <a href="https://publications.waset.org/abstracts/49760/target-training-on-chinese-as-a-tonal-language-for-better-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49760.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7038</span> A Pilot Study to Investigate the Use of Machine Translation Post-Editing Training for Foreign Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hong%20Zhang">Hong Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study is to show that machine translation (MT) post-editing (PE) training can help our Chinese students learn Spanish as a second language. Our hypothesis is that they might make better use of it by learning PE skills specific for foreign language learning. We have developed PE training materials based on the data collected in a previous study. Training material included the special error types of the output of MT and the error types that our Chinese students studying Spanish could not detect in the experiment last year. This year we performed a pilot study in order to evaluate the PE training materials effectiveness and to what extent PE training helps Chinese students who study the Spanish language. We used screen recording to record these moments and made note of every action done by the students. Participants were speakers of Chinese with intermediate knowledge of Spanish. They were divided into two groups: Group A performed PE training and Group B did not. We prepared a Chinese text for both groups, and participants translated it by themselves (human translation), and then used Google Translate to translate the text and asked them to post-edit the raw MT output. Comparing the results of PE test, Group A could identify and correct the errors faster than Group B students, Group A did especially better in omission, word order, part of speech, terminology, mistranslation, official names, and formal register. From the results of this study, we can see that PE training can help Chinese students learn Spanish as a second language. In the future, we could focus on the students’ struggles during their Spanish studies and complete the PE training materials to teach Chinese students learning Spanish with machine translation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title="machine translation">machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=post-editing" title=" post-editing"> post-editing</a>, <a href="https://publications.waset.org/abstracts/search?q=post-editing%20training" title=" post-editing training"> post-editing training</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese" title=" Chinese"> Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish" title=" Spanish"> Spanish</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a> </p> <a href="https://publications.waset.org/abstracts/100937/a-pilot-study-to-investigate-the-use-of-machine-translation-post-editing-training-for-foreign-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100937.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7037</span> Advantages and Disadvantages of Distance Learning in Comparison with Full-time Teaching from the Perspective of Chinese University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Ecler">Daniel Ecler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper was to find out how Chinese university students perceive distance learning compared to full-time teaching, to reveal its advantages and disadvantages, and to try to find what elements could be implemented in regular full-time teaching in order to make it more effective. Recent events have shown that online teaching has a significant role to play in the field of education and needs to be given increased attention and scrutiny. For this purpose, a research survey was conducted using semi-structured questionnaires, which aimed to determine the attitudes of Chinese university students to the phenomenon of distance learning. The results of this survey revealed that most students prefer distance learning to full-time teaching, mainly because it gives them more freedom to participate in teaching, regardless of the environment in which they are currently located. In conclusion, it is necessary to mention that the possibility to participate virtually in teaching from anywhere is a huge advantage that could become part of regular teaching in the future. However, further research into this issue will be necessary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=full-time%20teaching" title=" full-time teaching"> full-time teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20college%20students" title=" Chinese college students"> Chinese college students</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20background" title=" cultural background"> cultural background</a> </p> <a href="https://publications.waset.org/abstracts/142436/advantages-and-disadvantages-of-distance-learning-in-comparison-with-full-time-teaching-from-the-perspective-of-chinese-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7036</span> Cross-Cultural Experiences of South Asian Students in Chinese Universities: Predictors of the Students' Social-Media Engagements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadeem%20Akhtar">Nadeem Akhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=An%20Ran"> An Ran</a>, <a href="https://publications.waset.org/abstracts/search?q=Cornelius%20B.