Pub Date : 2022-05-01DOI: 10.1177/2212585X221100877
Julie Yu-Wen Chen
The Hanyu Shuiping Kaoshi (HSK) test is a standardized Chinese language proficiency test targeting non-native speakers. Compared with other Chinese proficiency tests, the HSK has the largest test population in the world and has attracted the most academic research. This article examines how the HSK was carried out during the Covid-19 pandemic and the issues facing home-based HSK test, the so-called HSK Home Edition. The results of a primary survey showed that the majority of test centres in Europe opted to implement the traditional paper-based format of the HSK during the Covid-19 pandemic, despite the availability of the HSK Home Edition. Concerns related to technical and security issues were among the major factors that hindered successful implementation of the Home Edition. Of the test centres that utilised the Home Edition, they rated their overall experience as satisfactory. This finding suggests that concerns relating to technical and security issues associated with the adoption of the Home Edition may be less daunting than anticipated. Additional training for test centre staff could improve the implementation of the Home Edition.
{"title":"Implementation of the Hanyu Shuiping Kaoshi and its Home Edition During the Covid-19 Pandemic: A Survey of European Test Centres","authors":"Julie Yu-Wen Chen","doi":"10.1177/2212585X221100877","DOIUrl":"https://doi.org/10.1177/2212585X221100877","url":null,"abstract":"The Hanyu Shuiping Kaoshi (HSK) test is a standardized Chinese language proficiency test targeting non-native speakers. Compared with other Chinese proficiency tests, the HSK has the largest test population in the world and has attracted the most academic research. This article examines how the HSK was carried out during the Covid-19 pandemic and the issues facing home-based HSK test, the so-called HSK Home Edition. The results of a primary survey showed that the majority of test centres in Europe opted to implement the traditional paper-based format of the HSK during the Covid-19 pandemic, despite the availability of the HSK Home Edition. Concerns related to technical and security issues were among the major factors that hindered successful implementation of the Home Edition. Of the test centres that utilised the Home Edition, they rated their overall experience as satisfactory. This finding suggests that concerns relating to technical and security issues associated with the adoption of the Home Edition may be less daunting than anticipated. Additional training for test centre staff could improve the implementation of the Home Edition.","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":"47072813","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: 10.1177/2212585X221099104
Qing Xie
Using two-stage surveys, this study investigates 145 China’s English major students’ business communication learning needs, the effectiveness of the task-based approach, and how business English teachers improve task-based approach in business English courses. The results showed that English major students had greater needs of learning output skills of speaking, translation and interpreting than other skills. They expressed specific needs in developing business English reading, writing, speaking and listening skills, using learning resources, learning business cases, business knowledge, language knowledge and simulation tasks. Based on learner needs, a task-based teaching approach was designed and implemented. Most of the participants considered the task-based teaching approach as effective. The most important learning outcomes they reported were relevant to improvements in motivation, learning strategies, confidence, cooperation and business knowledge. Learner autonomy was the greatest improved competence. The largest learning gains were in business knowledge and corporate information. To improve the task-based approach, the participants suggested integrating the business knowledge framework, more instructions on language knowledge and Business English Certificate (BEC) exam preparation, more practice and simulation, oral communication, multimedia resources and pedagogical innovation. For post-course practice, the participants suggested professional lectures, internship, simulation and BEC exam preparation.
