Existing research on experiences of international students have focused on their challenges in transitioning (Fox, 2020; Lértora & Croffie, 2022; Li & Zizzi, 2018), culture shock (Belford, 2017; Ernofalina, 2017; Wang, 2016; Zhu, 2022), and adaptation strategies (Bi, 2022; Hang & Zhang, 2022; Yang & Pei, 2018) while studying in a foreign country. Chinese international students, once made-up 90% of the international student population in the U.S., quickly abandoned their plans to study abroad at the outbreak of COVID. Many have since chosen to enroll in Sino-foreign universities in the hopes of “getting a foreign education without leaving home”. A recent study that examined undergraduate students’ transition experiences in joint-venture universities has found that students experience less sever culture shock, but still face other challenges (Ma et al, 2019). Yet little is known about graduate students who are in similar situations. Using questionnaires and interviews, this study investigates the transition experiences of graduate students who have enrolled in a Sino-foreign university in southeast China. What challenges do they encounter in their pursuit of a “foreign” education at home? How do their maneuver in an academic environment different from their previous experiences? How do they negotiate east-meets-west in teaching pedagogy? In this presentation, we will share findings from this timely research. Results may shed light on the experiences of this unique group of students, provide insights for others who seek to follow in their footsteps and inspire stakeholders to find ways to best serve this growing population.

Authors:
Agnes Tang, Wenzhou-Kean University, China
You Zhou, Wenzhou-Kean University, China
Qingming Li, Wenzhou-Kean University, China
Xin Wang, Wenzhou-Kean University, China

About the Presenter(s)
Dr. Agnes Tang is the Program Coordinator of the MATESOL Program at Wenzhou-Kean University in China. Her research interests are using picture books for critical thinking and social emotional learning and teacher preparation and development.

See this presentation on the full schedule – Friday Schedule

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