%20Pratt"> Cornelius B. Pratt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> China’s President Xi' vision of Belt and Road Initiative, an infrastructural project of development and connectivity, is attracting international students to Chinese universities, with Pakistan and India among the top-10 countries of origin of those students (Ministry of Education China, 2018). An additional factor in international students’ interest in Chinese universities is their improving global rankings of Chinese universities. Against that backdrop, this study addresses two overarching questions: (a) What factors explain South Asian students’ study-away experiences, particularly in their multicultural environments? and (b) What role do new media play in their adaptation to that environment? This study is guided by Stephen’s (2011) theoretical model, which suggests that social networks influence immigrants’ interactions with host and home culture. The present study used a structured questionnaire distributed through both WeChat and other online platforms to international students studying in Chinese universities. Preliminary results are threefold: (a) that the frequency of use of social media is a predictor of the level of adjustment of the students to their multicultural environment; (b) that social engagement with their international-student peers is a moderating factor in their experiential outcomes; and (c) length of stay in Chinese universities, surprisingly, was not a predictor of adaptation. A major implication of these findings is that, even though social media tend to be criticized for contributing to anomie and to diminishing social capital among youths and millennials, they can be poignant tools for cultural adaptation, particularly among international students in China. It remains to be seen if such outcomes occur among international students in other countries or world regions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptation" title="adaptation">adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=China%27s%20Belt%20and%20Road%20Initiative" title=" China's Belt and Road Initiative"> China's Belt and Road Initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/109212/cross-cultural-experiences-of-south-asian-students-in-chinese-universities-predictors-of-the-students-social-media-engagements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109212.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7035</span> Learning Chinese Suprasegmentals for a Better Communicative Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qi%20Wang">Qi Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chinese has become a powerful worldwide language and millions of learners are studying it all over the words. Chinese is a tone language with unique meaningful characters, which makes foreign learners master it with more difficulties. On the other hand, as each foreign language, the learners of Chinese first will learn the basic Chinese Sound Structure (the initials and finals, tones, Neutral Tone and Tone Sandhi). It’s quite common that in the following studies, teachers made a lot of efforts on drilling and error correcting, in order to help students to pronounce correctly, but ignored the training of suprasegmental features (e.g. stress, intonation). This paper analysed the oral data based on our graduation students (two-year program) from 2006-2013, presents the intonation pattern of our graduates to speak Chinese as second language -high and plain with heavy accents, without lexical stress, appropriate stop endings and intonation, which led to the misunderstanding in different real contexts of communications and the international official Chinese test, e.g. HSK (Chinese Proficiency Test), HSKK (HSK Speaking Test). This paper also demonstrated how the Chinese to use the suprasegmental features strategically in different functions and moods (declarative, interrogative, imperative, exclamatory and rhetorical intonations) in order to train the learners to achieve better Communicative Performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learning" title="second language learning">second language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=suprasegmental" title=" suprasegmental"> suprasegmental</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=HSK%20%28Chinese%20Proficiency%20Test%29" title=" HSK (Chinese Proficiency Test)"> HSK (Chinese Proficiency Test)</a> </p> <a href="https://publications.waset.org/abstracts/23187/learning-chinese-suprasegmentals-for-a-better-communicative-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23187.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7034</span> Investigating Chinese Students' Engagement with Teacher Feedback: Multiple Case Studies in a UK University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fangfei%20Li">Fangfei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was conducted to explore how Chinese overseas students, who rarely received teacher feedback during their undergraduate studies in China, engaged in a different feedback provision context in the UK universities. In particular, this research provides some insights into Chinese students’ perspectives on how they made sense of the teacher feedback they obtained and how they took it on board in their assignments. Research questions in this study are 1) What are Chinese overseas students’ perceptions of teacher feedback on courses in UK higher education? 2) How do they respond to the teacher feedback they obtained? 3) What factors might influence their engagement with teacher feedback? Multiple case studies of five Chinese overseas students in a UK university have been carried out to address the research questions. The main data collection instruments are various types of semi-structured interviews, consisting of background interviews, scenario-based activities, stimulated recall sessions and retrospective interviews. Research findings indicate that student engagement with teacher feedback is a complex learning process incorporating several stages: from initial teacher input to ultimate transformational learning. Apart from students interpreting teachers’ comments/suggestions by themselves, students’ understandings of and responses to teacher feedback could also be influenced by pre-submission guidance, peer discussion, use of exemplars and post-submission discussion with teachers. These are key factors influencing students to make use of teacher feedback. Findings also reveal that the level of students’ reflections on tutor feedback influences the quality of their assignments and even their future learning. To sum up, this paper will discuss the current concepts of teacher feedback in existing studies and research findings of this study from which reconceptualization of teacher feedback has occurred. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20students" title="Chinese students">Chinese students</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20feedback" title=" teacher feedback"> teacher feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20UK%20higher%20education" title=" the UK higher education"> the UK higher education</a> </p> <a href="https://publications.waset.org/abstracts/70906/investigating-chinese-students-engagement-with-teacher-feedback-multiple-case-studies-in-a-uk-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70906.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7033</span> Different Friendships' Influences on Chinese High School Students' Mental Well Beings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20Chen">Richard Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is mainly focused on the influence of different kinds of friendships on the well being of Chinese high school students. The main objective is to find out whether friendship style focusing on depth rather than breadth and whether making friends based on similarities in personality and character rather than interests and hobbies improve students’ mental state. Overall, 262 high school participants completed our study by filling out questionnaires online across China. Data showed, unexpectedly, optimal combinations of friendship styles indicate that students who seek depth of connection in friendship benefit more by focusing more on hobbies than on personalities, and those aiming to expand their social connections would be happier and less stressed when they made friends with those who shared their personalities rather than hobbies. The relationship between stress and the frequency of self-talk was also investigated, and a positive correlation between the pressure a student felt, and the frequency of self-talk behavior was confirmed. The results shed light on relationship management and wellbeing among Chinese high school students and may be applied by counselors and teachers to improve the overall level of satisfaction for Chinese high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hobbies" title="hobbies">hobbies</a>, <a href="https://publications.waset.org/abstracts/search?q=personalities" title=" personalities"> personalities</a>, <a href="https://publications.waset.org/abstracts/search?q=happiness" title=" happiness"> happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure" title=" pressure"> pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=self-talk" title=" self-talk"> self-talk</a> </p> <a href="https://publications.waset.org/abstracts/131265/different-friendships-influences-on-chinese-high-school-students-mental-well-beings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131265.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7032</span> The Influence of Educational Board Games on Chinese Learning Motivation and Flow Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ju%20May%20Wen">Ju May Wen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun%20Hung%20Lin"> Chun Hung Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Zhi%20Feng%20Liu"> Eric Zhi Feng Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Flow theory implies that people are persuaded by happiness. By focusing on an activity, people turn a blind eye to external factors. This study explores the influence of educational board games and fundamental Chinese language teaching on students’ learning motivation and flow experience. Fifty-three students studying Chinese language fundamental courses were used in the study. These students were divided into three groups: (1) flash card teaching group; (2) educational original board game teaching group; and (3) educational Chinese board game teaching group. Chinese language teaching was integrated with the educational board game titled ‘Transportation GO.’ The students were observed playing this game as the teacher collected quantitative and qualitative data. Quantitative data was collected from the learning motivation scale and flow experience scale. Qualitative data was collected through observing, recording, and visiting. The first result found that the three groups integrated with Chinese language teaching could maintain students’ high learning motivation and high flow experience. Second, there was no significant difference between the flow experience of the flash card group and the educational original board game group. Third, there was a significant difference in the flow experience and learning motivation of the educational Chinese board game group vs. the other groups. This study suggests that the experimental model can be applied to advanced Chinese language teaching. Apart from oral and literacy skills, the study of educational board games integrated with Chinese language teaching to enforce student writing skills will be continued. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20instruction" title="Chinese language instruction">Chinese language instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20board%20game" title=" educational board game"> educational board game</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a> </p> <a href="https://publications.waset.org/abstracts/96959/the-influence-of-educational-board-games-on-chinese-learning-motivation-and-flow-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7031</span> Investigating Classroom Teachers' Perceptions of Assessing U.S. College Students' L2 Chinese Oral Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guangyan%20Chen">Guangyan Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined Chinese teachers’ perceptions of assessing U.S. college students’ L2 (second language) Chinese oral performances at different levels. Ten oral performances were videotaped from which three were chosen as samples to represent three different proficiency levels based on professionals’ judgments according to the ACTFL proficiency guidelines. The three samples were shown to L2 Chinese teachers who completed questionnaires about their assessments for each speech sample. In total, 104 L2 Chinese teachers responded to each of the three samples. The Exploratory Factor Analyses (EFA) of the teachers’ responses revealed three similar rating criteria patterns for assessing the three levels of oral