{"title":"Using task-based approach in business English courses for English-majors at a Chinese university","authors":"Qing Xie","doi":"10.1177/2212585X221099104","DOIUrl":"https://doi.org/10.1177/2212585X221099104","url":null,"abstract":"Using two-stage surveys, this study investigates 145 China’s English major students’ business communication learning needs, the effectiveness of the task-based approach, and how business English teachers improve task-based approach in business English courses. The results showed that English major students had greater needs of learning output skills of speaking, translation and interpreting than other skills. They expressed specific needs in developing business English reading, writing, speaking and listening skills, using learning resources, learning business cases, business knowledge, language knowledge and simulation tasks. Based on learner needs, a task-based teaching approach was designed and implemented. Most of the participants considered the task-based teaching approach as effective. The most important learning outcomes they reported were relevant to improvements in motivation, learning strategies, confidence, cooperation and business knowledge. Learner autonomy was the greatest improved competence. The largest learning gains were in business knowledge and corporate information. To improve the task-based approach, the participants suggested integrating the business knowledge framework, more instructions on language knowledge and Business English Certificate (BEC) exam preparation, more practice and simulation, oral communication, multimedia resources and pedagogical innovation. For post-course practice, the participants suggested professional lectures, internship, simulation and BEC exam preparation.","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":"42205439","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: 10.1177/2212585X221112526
Jing Huang
The research was initially driven by an empirical requirement adopting foreign early childhood curricula for a K12 program from kindergarten to high school. After reviewing existing global or international curricula adopted and adapted in different research contexts, a handful of researches have been conducted in China’s context. However, the growth of internationalized K12 schools is rapid and the demand for glocalized school-based curriculum (SBC) is urgent in China. Therefore, a conceptual framework for developing a glocalized SBC was developed based on general curriculum development models, school-based curriculum development models, and the consideration of the contexts. The framework is expected can not only provide the current research with technical support in terms of integrating global curricula and local curricula for one specific kindergarten but it can also be applied by other researchers whose researches are related to curriculum development, specifically in the early childhood field and involving global and local context and curricula adaptation.
{"title":"A conceptual framework for developing a glocalized school-based curriculum","authors":"Jing Huang","doi":"10.1177/2212585X221112526","DOIUrl":"https://doi.org/10.1177/2212585X221112526","url":null,"abstract":"The research was initially driven by an empirical requirement adopting foreign early childhood curricula for a K12 program from kindergarten to high school. After reviewing existing global or international curricula adopted and adapted in different research contexts, a handful of researches have been conducted in China’s context. However, the growth of internationalized K12 schools is rapid and the demand for glocalized school-based curriculum (SBC) is urgent in China. Therefore, a conceptual framework for developing a glocalized SBC was developed based on general curriculum development models, school-based curriculum development models, and the consideration of the contexts. The framework is expected can not only provide the current research with technical support in terms of integrating global curricula and local curricula for one specific kindergarten but it can also be applied by other researchers whose researches are related to curriculum development, specifically in the early childhood field and involving global and local context and curricula adaptation.","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":"42524716","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: 10.1177/2212585X221113380
Weihsun Mao, Laura K. Doan, Victoria Handford
This semi-structured interview study seeks to describe Chinese teachers’ understanding and concerns about the use of play in supporting young children’s English learning. Eight English as a foreign language (EFL) teachers of children aged between 3 to 8 years were involved, including both local teachers and international teachers. Findings reveal that because of the unique feature of EFL learning, structured play-based learning was mainly discussed and favored by teachers. Although teachers showed an inclination of separating learning from play, they believed that play serves a supporting role in maintaining students’ interest and motivation in English learning, which is especially crucial important for young children. However, teachers are concerned that play’s benefits would be considered being neutralized when children get older from parents’ perspectives which will eventually negatively impact teachers’ teaching practices. Teachers also face the barriers of balancing the gap between child’s language abilities and cognitive development in EFL teaching. The findings and discussions raise implications for researchers and practitioners to rethink how to define play. A broader definition of play-based learning will help balance both the needs for academic teaching and the benefits of incorporating play, as well as provide implications for integrating play pedagogy in public school systems.
