scholarly journals Time, temporality and (im)mobility: Unpacking the temporal experiences amongst Chinese international students during the COVID‐19

2021 ◽  
Author(s):  
Bingyu Wang
Keyword(s):  
International Students ◽  
Chinese International Students

scholarly journals The Lived Experiences of Chinese International Students Preparing for the University-To-Work Transition: A Phenomenological Qualitative Study

2019 ◽  
Author(s):  
Ian Lertora ◽  
Jeffrey Sullivan
Keyword(s):  
International Students ◽  
Qualitative Study ◽  
Mental Health Professionals ◽  
The United States ◽  
Research Literature ◽  
Chinese International Students ◽  
University Campuses ◽  
College And University ◽  
Work Transition ◽  
The University

Chinese international students have been the largest growing number of international students on U.S. college and university campuses for the last ten years. However, there is minimal research literature that pertains to Chinese international students’ experiences on U.S. campuses and currently no research literature that reflects the entirety of their experience studying in the U.S. The purpose of this phenomenological qualitative study was to give a voice to Chinese international students who are preparing for the university-to-work transition to better understand their experiences as international students in the United States, specifically the types of transitional stressors they experienced and how they coped with these stressors. Five major themes and the essence of the participants emerged from the data analysis and are presented, discussed, and implication for campus based mental health professionals are provided.

scholarly journals The Effects of Linguistic and Demographic Features of Chinese International Students on Placement Test Levels in Higher Education: Logistic Regression

2019 ◽  
Vol 9 (1) ◽  
pp. 225-241
Author(s):  
Eunjeong Park
Keyword(s):  
Higher Education ◽  
Logistic Regression ◽  
International Students ◽  
The United States ◽  
Chinese International Students ◽  
Placement Test ◽  
Placement Tests ◽  
High Stakes ◽  
College Type ◽  
Demographic Features

Higher education institutions in the United States provide placement essay tests to ensure international students’ readiness for college courses. The high-stakes nature of placement tests makes educators and researchers seek significant components of differentiating levels of placement tests. This study investigated the prediction of two levels (i.e., low vs. intermediate) of 411 placement test essays written by Chinese international students and examined the influence of linguistic and demographic features on placement test levels through logistic regression. The results show that the type-token ratio (TTR), tokens, college type, and graduate status were significant indicators to differentiate students’ placement test essays. However, several demographic features were not statistically significant. The results may shed light on improving writing skills of Chinese international students who scored intermediate or low in the placement tests.

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