East Meets West: Chinese ESL Students in North American Higher Education

$209.00

Jinyan Huang (Editor)
Niagara University, NY, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU000000

The number of English-as-a-second-language (ESL) students has more than doubled since the 1980s and has recently grown significantly at North American universities; Chinese ESL students from the People’s Republic of China represent the single largest group of ESL students. These Chinese ESL students have generally received their K-12 education and many of them have received their undergraduate degrees in China. Research has started to show that they experience considerable challenges in their academic studies at North American universities, e.g., their unfamiliarity with North American culture, their inadequate English proficiency, their social and emotional challenges, their financial difficulties, etc.

These challenges may have negative effects on their academic studies. However, given their generally high rate of success in academic studies and contributions to North American society, with the assistance of their North American professors these Chinese ESL students do develop effective coping strategies to meet these challenges. The purpose of this book is three-fold: a) to understand Chinese ESL students’ learning approaches, academic anxiety, confidence levels of English skills, and learning challenges and coping strategies; b) to explore the impact of various factors (e.g., cultural differences) on their academic learning; and c) to examine the effects of North American professors’ teaching and assessment practices as well as their social supports on Chinese ESL students’ academic learning at North American universities. (Imprint: Nova)

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Table of Contents

Table of Contents

Dedication

About the Author

List of Tables

List of Figures

Preface

Part 1: Chinese ESL Students

Chapter 1. Understanding Chinese ESL Students’ Learning Approaches
(Jinyan Huang and Peter Cowden, Niagara University, Niagara University, NY, USA)

Chapter 2. Understanding Chinese ESL Students’ Academic Anxiety
(Jinyan Huang and Shuangli Su, Niagara University, NY, USA and others)

Chapter 3. Confidence Levels of Chinese ESL Students’ English Abilities
(Jinyan Huang and Shuangli Su, Niagara University, Niagara University, NY, USA and others)

Chapter 4. Chinese ESL Students’ Learning Challenges and Coping Strategies
(Jinyan Huang and Don Klinger, Niagara University, Niagara University, NY, USA and others)

Part 2: East Meets West

Chapter 5. The Factors Affecting Chinese ESL Students’ Academic Learning
(Jinyan Huang and Vince Rinaldo, Niagara University, Niagara University, NY, USA))

Chapter 6. The Impact of Cultural Differences on Chinese ESL Students’ Academic Learning
(Jinyan Huang and Kathleen Brown, Niagara University, Niagara University, NY, USA)

Chapter 7. The Impact of Academic Skills on Chinese ESL Students’ Academic Listening
(Jinyan Huang and Shuangli Su, Niagara University, Niagara University, NY, USA and others)

Chapter 8. The Merging of Two Cultures in the Classroom
(Jinyan Huang and Shuangli Su, Niagara University, Niagara University, NY, USA and others)

Part 3: West Meets East

Chapter 9. North American Professors’ Use of English Affects Chinese ESL Students’ Academic Listening
(Jinyan Huang and Shuangli Su, Niagara University, Niagara University, NY, USA and others)

Chapter 10. North American Professors’ Teaching Styles Affect Chinese ESL Students’ Academic Listening
(Jinyan Huang and Shuangli Su, Niagara University, Niagara University, NY, USA and others)

Chapter 11. The Factors Impacting North American Professors’ Evaluation of Chinese ESL Students’ Academic Writing
(Jinyan Huang and Chandra Foote, Niagara University, Niagara University, NY, USA)

Chapter 12. North American Professors’ Social Support Facilitates Chinese ESL Students’ Academic Learning
(R. Michael Smith and Ling Zhou, Niagara University, Niagara University, NY, USA)

Index

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