performances. The teachers’ responses to Samples 2 and 3 revealed five rating criteria: Global proficiency, Chinese conceptual framework, content richness, communication appropriateness, and communication clarity. The teachers’ responses to Sample 1 revealed four rating criteria: global proficiency, Chinese conceptual framework, communication appropriateness/content richness, and communication clarity. However, the analyses of variance (ANOVAs) revealed that the proficiency levels of the three oral performances differed significantly across all rating criteria. Therefore, the data suggests that L2 classroom teachers could use the similar rating criteria pattern to assess college-level L2 Chinese students’ oral performances at different proficiency levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20assessment" title="language assessment">language assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20Chinese" title=" L2 Chinese"> L2 Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20performance" title=" oral performance"> oral performance</a>, <a href="https://publications.waset.org/abstracts/search?q=rating%20criteria" title=" rating criteria"> rating criteria</a> </p> <a href="https://publications.waset.org/abstracts/28964/investigating-classroom-teachers-perceptions-of-assessing-us-college-students-l2-chinese-oral-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">539</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7030</span> The Development of Chinese-English Homophonic Word Pairs Databases for English Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuh-Jen%20Wu">Yuh-Jen Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun-Min%20Lin"> Chun-Min Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Homophonic words are common in Mandarin Chinese which belongs to the tonal language family. Using homophonic cues to study foreign languages is one of the learning techniques of mnemonics that can aid the retention and retrieval of information in the human memory. When learning difficult foreign words, some learners transpose them with words in a language they are familiar with to build an association and strengthen working memory. These phonological clues are beneficial means for novice language learners. In the classroom, if mnemonic skills are used at the appropriate time in the instructional sequence, it may achieve their maximum effectiveness. For Chinese-speaking students, proper use of Chinese-English homophonic word pairs may help them learn difficult vocabulary. In this study, a database program is developed by employing Visual Basic. The database contains two corpora, one with Chinese lexical items and the other with English ones. The Chinese corpus contains 59,053 Chinese words that were collected by a web crawler. The pronunciations of this group of words are compared with words in an English corpus based on WordNet, a lexical database for the English language. Words in both databases with similar pronunciation chunks and batches are detected. A total of approximately 1,000 Chinese lexical items are located in the preliminary comparison. These homophonic word pairs can serve as a valuable tool to assist Chinese-speaking students in learning and memorizing new English vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus" title=" corpus"> corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=homophonic%20words" title=" homophonic words"> homophonic words</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/99745/the-development-of-chinese-english-homophonic-word-pairs-databases-for-english-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7029</span> Innovative Pictogram Chinese Characters Representation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20H.%20Low">J. H. Low</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20H.%20Hew"> S. H. Hew</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20O.%20Wong"> C. O. Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes an innovative approach to represent the pictogram Chinese characters. The advantage of this representation is using an extraordinary to represent the pictogram Chinese character. This extraordinary representation is created accordingly to the original pictogram Chinese characters revolution. The purpose of this innovative creation is to assistant the learner learning Chinese as second language (SCL) in Chinese language learning specifically on memorize Chinese characters. Commonly, the SCL will give up and frustrate easily while memorize the Chinese characters by rote. So, our innovative representation is able to help on memorize the Chinese character by the help of visually storytelling. This innovative representation enhances the Chinese language learning experience of SCL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20e-learning" title="Chinese e-learning">Chinese e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20Chinese%20character%20representation" title=" innovative Chinese character representation"> innovative Chinese character representation</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/4346/innovative-pictogram-chinese-characters-representation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">487</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7028</span> The Influence of Teacher Support on School Belonging in Chinese Students: A Moderated Mediation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuting%20Tan">Yuting Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Benchao%20Fan"> Benchao Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoman%20Wei"> Xiaoman Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Tao%20Yang"> Tao Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to investigate the relationship between students’ perceived teacher support, parental emotional support, mastery goal orientation and school belonging, the questionnaire data of 11,898 15-year-olds (5,699 girls and 6,199 boys) in four Chinese provinces and cities (Beijing, Shanghai, Jiangsu and Zhejiang) that participated in PISA 2018 were used. The results showed that: (1) teacher support can positively and significantly predict students' school