Pub Date : 2022-09-01DOI: 10.1177/2212585X221133502
In-wook Song, Yangson Kim
The purpose of this study was to explore the internationalization of higher education institutions by analyzing partnerships of short-term exchange programs among universities in Korea and abroad. Based on data from 3 years (2008, 2013, and 2017), we used descriptive statistics to analyze the inbound and outbound statuses of overseas universities that have established credit exchange agreements with Korean universities. The analysis showed that the major components of short-term mobility in Korean universities are changing, and that credit exchanges among universities differ depending on the universities’ missions. The results suggest that the stratification of universities can affect the extent and quality of the international experiences to which students have access. Using university-level data, we proved that international exchange patterns differ according to the characteristics of universities.
{"title":"Short-term exchange programs in Korean Universities: International student mobility stratified by university mission","authors":"In-wook Song, Yangson Kim","doi":"10.1177/2212585X221133502","DOIUrl":"https://doi.org/10.1177/2212585X221133502","url":null,"abstract":"The purpose of this study was to explore the internationalization of higher education institutions by analyzing partnerships of short-term exchange programs among universities in Korea and abroad. Based on data from 3 years (2008, 2013, and 2017), we used descriptive statistics to analyze the inbound and outbound statuses of overseas universities that have established credit exchange agreements with Korean universities. The analysis showed that the major components of short-term mobility in Korean universities are changing, and that credit exchanges among universities differ depending on the universities’ missions. The results suggest that the stratification of universities can affect the extent and quality of the international experiences to which students have access. Using university-level data, we proved that international exchange patterns differ according to the characteristics of universities.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45093002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/2212585X221125981
Xiujuan Xie, Qian Huang, Jisun Jung
Shenzhen City in Southeast China has developed from a small fishing village into a modern metropolis since China adopted an open-door policy in 1978. In accordance with its national plan and strategy, China has been striving to develop its international Guangdong–Hong Kong–Macau Greater Bay Area (GBA). Owing to its rapidly developing economy, industries and innovative technologies, Shenzhen is an important city in the GBA. Shenzhen’s higher education (HE) is supposedly crucial for its advancement as an innovation hub. However, the HE in Shenzhen is reportedly not adept with the city’s economic development. Although some Chinese studies have focused on Shenzhen’s HE-related issues, such as integration of and co-operation with the GBA’s policies, not many international studies have assessed how universities can help to ensure overall regional development. Thus, in this study, using Shenzhen’s case in the GBA, we explore the roles of universities in regional development. We review several policy documents and literature based on the glonacal framework to collect relevant data in text and generated themes. The study findings address the critical roles of Shenzhen universities in regional development such as promoting research capacity, fostering international collaboration and upgrading the GBA’s HE sector.
{"title":"Higher education and regional development of Shenzhen municipality in China’s greater bay area","authors":"Xiujuan Xie, Qian Huang, Jisun Jung","doi":"10.1177/2212585X221125981","DOIUrl":"https://doi.org/10.1177/2212585X221125981","url":null,"abstract":"Shenzhen City in Southeast China has developed from a small fishing village into a modern metropolis since China adopted an open-door policy in 1978. In accordance with its national plan and strategy, China has been striving to develop its international Guangdong–Hong Kong–Macau Greater Bay Area (GBA). Owing to its rapidly developing economy, industries and innovative technologies, Shenzhen is an important city in the GBA. Shenzhen’s higher education (HE) is supposedly crucial for its advancement as an innovation hub. However, the HE in Shenzhen is reportedly not adept with the city’s economic development. Although some Chinese studies have focused on Shenzhen’s HE-related issues, such as integration of and co-operation with the GBA’s policies, not many international studies have assessed how universities can help to ensure overall regional development. Thus, in this study, using Shenzhen’s case in the GBA, we explore the roles of universities in regional development. We review several policy documents and literature based on the glonacal framework to collect relevant data in text and generated themes. The study findings address the critical roles of Shenzhen universities in regional development such as promoting research capacity, fostering international collaboration and upgrading the GBA’s HE sector.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43283852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/2212585X221124155
Weihsun Mao
Utilizing a national longitudinal sample from China Family Panel Studies (2018), this study examined how family socioeconomic status (SES) is related to young children’s learning behaviors through parental expectation, parental involvement and home learning environment. A total of 1348 children aged 3–5 years were included. Mediation analysis was conducted to test the hypotheses. The results identified a significant relationship between family SES and home learning environment and parental involvement, whereas family SES was only partially related to parental academic expectations. There were no statistically significant relationships between SES and children’s learning behaviors. Moreover, no indirect effects were found between parental expectation, home learning environment, and children’s learning behaviors. However, parental involvement had an indirect effect on children’s learning behaviors. The present study highlights the need to consider the role of parental involvement in supporting the development of young children’s learning behaviors. The findings and discussions raise implications for researchers and practitioners to provide parental involvement support programs for Chinese families from diverse SES backgrounds.