{"title":"The use of play in English as a foreign language classrooms: Chinese teachers’ perspectives","authors":"Weihsun Mao, Laura K. Doan, Victoria Handford","doi":"10.1177/2212585X221113380","DOIUrl":"https://doi.org/10.1177/2212585X221113380","url":null,"abstract":"This semi-structured interview study seeks to describe Chinese teachers’ understanding and concerns about the use of play in supporting young children’s English learning. Eight English as a foreign language (EFL) teachers of children aged between 3 to 8 years were involved, including both local teachers and international teachers. Findings reveal that because of the unique feature of EFL learning, structured play-based learning was mainly discussed and favored by teachers. Although teachers showed an inclination of separating learning from play, they believed that play serves a supporting role in maintaining students’ interest and motivation in English learning, which is especially crucial important for young children. However, teachers are concerned that play’s benefits would be considered being neutralized when children get older from parents’ perspectives which will eventually negatively impact teachers’ teaching practices. Teachers also face the barriers of balancing the gap between child’s language abilities and cognitive development in EFL teaching. The findings and discussions raise implications for researchers and practitioners to rethink how to define play. A broader definition of play-based learning will help balance both the needs for academic teaching and the benefits of incorporating play, as well as provide implications for integrating play pedagogy in public school systems.","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":"42004930","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: 10.1177/2212585X221121674
Diane Audras, Alex Zhao, Chuck Isgar, Yucheng Tang
This study centers around virtual teaching assistants (“VTA”) and the potential application of VTAs to reduce the burden on teachers across secondary schools in China exacerbated by the Double Reduction Policy. It seeks to understand how VTAs could be implemented in the classroom while ensuring student and teacher well-being, success, and happiness. Through interviews with fourteen different experts spanning industry, academia, and education, combined with extensive review of the existing literature and ecosystem of VTAs, research shows that VTAs are potentially a major aid in the context of exam review, after school tutoring, automated grading, and student performance reporting. However, they need to be created carefully with an attentive eye towards student support to ensure that the learning experience is not diminished. It must be clearly communicated to all stakeholders that the goal of a VTA is not to replace teachers, but rather to support them such that they can spend more time with students and less time on mundane tasks.
{"title":"Virtual teaching assistants: A survey of a novel teaching technology","authors":"Diane Audras, Alex Zhao, Chuck Isgar, Yucheng Tang","doi":"10.1177/2212585X221121674","DOIUrl":"https://doi.org/10.1177/2212585X221121674","url":null,"abstract":"This study centers around virtual teaching assistants (“VTA”) and the potential application of VTAs to reduce the burden on teachers across secondary schools in China exacerbated by the Double Reduction Policy. It seeks to understand how VTAs could be implemented in the classroom while ensuring student and teacher well-being, success, and happiness. Through interviews with fourteen different experts spanning industry, academia, and education, combined with extensive review of the existing literature and ecosystem of VTAs, research shows that VTAs are potentially a major aid in the context of exam review, after school tutoring, automated grading, and student performance reporting. However, they need to be created carefully with an attentive eye towards student support to ensure that the learning experience is not diminished. It must be clearly communicated to all stakeholders that the goal of a VTA is not to replace teachers, but rather to support them such that they can spend more time with students and less time on mundane tasks.","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":"44981567","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: 10.1177/2212585X221111938
Xi Lin, Yan Dai
This exploratory quantitative study investigates the relationship between online learning readiness (OLR) and self-regulated learning (SRL), precisely the effect of OLR on SRL in an online learning context among 262 Chinese college students taking fully online courses. Results indicate that students’ OLR positively influences SRL. Specifically, communication competencies play the most significant role in affecting students’ online SRL, followed by technical and social competencies. Furthermore, Chinese college students with higher communication and technical competencies better manage their study time and self-evaluate their online learning. Likewise, students who are more capable of engaging in meaningful interactions with their instructor and peers are more likely to self-assess their learning. This exploratory study provides an overview of the correlation between OLR and SRL. It highlights the necessity of preparing college students in China, where face-to-face instruction was predominately used before the COVID-19 pandemic, to succeed in online learning.