belonging; (2) mastery goal orientation played the mediating role in the relationship between teacher support and school belonging; (3) the second half path of students’ mastery goal orientation to the mediation process of teacher support and school belonging was regulated by parental emotional support. The results have important educational practice enlightenment for effectively promoting the school belonging of Chinese students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20support" title=" teacher support"> teacher support</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20goal%20orientation" title=" mastery goal orientation"> mastery goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20emotional%20support" title=" parental emotional support"> parental emotional support</a> </p> <a href="https://publications.waset.org/abstracts/164591/the-influence-of-teacher-support-on-school-belonging-in-chinese-students-a-moderated-mediation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164591.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7027</span> Pedagogical Inclusiveness in Literacy Education: Teaching Reading and Writing to Non-Chinese Speaking Students in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Shiu-kee%20Shum">Mark Shiu-kee Shum</a>, <a href="https://publications.waset.org/abstracts/search?q=Dan%20Shi"> Dan Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to introduce the ‘Reading to Learn, Learning to Write’ (R2L) pedagogy and its application in teaching reading and writing to non-Chinese speaking (NCS) students in Hong Kong. Guided by the teaching and learning cycles accentuated in R2L pedagogy, sufficient scaffolding was provided for students with an explicit teaching method in literacy education. To understand the influence of using R2L pedagogy on students’ reading and writing abilities across different genres, quantitative data were collected by pre- and post-test of reading and writing tasks in the two different genres of narration and explanation. The pre-test and post-test were used to assess students’ writing performance based on the three textual components of context, discourse, and graphic features, while the reading abilities were assessed at the literal, inferred and interpretive levels of reading comprehension to measure the effectiveness of R2L pedagogy on their literacy improvement. The findings show the use of R2L pedagogy has been proven more effective in improving NCS students’ writing abilities than developing their reading capacity. It is hoped that the R2L-based pedagogic practices can serve as teaching references and pedagogic rationale for L1 language teachers and raise their metalinguistic awareness in teaching Chinese to non-Chinese speaking students in Hong Kong and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20inclusiveness" title="pedagogical inclusiveness">pedagogical inclusiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20education" title=" literacy education"> literacy education</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title=" ethnic minority"> ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing" title=" reading and writing"> reading and writing</a> </p> <a href="https://publications.waset.org/abstracts/185183/pedagogical-inclusiveness-in-literacy-education-teaching-reading-and-writing-to-non-chinese-speaking-students-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7026</span> Living or Surviving in an Intercultural Context: A Study on Transformative Learning of UK Students in China and Chinese Students in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yiran%20Wang">Yiran Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As international education continues to expand countries providing such opportunities not only benefit but also face challenges. For traditional destinations, including the United States and the United Kingdom, the number of international students has been falling. At the same time emerging economies, such as China, are witnessing a rapid increase in the number of international students enrolled in their universities. China is, therefore, beginning to play an important role in the competitive global market for higher education. This study analyses and compares the experiences of international students in the UK and China using Transformative Learning theory. While there is an extensive literature on both international higher education and also Transformative Learning theory there are currently three contributions this study makes. First, this research applies the theory to two international student groups: UK students in Chinese universities and Chinese students in UK universities.Second, this study includes a focus on the intercultural learning of Chinese doctoral students in the UK filling a gap in current research. Finally, this investigation has extended the very limited number of current research projects on UK students in China. It is generally acknowledged that international students will experience various challenges when they are in a culturally different context. Little research has focused on how, why, and why not learners are transformed through exposure to their new environment. This study applies Transformative Learning theory to address two research questions: first, do UK international students in Chinese universities and Chinese international students in UK universities experience transformational learning in/during their overseas studies? Second, what factors foster or impede international students’ experience of transformative learning? To answer the above questions, semi-structured interviews were used to investigate international students’ academic and social experiences. Based on the insights provided by Mezirow,Taylor,and previous studies on international students, this study argues that international students’ intercultural experience is a complex process.Transformation can occur in various ways and social and personal perspectives underpin the transformative learning of the students studied. Contributing factors include culture shock, educational conventions,the student’s motivation, expectations, personality, gender