{"title":"Family socioeconomic status and young children’s learning behaviors: The mediational role of parental expectation, home environment, and parental involvement","authors":"Weihsun Mao","doi":"10.1177/2212585X221124155","DOIUrl":"https://doi.org/10.1177/2212585X221124155","url":null,"abstract":"Utilizing a national longitudinal sample from China Family Panel Studies (2018), this study examined how family socioeconomic status (SES) is related to young children’s learning behaviors through parental expectation, parental involvement and home learning environment. A total of 1348 children aged 3–5 years were included. Mediation analysis was conducted to test the hypotheses. The results identified a significant relationship between family SES and home learning environment and parental involvement, whereas family SES was only partially related to parental academic expectations. There were no statistically significant relationships between SES and children’s learning behaviors. Moreover, no indirect effects were found between parental expectation, home learning environment, and children’s learning behaviors. However, parental involvement had an indirect effect on children’s learning behaviors. The present study highlights the need to consider the role of parental involvement in supporting the development of young children’s learning behaviors. The findings and discussions raise implications for researchers and practitioners to provide parental involvement support programs for Chinese families from diverse SES backgrounds.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49405474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/2212585X221136734
Warangkana Lin, R. Yang
Contextualizing cultural foundations of modern university development has increasingly been ubiquitous. This paper probes cultural awareness of Taiwan’s academia in times of change. Despite the government-driven motives to impose Western indicators in measuring success, the study’s empirical evidence reveals that Taiwanese academics cherish their traditional culture. Ambitions were spawned from attempts to underpin their higher education system along cultural lines, while tensions were escalated when coping with the government policy benchmarking against Western standards. Citing the perspectives of two premier universities’ executives and faculty members, Taiwan’s academic society shares cultural affinities to rally a blended model that synthesizes its longstanding indigenized values and imported Western experiences. Revitalizing cultural consciousness calls for alternatives to Taiwan’s existing Western-oriented model of higher education.
{"title":"Revitalizing cultural consciousness in Taiwan’s higher education: Ambitions and Tensions","authors":"Warangkana Lin, R. Yang","doi":"10.1177/2212585X221136734","DOIUrl":"https://doi.org/10.1177/2212585X221136734","url":null,"abstract":"Contextualizing cultural foundations of modern university development has increasingly been ubiquitous. This paper probes cultural awareness of Taiwan’s academia in times of change. Despite the government-driven motives to impose Western indicators in measuring success, the study’s empirical evidence reveals that Taiwanese academics cherish their traditional culture. Ambitions were spawned from attempts to underpin their higher education system along cultural lines, while tensions were escalated when coping with the government policy benchmarking against Western standards. Citing the perspectives of two premier universities’ executives and faculty members, Taiwan’s academic society shares cultural affinities to rally a blended model that synthesizes its longstanding indigenized values and imported Western experiences. Revitalizing cultural consciousness calls for alternatives to Taiwan’s existing Western-oriented model of higher education.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49599247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/2212585X221138573
Jiahua Chen, Syaharizatul Noorizwan Muktar
The high turnover rate of Chinese college counselors has become a social issue that is increasingly being concerned about. Many scholars have tried to analyze the reasons for this issue from different perspectives. This study selects a qualitative approach to explore the college counselors’ turnover intention from the perspective of subjective career success while analyzing the relationship between subjective career success and turnover intention. This study finds that the three dimensions of career success criteria could be successfully applied to evaluate counselors’ subjective career success. Career safety and stability can, in combination with the interview results, be incorporated into the measurement of subjective career success under the dimension of external compensation. Meanwhile, college counselors’ subjective career success is correlated with turnover intention. College counselors will evaluate different dimensions of subjective career success and balance the same against their work values. The findings of this study provide empirical support on college counselors’ evaluation of their career status and turnover intention, which helps colleges analyze counselors’ turnover intentions from a new perspective and reduce turnover rate.