{"title":"An Exploratory Study of the Effect of Online Learning Readiness on Self-Regulated Learning","authors":"Xi Lin, Yan Dai","doi":"10.1177/2212585X221111938","DOIUrl":"https://doi.org/10.1177/2212585X221111938","url":null,"abstract":"This exploratory quantitative study investigates the relationship between online learning readiness (OLR) and self-regulated learning (SRL), precisely the effect of OLR on SRL in an online learning context among 262 Chinese college students taking fully online courses. Results indicate that students’ OLR positively influences SRL. Specifically, communication competencies play the most significant role in affecting students’ online SRL, followed by technical and social competencies. Furthermore, Chinese college students with higher communication and technical competencies better manage their study time and self-evaluate their online learning. Likewise, students who are more capable of engaging in meaningful interactions with their instructor and peers are more likely to self-assess their learning. This exploratory study provides an overview of the correlation between OLR and SRL. It highlights the necessity of preparing college students in China, where face-to-face instruction was predominately used before the COVID-19 pandemic, to succeed in online learning.","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":"42284501","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 : 2022-01-01DOI: 10.1177/2212585X221097718
Xue Zhang, Yue Huang, Ying-Liang Liu
Drawing upon self-determination theory, flow theory, and the engagement literature, this study explored language tasks that English as a foreign language (EFL) college students and teachers preferred within their language classrooms and identified common conditions underlying these tasks that could facilitate learners’ engagement. With qualitative survey data collected from 392 Chinese college students and 54 English language teachers, this study confirmed the six principle task engagement conditions, namely, authenticity, social interaction, challenge, autonomy, learning support, and interest, and further extended the conceptualization with Chinese EFL population. In particular, both students and teachers perceived social interaction and interest as the most important task conditions in support of engagement; however, they perceived challenge and autonomy as less important. Divergences emerge, with regard to the perceptions towards authenticity and learning support. These findings provide EFL teachers with insights on how to interpret and incorporate these conditions into task designs so as to enhance engagement.
{"title":"Enhancing language task engagement in the instructed language classroom: Voices from Chinse English as a foreign language students and teachers","authors":"Xue Zhang, Yue Huang, Ying-Liang Liu","doi":"10.1177/2212585X221097718","DOIUrl":"https://doi.org/10.1177/2212585X221097718","url":null,"abstract":"Drawing upon self-determination theory, flow theory, and the engagement literature, this study explored language tasks that English as a foreign language (EFL) college students and teachers preferred within their language classrooms and identified common conditions underlying these tasks that could facilitate learners’ engagement. With qualitative survey data collected from 392 Chinese college students and 54 English language teachers, this study confirmed the six principle task engagement conditions, namely, authenticity, social interaction, challenge, autonomy, learning support, and interest, and further extended the conceptualization with Chinese EFL population. In particular, both students and teachers perceived social interaction and interest as the most important task conditions in support of engagement; however, they perceived challenge and autonomy as less important. Divergences emerge, with regard to the perceptions towards authenticity and learning support. These findings provide EFL teachers with insights on how to interpret and incorporate these conditions into task designs so as to enhance engagement.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48677298","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 : 2022-01-01DOI: 10.1177/22125868211072931
J. Sung, Y. Z. Sheng, A. Liau, Aggie C Xinhui, Liu Liu, H. Coates
Advanced economies lack mechanisms for spotlighting lifelong learning needs and helping higher education institutions provide programs and activities which serve these. This paper presents research underway in Singapore since 2019 which has sought ways to help institutions to identify and meet opportunities to deliver lifelong learning. The paper sets out the policy context, articulates a validated indicator framework, discusses prospects for deployment, and touches on implications for Asia and beyond. The analysis sheds light on this important Singapore context and is immediately relevant to all high-participation higher education systems and advanced economies across Asia around the world. The paper makes a policy contribution and contributes to a growing body of research focused on higher education and lifelong learning.
{"title":"Augmenting the role of higher education institutions in lifelong learning: Designing an indicator framework for policy application","authors":"J. Sung, Y. Z. Sheng, A. Liau, Aggie C Xinhui, Liu Liu, H. Coates","doi":"10.1177/22125868211072931","DOIUrl":"https://doi.org/10.1177/22125868211072931","url":null,"abstract":"Advanced economies lack mechanisms for spotlighting lifelong learning needs and helping higher education institutions provide programs and activities which serve these. This paper presents research underway in Singapore since 2019 which has sought ways to help institutions to identify and meet opportunities to deliver lifelong learning. The paper sets out the policy context, articulates a validated indicator framework, discusses prospects for deployment, and touches on implications for Asia and beyond. The analysis sheds light on this important Singapore context and is immediately relevant to all high-participation higher education systems and advanced economies across Asia around the world. The paper makes a policy contribution and contributes to a growing body of research focused on higher education and lifelong learning.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48648895","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 : 2022-01-01DOI: 10.1177/22125868211072932
Xin Li, P. Longpradit
This study employed Kolb’s experiential learning cycle to investigate whether experiential learning could gain effective results via cross-cultural management theories in teaching and learning. Data from experts was collected to design a teaching program, which was then implemented with the Intercultural Senility Scale to compare between the experimental and control groups using a quasi-experiment research design. Finally, using a focus group discussion, the experts’ opinions were collected for an effective guideline development. The results revealed in the proposed teaching program that elements of the experiential learning such as curricular, teaching environments, and teaching pedagogies should be taken into account by educational stakeholders. The implementation of the teaching program found to have made a positive effect and suggested that a recommended guideline for various stakeholders should make full use of formal, non-formal, and informal learning. Formal education is effective in conceptualizing abstract values and assumptions for explicit culture, while non-formal and informal education are effective in gaining experiences for implicit culture, which then becomes a base for forming abstract values and assumptions.