and previous work experience.The results reflect the significance of differences in teaching styles in the UK and China and the impact this can have on the student teaching and learning process when they move to a new university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20learning" title="intercultural learning">intercultural learning</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20higher%20education" title=" international higher education"> international higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=UK%20and%20Chinese%20international%20students" title=" UK and Chinese international students"> UK and Chinese international students</a> </p> <a href="https://publications.waset.org/abstracts/64743/living-or-surviving-in-an-intercultural-context-a-study-on-transformative-learning-of-uk-students-in-china-and-chinese-students-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7025</span> Investigating Chinese Students' Perceptions of and Responses to Teacher Feedback: Multiple Case Studies in a UK University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fangfei%20Li">Fangfei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on teacher feedback have produced a wide range of findings in aspects of characteristics of good feedback, factors influencing the quality of feedback and teachers’ perspectives on teacher feedback. However, perspectives from students on how they perceive and respond to teacher feedback are still under scrutiny. Especially for Chinese overseas students who come from a feedback-sparse educational context in China, they might have different experiences when engaging with teacher feedback in the UK Higher Education. Therefore, the research aims to investigate and shed some new light on how Chinese students engage with teacher feedback in the UK higher education and how teacher feedback could enhance their learning. Research questions of this study are 1) What are Chinese overseas students’ perceptions of teacher feedback in courses of the UK higher education? 2) How do they respond to the teacher feedback they obtained? 3) What factors might influence their’ engagement with teacher feedback? Qualitative case studies of five Chinese postgraduate students in a UK university have been conducted by employing various types of interviews, such as background interviews, scenario-based interviews, stimulated recall interviews and retrospective interviews to address the research inquiries. Data collection lasted seven months, covering two phases – the pre-sessional language programme and the first semester of the Master’s degree programme. Research findings until now indicate that some factors, such as tutors’ handwriting, implicit instruction and value comments, influence students understanding and internalizing tutor feedback. Except for difficulties in understanding tutor feedback, students’ responses to tutor feedback are also influenced by quantity and quality of tutor-student communication, time constraints and trust to tutor feedback, etc. Findings also reveal that tutor feedback is able to improve students’ learning in aspects of promoting reflection on professional knowledge, promoting students’ communication with peers and tutors, increasing problem awareness and writing with the reader in mind. This paper will mainly introduce the research topic, the methodological procedure and research findings gained until now. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20students" title="Chinese students">Chinese students</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perceptions" title=" students’ perceptions"> students’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20feedback" title=" teacher feedback"> teacher feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20UK%20higher%20education" title=" the UK higher education"> the UK higher education</a> </p> <a href="https://publications.waset.org/abstracts/70113/investigating-chinese-students-perceptions-of-and-responses-to-teacher-feedback-multiple-case-studies-in-a-uk-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7024</span> Chinese Speakers’ Language Attitudes Towards English Accents: Comparing Mainland and Hong Kong English Major Students’ Accent Preferences in ELF Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiaqi%20XU">Jiaqi XU</a>, <a href="https://publications.waset.org/abstracts/search?q=Qingru%20Sun"> Qingru Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Accent plays a crucial role in second language (L2) learners’ performance in the schooling context in the era of globalization, where English is adopted as a lingua franca (ELF). Previous studies found that Chinese mainland students prefer American English accents, whereas the young generations in Hong Kong prefer British accents. However, these studies neglect the non-native accents of English and fail to elaborate much about why the L2 learners differ in accent preferences between the two regions. Therefore, this research aims to bridge the research gap by 1) including both native and non-native varieties of English accents: American accent, British accent, Chinese Mandarin English accent, and Hong Kong English accent; and 2) uncovering and comparing the deeper reasons for the similar or/and different accent preferences between the Chinese mainland and Hong Kong speakers. This research designed a questionnaire including objective and subjective questions to investigate the students’ accent inclinations and the attitudes and reasons behind their linguistic choices. The questionnaire was distributed to eight participants (4 Chinese mainland students and 4 Hong Kong students) who were postgraduate students at a Hong Kong university. Based on the data collection, this research finds out one similarity and two differences between the Chinese mainland and Hong Kong students’ attitudes. The theories of identity construction and standard language ideology are further applied to analyze the reasons behind the similarities and differences and to evaluate how language attitudes intertwine with their identity construction and language ideology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accent" title="accent">accent</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20attitudes" title=" language attitudes"> language attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ideology" title=" language ideology"> language ideology</a>, <a href="https://publications.waset.org/abstracts/search?q=ELF%20communication" title=" ELF communication"> ELF communication</a> </p> <a href="https://publications.waset.org/abstracts/167639/chinese-speakers-language-attitudes-towards-english-accents-comparing-mainland-and-hong-kong-english-major-students-accent-preferences-in-elf-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167639.