{"title":"To Stay or Leave: A Career Dilemma Faced by Chinese College Counselors","authors":"Jiahua Chen, Syaharizatul Noorizwan Muktar","doi":"10.1177/2212585X221138573","DOIUrl":"https://doi.org/10.1177/2212585X221138573","url":null,"abstract":"The high turnover rate of Chinese college counselors has become a social issue that is increasingly being concerned about. Many scholars have tried to analyze the reasons for this issue from different perspectives. This study selects a qualitative approach to explore the college counselors’ turnover intention from the perspective of subjective career success while analyzing the relationship between subjective career success and turnover intention. This study finds that the three dimensions of career success criteria could be successfully applied to evaluate counselors’ subjective career success. Career safety and stability can, in combination with the interview results, be incorporated into the measurement of subjective career success under the dimension of external compensation. Meanwhile, college counselors’ subjective career success is correlated with turnover intention. College counselors will evaluate different dimensions of subjective career success and balance the same against their work values. The findings of this study provide empirical support on college counselors’ evaluation of their career status and turnover intention, which helps colleges analyze counselors’ turnover intentions from a new perspective and reduce turnover rate.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43532982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/2212585X221144898
Ahmed Alduais, M. Deng
A zero-rejection policy was adopted by the Chinese government to ensure that educational services are accessible to learners with a range of different needs. This included multiple provision mechanisms to ensure equal learning opportunities and a sense of belonging. This study highlights the existing gaps between males and females, basic and primary schools versus high and vocational schools, as well as urban and rural areas. Interviews with nine Chinese stakeholders provided insightful perspectives as attributions for such observed gaps. Several factors can explain the gender difference, including social (parents prefer to keep girls at home), biological (men are more vulnerable to disabilities), and demographic (males outnumber females). The disparity between rural and urban areas is caused by the movement of workers towards industrialized areas in search of work and thereby increasing the number of learners, requiring additional educational facilities. There are many rural areas that are scattered over a large distance which makes it difficult to open schools in all places. The enrolment is likely to be higher in primary and middle schools due to free compulsory education since parents tend to have difficulties managing tuition fees and living expenses for younger children attending high or vocational schools.