{"title":"The effectiveness of guideline to improve intercultural sensitivity in cross-cultural management","authors":"Xin Li, P. Longpradit","doi":"10.1177/22125868211072932","DOIUrl":"https://doi.org/10.1177/22125868211072932","url":null,"abstract":"This study employed Kolb’s experiential learning cycle to investigate whether experiential learning could gain effective results via cross-cultural management theories in teaching and learning. Data from experts was collected to design a teaching program, which was then implemented with the Intercultural Senility Scale to compare between the experimental and control groups using a quasi-experiment research design. Finally, using a focus group discussion, the experts’ opinions were collected for an effective guideline development. The results revealed in the proposed teaching program that elements of the experiential learning such as curricular, teaching environments, and teaching pedagogies should be taken into account by educational stakeholders. The implementation of the teaching program found to have made a positive effect and suggested that a recommended guideline for various stakeholders should make full use of formal, non-formal, and informal learning. Formal education is effective in conceptualizing abstract values and assumptions for explicit culture, while non-formal and informal education are effective in gaining experiences for implicit culture, which then becomes a base for forming abstract values and assumptions.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46088358","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 : 2022-01-01DOI: 10.1177/2212585X221095881
You Zhang
This study explores the strengths and more importantly the limitations of the current research of Internationalization at Home (IaH) in relation to equity. To do this, I draw on a survey of Chinese university students to 1) examine the relationship between their intercultural interaction with international students, partly operationalizing IaH, and their intercultural competence; 2) compare the effects of intercultural interaction and study abroad on students’ intercultural competence; and 3) examine the extent to which students’ opportunities for intercultural interaction with international students depends on the type of their institutional affiliation. It finds that study abroad, interaction with international students and learning foreign languages are positively associated with students’ intercultural competence. However, the effects of study abroad and intercultural interaction do not differ and are not additive. It also finds that students from prestigious universities are more likely to have high intercultural interaction with international students. The findings confirm the strength of IaH as an equitable approach at the institutional level. However, it raises questions on the impact of systemic inequities on IaH and calls for rethinking the objective of IaH for all students from a system perspective.
{"title":"Rethinking internationalization at home from a system perspective: Evidence from China’s higher education institutions","authors":"You Zhang","doi":"10.1177/2212585X221095881","DOIUrl":"https://doi.org/10.1177/2212585X221095881","url":null,"abstract":"This study explores the strengths and more importantly the limitations of the current research of Internationalization at Home (IaH) in relation to equity. To do this, I draw on a survey of Chinese university students to 1) examine the relationship between their intercultural interaction with international students, partly operationalizing IaH, and their intercultural competence; 2) compare the effects of intercultural interaction and study abroad on students’ intercultural competence; and 3) examine the extent to which students’ opportunities for intercultural interaction with international students depends on the type of their institutional affiliation. It finds that study abroad, interaction with international students and learning foreign languages are positively associated with students’ intercultural competence. However, the effects of study abroad and intercultural interaction do not differ and are not additive. It also finds that students from prestigious universities are more likely to have high intercultural interaction with international students. The findings confirm the strength of IaH as an equitable approach at the institutional level. However, it raises questions on the impact of systemic inequities on IaH and calls for rethinking the objective of IaH for all students from a system perspective.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42576733","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}
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