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A Study Of Chinese International Student Dropout: Acculturation Experiences And Challenges In A Pre-University English Language Improvement Program

McGill journal of education, 2021-01, Vol.56 (1), p.52-70 [Peer Reviewed Journal]

2022Faculty of Education, McGill University ;Copyright McGill Journal of Education Winter 2021 ;ISSN: 0024-9033 ;ISSN: 1916-0666 ;EISSN: 1916-0666 ;DOI: 10.7202/1087048ar

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Title:
A Study Of Chinese International Student Dropout: Acculturation Experiences And Challenges In A Pre-University English Language Improvement Program
Author: Wang, Peiyu ; Zhou, George
Subjects: Academic Achievement ; Academic Failure ; Acculturation ; Asian students ; Asians ; Barriers ; Colleges & universities ; Correlation ; Decision Making ; Dropouts ; Employment Opportunities ; English (Second Language) ; English as a second language ; Foreign Countries ; Foreign Students ; Higher education ; Language instruction ; Language Proficiency ; Learning ; Learning Experience ; Learning Motivation ; Metacognition ; Parent Aspiration ; Psychological Patterns ; Qualitative research ; School dropouts ; Second Language Instruction ; Second Language Learning ; Social integration ; Social Isolation ; Student Adjustment ; Student Attitudes ; Student retention ; Time Management ; Undergraduate Students ; Withdrawal (Education)
Is Part Of: McGill journal of education, 2021-01, Vol.56 (1), p.52-70
Description: With an increasing number of international students coming to Canada for higher education, Canadian universities are offering diverse English language improvement programs (ELIPs) to improve international students’ English proficiency. However, some Chinese international students struggle to pass such programs and eventually withdraw. This study examines the living and learning experiences of Chinese international students who dropped out of ELIPs and identifies the factors associated with their decisions to drop out. The findings indicate that Chinese international students dropped out due to academic failure that was related to low learning motivation, lack of time management and self-regulation, and insufficient academic and social integration. Implications for educators in higher education, study support services, and students are presented.
Publisher: Montreal: Faculty of Education, McGill University
Language: English
Identifier: ISSN: 0024-9033
ISSN: 1916-0666
EISSN: 1916-0666
DOI: 10.7202/1087048ar
Source: Education Resources Information Center (ERIC)
AUTh Library subscriptions: ProQuest Central
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A Study Of Chinese International Student Dropout: Acculturation Experiences And Challenges In A Pre-University English Language Improvement Program

2022Faculty of Education, McGill University ;Copyright McGill Journal of Education Winter 2021 ;ISSN: 0024-9033 ;ISSN: 1916-0666 ;EISSN: 1916-0666 ;DOI: 10.7202/1087048ar

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