First Year in a Multilingual University: Double Transitions,Feng Ding

-About this book

Although both school–university transitions and cross-border transitions have been widely explored, comparatively little research has been conducted on those students who undergo both transitions at the same time.
This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school–university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment, and challenges their autonomy in three domains: managing their personal lives; academic learning; and English learning.
Adopting the perspective of autonomy enables us to better understand student transitions so that more appropriate support can be provided for this group. Given its scope, the book offers a valuable asset for educators at both the secondary and post-secondary levels, and underscores the need to help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly. It also has practical implications for students who are studying or intend to study abroad.

Contents

1 Introduction

Aims of the Study

Research Questions and Significance of the Study

2 Transition and Autonomy

School-University Transition

Recent Research on First-Year School-University Transition

Role of Autonomy in School-University Transition

Cross-Border Transition

Chinese Students in Anglophone Countries

Cross-Border Transition and Chinese Cultural Background

Comparison Between the Two Types of Transitions

Directions for Future Research on Transition

Learner Autonomy

Introduction

Definition and Dimensions of Autonomy

Nature of Autonomy and Autonomous Behaviors

Conditions for Autonomy

Autonomy and Educational Culture

Social Dimension of Autonomy

Measure of Autonomy

Directions for Future Research on Autonomy

Operationalizati​on of Autonomy in the Present Study

Conclusion

3 Methodology:​ Multiple-Case Qualitative Study Research Setting

Hong Kong:​ The Broader Context

Hong Kong–Mainland China Relationship

Research Site

The Chinese Students and Scholars Association (CSSA)

Data Collection Methods

Interview as the Major Tool

Direct Observation

Written Documents

Participants

Locating the Participants

Initial Contact with Participants

Data Collection

First Phase

Second Phase

Third Phase

Fourth and Fifth Phases

Data Analysis

Framework of Data Analysis

Steps of Coding

Writing up of the Findings

Reflective Thinking

Building Trustworthiness

Researcher’s Role in the Study

Ethical Considerations

4 Profile of the Participants

Profile of the Nine Participants

Dora

Dora’s English Learning Experience

Fiona’s English Learning Experience

Fiona’s Expectations of University Lif

Hanna

Hanna’s English Learning Experiences

Hanna’s Expectations of University Life Claire

Claire’s English Learning Experience

Claire’s Expectations of University

Natalie

Natalie’s English Learning Experience

Natalie’s Expectations of University

Justin

Justin’s English Learning Experience

Justin’s Expectations of University

Anna

Anna’s English Learning Experience

Anna’s Expectations of University Life

Serena

Serena’s English Learning Experience

Serena’s Expectations of University Life

Cathy

Cathy’s English Learning Experience

Cathy’s Expectations of University

Summary

5 Becoming More Independent in Life

A Life that Requires More Independence

The Need to Take Care of Oneself in Daily Life

Life Is Less Structured in University

Balancing Social Activities and Study

Learning to Set Goals

Learning to Make Plans

Feeling Lonely and Lacking a Sense of Belonging

Social Context and Cultural Differences

School-University Difference in the Student Management System

Coping Strategies

Self-discipline

Self-reflection

Reading Books on Time Management

Social Support

Growth of Autonomy in Life Management

Autonomy in Life Management

Evidence of Growth

Summary

6 Becoming More Independent in Academic Learning

Selecting Their Own Courses and Learning Materials

Entering a New Field

Not Clear About the Evaluation Standard

New Assessments:​ Presentations and Group Work

Participants’ Development in Learning

Factors That Helped Them Develop

Students’ Hard Work and Self-Discipline

Social Support

Participants’ Unique Coping Strategies

Growth of Autonomy in Academic Learning

Conclusion

7 Becoming More Independent in a Multilingual Context

Entering an EMI Setting

Listening

Reading

Speaking

Academic Writing

Autonomy Development in the EMI Setting

Changing One’s Understanding of English

Multilingual Context Complicates the Situation

Perceived Need for English in a Multilingual C

Perceived Need for English in a Multilingual Context

Life Was Complicated by a New Language

Not Enough Opportunities for Speaking in English

Autonomous English Learning in a Multilingual Context

Conclusion

8 Discussion

School-University Transition and Autonomy

Cross-Border Transition and Autonomy

Emotional Side of Developing Autonomy During the Transitional Period

Interaction Among the Three Domains of Autonomy

Autonomy Development with Individualistic Features

Individual Differences

Different Priorities in University

Different Conceptions of Autonomy

Family Background and School Culture

Social Network and a Supportive Environment in University

Double Transition and the Three Domains of Autonomy as an Interpreting Framework

Summary

9 Conclusion

Contributions

A New Framework to Understand School-University and Cross-Border Transitions

Contribution to Autonomy Research

Contribution to the Understanding of Learning English in the EMI Context

Methodological Application and Educational Implication

Limitations

Future Research

Conclusion

-Caractéristiques

Date de parution:2 août 2021

Éditeur ‏ : ‎ Springer Verlag

Langue ‏ : ‎ Anglais

NB.de pages‏ : ‎ 196 pages

ISBN-10 ‏ : ‎ 9811607958

ISBN-13 ‏ : ‎ 978-9811607950

Poids de l’article ‏ : ‎ 485 g

Dimensions ‏ : ‎ 15.6 x 1.42 x 23.39 cm