{"title":"Stakeholders’ perceptions of equity in providing special education and inclusive education services in China: Zero rejection and multiple provision mechanisms","authors":"Ahmed Alduais, M. Deng","doi":"10.1177/2212585X221144898","DOIUrl":"https://doi.org/10.1177/2212585X221144898","url":null,"abstract":"A zero-rejection policy was adopted by the Chinese government to ensure that educational services are accessible to learners with a range of different needs. This included multiple provision mechanisms to ensure equal learning opportunities and a sense of belonging. This study highlights the existing gaps between males and females, basic and primary schools versus high and vocational schools, as well as urban and rural areas. Interviews with nine Chinese stakeholders provided insightful perspectives as attributions for such observed gaps. Several factors can explain the gender difference, including social (parents prefer to keep girls at home), biological (men are more vulnerable to disabilities), and demographic (males outnumber females). The disparity between rural and urban areas is caused by the movement of workers towards industrialized areas in search of work and thereby increasing the number of learners, requiring additional educational facilities. There are many rural areas that are scattered over a large distance which makes it difficult to open schools in all places. The enrolment is likely to be higher in primary and middle schools due to free compulsory education since parents tend to have difficulties managing tuition fees and living expenses for younger children attending high or vocational schools.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41770120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1177/2212585X221116374
Suhao Peng
Culture is one of the biggest concepts both in academia and on everyone’s lips in our daily life. For most of us, it has been taken-for-granted that cultures are divided by clear-cut Us-Them boundaries between countries, regions, religions, generations, among many others, manifesting a stark but ideologically imagined “boundary fetishism” (Pieterse, 2004, p. 224) that polarizes human beings between us/in-group and them/out-group. Interculturality is therefore confused with cross-national comparisons, for instance. This book Interculturality Between East and West: Unthink, Dialogue and Rethink urges us to question this taken-for-grantedness when we conceptualize culture and interculturality. By starting with a musician metaphor and some wellknown idioms, especially, the “众盲摸象 (The blind touching an elephant)” (Dervin et al., 2022, p. 5) encourages readers to ponder upon the nature of multiplicity of flavors (i.e., the underlying but hidden ideologies of ways of thinking) to open up pluri-perspectival discussions of interculturality in the beginning of this book. Overall, this book, like its title, is one of the very few works that are intercultural in nature by engaging the authors and their students into reciprocal and honest dialogues throughout the writing process when power relations are constantly (re)balanced in intercultural encounters. To challenge the long-held, dominant and (post-)modern paradigms of interculturality/intercultural research exclusively from the West, no rigid definitions of culture or of interculturality are given throughout the whole book; a posteriori logic is therefore favored. It is also important to note that, like many other critical scholars in intercultural fields (e.g., Holliday, 2011), the main idea of this book is neither to demonize nor to blow upWest/Westernization but to develop readers’ critical awareness of essentialist Othering/Otherization between superior Center and inferior Periphery when West and East meet each other; unquestioned and solid West-East binaries in this book are merely vivid cases for deepening and even reshaping our understandings
文化是学术界和我们日常生活中每个人口中最大的概念之一。对于我们大多数人来说，文化被国家、地区、宗教、世代等之间明确的“我们-他们”界限所分割，这是理所当然的，表现出一种鲜明的、但在意识形态上想象出来的“边界拜物教”(Pieterse, 2004, p. 224)，使我们/群体内和他们/群体外之间的人类两极分化。例如，跨文化性就与跨国比较相混淆。《东西方文化间性:不思考、对话与反思》一书敦促我们在将文化和文化间性概念化时，对这种想当然的态度提出质疑。从一个音乐家的比喻和一些著名的成语开始，特别是“盲人摸大象”(德文等人，2022年，第5页)，鼓励读者思考多种口味的本质(即，潜在的但隐藏的思维方式的意识形态)，从而在本书的开头开启跨文化的多元视角讨论。总的来说，这本书就像它的标题一样，是为数不多的跨文化作品之一，在整个写作过程中，作者和学生们进行了互惠和诚实的对话，在跨文化接触中，权力关系不断(重新)平衡。为了挑战长期以来只来自西方的跨文化/跨文化研究的主导范式和(后)现代范式，全书没有给出文化或跨文化的严格定义;因此，后验逻辑更受青睐。同样重要的是要注意，像许多其他跨文化领域的批判性学者一样(例如，Holliday, 2011)，本书的主要思想既不是妖魔化也不是抨击西方/西方化，而是培养读者在西方和东方相遇时对优越中心和劣等外围之间本质主义的他者化/他者化的批判意识;书中毫无疑问的、坚实的东西方二元对立仅仅是加深甚至重塑我们理解的生动案例