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7023</span> A Series of Teaching Modules to Prepare International Students for Real-World China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jui-Chien%20Wang">Jui-Chien Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Because of China’s continued economic growth and dominance, increasingly many students of Chinese from western countries are interested in pursuing careers related to China. Unless we do more to teach them about contemporary Chinese society and Chinese cultural codes, however, few will be able to do so successfully. Most traditional language textbooks treat these topics only cursorily, and, because of the rapid pace of China’s social and economic development, what they do cover is frequently outdated and insufficient. However, understanding contemporary Chinese society and Chinese cultural codes is essential to successfully negotiating real-world China. The current paper details one of the main ways in which the presenter has dealt with this educational lacuna: the development and implementation of a series of teaching modules for advanced Chinese language classes. Each module explores a particular area, provides resources, and raises questions to engage students in strengthening their language and cultural competencies. The teaching modules address four main areas: (1) Chinese behavioral culture; (2) critical issues in contemporary China; (3) current events in China; and (4) great social transformations in contemporary China. The presenter will also discuss lessons learned and insights gained during the development and implementation process as well as the benefits of using these modules. In addition, the presenter will offer suggestions for the application of these modules, so that other language teachers will be able to make better use of them in their own classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20culture" title="behavioral culture">behavioral culture</a>, <a href="https://publications.waset.org/abstracts/search?q=contemporary%20Chinese%20society" title=" contemporary Chinese society"> contemporary Chinese society</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20code" title=" cultural code"> cultural code</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20module" title=" teaching module"> teaching module</a> </p> <a href="https://publications.waset.org/abstracts/81389/a-series-of-teaching-modules-to-prepare-international-students-for-real-world-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81389.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7022</span> The Role of Reading Self-Efficacy and Perception of Difficulty in English Reading among Chinese ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Chan">Kevin Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20K.%20H.%20Chung"> Kevin K. H. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Patcy%20P.%20S.%20Yeung"> Patcy P. S. Yeung</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20L.%20Ip"> H. L. Ip</a>, <a href="https://publications.waset.org/abstracts/search?q=Bill%20T.%20C.%20Chung"> Bill T. C. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20M.%20K.%20Chung"> Karen M. K. Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Recent evidence shows that reading self-efficacy and students perceived difficulty in reading are significantly associated with word reading and reading fluency. However, little is known about these relationships among students learning to read English as a second language, particularly in Chinese students. This study examined the contributions of reading self-efficacy, perception of difficulty in reading, and cognitive-linguistic skills to performance on English word reading and reading fluency in Chinese students. Method: A sample of 122 second-and third-grade students in Hong Kong, China, participated in this study. Students completed the measures of reading self-efficacy and perception of difficulty in reading. They were assessed on their English cognitive-linguistic and reading skills: rapid automatized naming, nonword reading, phonological awareness, word reading, and one-minute word reading. Results: Results of path analysis indicated that when students’ grades were controlled, reading self-efficacy was a significant correlate of word reading and reading fluency, whereas perception of difficulty in reading negatively predicted word reading. Conclusion: These findings underscore the importance of taking students’ reading self-efficacy and perception of difficulty in reading and their cognitive-linguistic skills into consideration when designing reading intervention and instructions for students learning English as a second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20difficulty%20in%20reading" title=" perception of difficulty in reading"> perception of difficulty in reading</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20second%20language" title=" english as a second language"> english as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20reading" title=" word reading"> word reading</a> </p> <a href="https://publications.waset.org/abstracts/144471/the-role-of-reading-self-efficacy-and-perception-of-difficulty-in-english-reading-among-chinese-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Chinese%20top-up%20students&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Chinese%20top-up%20students&page=3">3</a></li> <li class="page-item"><a class="page-link" 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