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Chinese overseas students’ perspectives on benefits and limitations of English language learning and teaching between China and Thailand
Singhanat Nomnian1.
This research aims to explore Chinese overseas students at a Thai university with regard to their
perceived benefits and limitations, which are underpinned by the cultures of English language
learning and teaching in China and in Thailand. Drawing upon the notion of “cultures of
learning” (Cortazzi & Jin, 2013; Jin & Cortazzi, 1993, 1996), this study investigates the students’
expectations, beliefs, and values in terms of effective teaching styles, approaches and methods,
learning strategies and styles, classroom interactions, activities, and the appropriate rapport
between students and teacher. Based on the students’ focus-group data, the findings reveal that
the Chinese students compared and contrasted the benefits and limitations in terms of educational
philosophies, values, policies, and practices, linguistic and cultural diversity, and sociocultural
contexts, which impacted on their situated learning styles and strategies. “Cultures of learning”
were linguistically specific, culturally sensitive, contextually dependent, dynamic, agentive, and
non-generalizable. The pedagogical implications are related to Chinese students’ academic,
socio-psychological, socio-economic, cultural and political dimensions. This study addresses the
students’ beliefs and practices in a language and culture immersion program at a Thai university,
which, in retrospect, promote culturally appropriate and sensitive teaching of English for
comparative overseas education between China and Thailand.
Affiliation:
- Mahidol University, Thailand
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MyJurnal (2021) |
H-Index
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Immediacy Index
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