{"title":"Book review: Interculturality between East and West: Unthink, dialogue, rethink","authors":"Suhao Peng","doi":"10.1177/2212585X221116374","DOIUrl":"https://doi.org/10.1177/2212585X221116374","url":null,"abstract":"Culture is one of the biggest concepts both in academia and on everyone’s lips in our daily life. For most of us, it has been taken-for-granted that cultures are divided by clear-cut Us-Them boundaries between countries, regions, religions, generations, among many others, manifesting a stark but ideologically imagined “boundary fetishism” (Pieterse, 2004, p. 224) that polarizes human beings between us/in-group and them/out-group. Interculturality is therefore confused with cross-national comparisons, for instance. This book Interculturality Between East and West: Unthink, Dialogue and Rethink urges us to question this taken-for-grantedness when we conceptualize culture and interculturality. By starting with a musician metaphor and some wellknown idioms, especially, the “众盲摸象 (The blind touching an elephant)” (Dervin et al., 2022, p. 5) encourages readers to ponder upon the nature of multiplicity of flavors (i.e., the underlying but hidden ideologies of ways of thinking) to open up pluri-perspectival discussions of interculturality in the beginning of this book. Overall, this book, like its title, is one of the very few works that are intercultural in nature by engaging the authors and their students into reciprocal and honest dialogues throughout the writing process when power relations are constantly (re)balanced in intercultural encounters. To challenge the long-held, dominant and (post-)modern paradigms of interculturality/intercultural research exclusively from the West, no rigid definitions of culture or of interculturality are given throughout the whole book; a posteriori logic is therefore favored. It is also important to note that, like many other critical scholars in intercultural fields (e.g., Holliday, 2011), the main idea of this book is neither to demonize nor to blow upWest/Westernization but to develop readers’ critical awareness of essentialist Othering/Otherization between superior Center and inferior Periphery when West and East meet each other; unquestioned and solid West-East binaries in this book are merely vivid cases for deepening and even reshaping our understandings","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47043502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1177/2212585X221117579
Ting-Ying Wang, Xue Zhang, Ding Wang-Bramlett
This paper takes a North American University’s summer immersion Chinese language program in China as a case to discuss how to engage intermediate-level Chinese language learners in an immersion language learning environment. The study grounds student engagement principles as the theoretical framework for designing and evaluating the course and learning activities. Sixteen Chinese language teachers and fifty-six Chinese language learners participated in the study. The qualitative survey was employed to understand Chinese language learners’ experience of engagement in an immersion program from the perspectives of both teachers and their students. The result shows that students can be deeply engaged in an immersion Chinese language program when the program creates a dynamic environment. In the dynamic environment, the opportunities for diverse interactions (i.e., the interactions among the students, between teachers and students, and between students and the local people) are offered. Students are engaged in developing language skills and abilities when they have the chance to obtain individualized feedback on their language performance and instant assistance when they encounter difficulties. The results also highlight the importance of learning Chinese in authentic communicative contexts, especially for grammar drill activities. At last, implications are generated for future instructional design and practice for Chinese study abroad programs.
