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Looking inward or outward? Vietnam higher education at the superhighway of globalization: culture, values and changes
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Internationalisation of higher education in Vietnam through English Medium Instruction (EMI): practices, tensions and implications for local language policies
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Internationalisation of Higher Education in Vietnam Through English Medium Instruction (EMI): Practices, Tensions and Implications for Local Language Policies
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International students in transnational mobility: intercultural connectedness with domestic and international peers, institutions and the wider community
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Students' intercultural development through language learning in Vietnamese tertiary education: a case study on the use of film as an innovative approach
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Developing graduate knowledge and skills for the world of work: The case of the translation curriculum in Vietnam
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Embracing prior professional experience in meaning making: views from international students and academics
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Writing blah, blah, blah: lecturers’ approaches and challenges in supporting international students
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Making visible ‘hidden’ intentions and potential choices: international students in intercultural communication
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Learners’ motivation and identity in the Vietnamese EFL writing classroom
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Journeys of adaptation of Chinese and Vietnamese international students to academic writing practices in higher education
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Abstract:
© 2007 Dr. Ly Thi Tran ; The study reported in this thesis explores how Chinese and Vietnamese international students exercise personal agency and mediate their academic writing to adapt to disciplinary practices at an Australian university. It also examines academics' attitudes toward student writing. The study employs a trans-disciplinary framework for interpreting student writing practices and lecturers' views within the institutional structure. This framework has been developed by infusing a modified version of Lillis' heuristic for exploring students' meaning making in higher education with positioning theory. The study documents the complexities and multi-layered nature of the adaptation processes that the students go through in their attempts to mediate their academic writing. A prominent finding of the study indicates the emergence of three main patterns of adaptation, committed adaptation, surface adaptation and hybrid adaptation, that the students employ to gain access to their disciplinary writing practices. The students' process of adaptation arises from their intrinsic motivations to be successful in their courses and to participate in their disciplinary community. However, where they differ is in their internal struggle related to what they really value amongst the possible disciplinary writing requirements they adopt in constructing their texts. The findings of the study show that the students' journeys of adaptation appear to be much more complex than what is often described in the current literature as being largely related to language and cultural factors. The analysis or the students' practices shows that they exercise personal agency by drawing on various strategies to facilitate their understandings of disciplinary expectations. In particular, the students have transformed their own practices through seeking ways to contact their lecturers to deepen their understandings of the disciplinary expectations, ask for feedback on draft versions of writing assignments and go through the redrafting process. The students are quite successful in using different ways to increase their understandings of the disciplinary expectations and even find the process rewarding. This shows that contrary to popular belief, international students in this study are able to demonstrate initiative and problem-solving skills. They actively exercise their own power as students, which allows them to participate in their disciplinary written discourse. The findings also indicate that what is of paramount importance to students' success is the interaction and dialogues they establish with their lecturers. The students' varying practices in spelling out what is expected of them establish a case for the importance of individual factors of each student and that success or failure is likely to relate to the possession of certain dispositions, regardless of one's ethnic background. The positioning analysis of the four lecturers involved in the study shows that they appear to be aware of the needs of international students and are determined to accommodate them in many ways. There are however a number of mismatches in the display of disciplinary knowledge among the academics themselves and between the academics and the students. Yet, in the relevant literature, what challenges international students is often attributed to such factors as English language, study skills and cultural adaptation, which arise from international students themselves. The study reported in this thesis reveals that the inconsistency and subtlety of the lecturers' explanations of the academic expectations makes it more challenging for international students to make sense of what is required of them in specific disciplines. Even though the lecturers attempt to find ways to facilitate students' understandings of the conventions, there is little mutual transformation occurring in terms of negotiating different ways of constructing knowledge. The findings of the study give insights into ways that a dialogical pedagogic model for mutual adaptation can be developed between international students and academics rather than the onus being on exclusive adaptation from the students. The model offers concrete steps towards developing mutual relationships and changes of international students and staff to each other within the overarching institutional realities of the university. Such a dialogical model is put forward as a tool to enhance the education of international students in this increasingly internationalized environment.
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Keyword:
academic writing; Asian students; Australia; English language; English speaking countries; foreign students; higher education; study; study skills; teaching
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URL: http://hdl.handle.net/11343/37754
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Different shades of the collective way of thinking: Vietnamese and Chinese international students' reflection on academic writing
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Tran, Ly Thi. - : Asian Association of Teachers of English as a Foreign Language, 2006
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