{"title":"Engage students in Chinese language learning: Insights from teacher and student perspectives in a Chinese language study abroad program","authors":"Ting-Ying Wang, Xue Zhang, Ding Wang-Bramlett","doi":"10.1177/2212585X221117579","DOIUrl":"https://doi.org/10.1177/2212585X221117579","url":null,"abstract":"This paper takes a North American University’s summer immersion Chinese language program in China as a case to discuss how to engage intermediate-level Chinese language learners in an immersion language learning environment. The study grounds student engagement principles as the theoretical framework for designing and evaluating the course and learning activities. Sixteen Chinese language teachers and fifty-six Chinese language learners participated in the study. The qualitative survey was employed to understand Chinese language learners’ experience of engagement in an immersion program from the perspectives of both teachers and their students. The result shows that students can be deeply engaged in an immersion Chinese language program when the program creates a dynamic environment. In the dynamic environment, the opportunities for diverse interactions (i.e., the interactions among the students, between teachers and students, and between students and the local people) are offered. Students are engaged in developing language skills and abilities when they have the chance to obtain individualized feedback on their language performance and instant assistance when they encounter difficulties. The results also highlight the importance of learning Chinese in authentic communicative contexts, especially for grammar drill activities. At last, implications are generated for future instructional design and practice for Chinese study abroad programs.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45015528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1177/2212585X221099964
Shigang Ge, Chin Hai Leng, S. M. Baharudin
Nowadays many schools take the Japanese language as the second language, although there are similarities in the writing of the Japanese and Chinese language, the student’s learning outcomes are a challenge for the teacher. This study is to explore the effect of multimedia principles (multimedia, temporal contiguity) in slides on students’ attitude and retention towards Japanese vocabulary among 10-grade students in Chinese rural areas. Using quasi-experimental research to form an experiment group and control group for 10 weeks. 90 participants have randomly selected sampling from Wucuan town, Zunyi city, Guizhou province. 5 Likert-scale questionnaire was used to collect the students’ attitudes and binary tests for the students’ retention. All the data were sorted out and input into the SPSS 26 version for description and inferential analysis. The results showed the students’ attitude and retention in EG are significantly different than the CG. Reveal the multimedia and temporal contiguity principles are a benefit to the students. Multimedia and contiguity principles used in the slides can change attitudes toward learning Japanese vocabulary and improve students’ retention.
{"title":"The effect of multimedia and temporal contiguity principles on students’ attitude and retention in learning Japanese language","authors":"Shigang Ge, Chin Hai Leng, S. M. Baharudin","doi":"10.1177/2212585X221099964","DOIUrl":"https://doi.org/10.1177/2212585X221099964","url":null,"abstract":"Nowadays many schools take the Japanese language as the second language, although there are similarities in the writing of the Japanese and Chinese language, the student’s learning outcomes are a challenge for the teacher. This study is to explore the effect of multimedia principles (multimedia, temporal contiguity) in slides on students’ attitude and retention towards Japanese vocabulary among 10-grade students in Chinese rural areas. Using quasi-experimental research to form an experiment group and control group for 10 weeks. 90 participants have randomly selected sampling from Wucuan town, Zunyi city, Guizhou province. 5 Likert-scale questionnaire was used to collect the students’ attitudes and binary tests for the students’ retention. All the data were sorted out and input into the SPSS 26 version for description and inferential analysis. The results showed the students’ attitude and retention in EG are significantly different than the CG. Reveal the multimedia and temporal contiguity principles are a benefit to the students. Multimedia and contiguity principles used in the slides can change attitudes toward learning Japanese vocabulary and improve students’ retention.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45283347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1177/2212585X221120971
Dandan Li, J. Gavaldà, Mar Badia Martín
Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary schools in Shenzhen City, one of the largest cities in China. The literature has summarized three dimensions regarding inclusive teaching strategies: ‘values and attitudes,’ ‘management and environment,’ and ‘teaching and instruction’. The results show that these regular primary schools have inclusive values, and students have positive attitudes toward inclusive teaching strategies. Students think that sample schools have inclusive school management and environment concerning inclusive teaching strategies, and some inclusive teaching strategies are used, but others are not so often used in their classrooms. The findings are discussed, and implications for policy and research are presented.
{"title":"Listening to students’ voices on inclusive teaching strategies in Chinese primary schools","authors":"Dandan Li, J. Gavaldà, Mar Badia Martín","doi":"10.1177/2212585X221120971","DOIUrl":"https://doi.org/10.1177/2212585X221120971","url":null,"abstract":"Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary schools in Shenzhen City, one of the largest cities in China. The literature has summarized three dimensions regarding inclusive teaching strategies: ‘values and attitudes,’ ‘management and environment,’ and ‘teaching and instruction’. The results show that these regular primary schools have inclusive values, and students have positive attitudes toward inclusive teaching strategies. Students think that sample schools have inclusive school management and environment concerning inclusive teaching strategies, and some inclusive teaching strategies are used, but others are not so often used in their classrooms. The findings are discussed, and implications for policy and research are presented.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41896762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：