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Готові списки джерел за темами / Chinese students' learning

Добірка наукової літератури з теми "Chinese students' learning"

Автор: Grafiati

Опубліковано: 22 березня 2024

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Статті в журналах з теми "Chinese students' learning":

1

Bano, Sara, and Qing Xia. "Chinese Undergraduate Students’ Perceptions of Learning:." Journal of Comparative & International Higher Education 11, Winter (March 14, 2020): 85–88. http://dx.doi.org/10.32674/jcihe.v11iwinter.1511.

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In the past few years, the number of Chinese undergraduate students in short term study abroad programs have substantially increased, especially in the field of public health. However, little is known about the experiences of Chinese undergraduate students' in short-term study abroad programs in the field of healthcare. In this qualitative study, by using Transformative Learning Theory lens we tried to understand the meaning making process of Chinese undergraduate students who participated in a short-term study abroad program in the field of Public Health at an American university. The students considered their participation in short-term study abroad program as an opportunity to develop their careers and global professional identity by learning English and cultural aspects of health profession in the USA.

2

Gasiecki, Austin, and Zuotang Zhang. "Learning Chinese Vocabulary: Understanding Students' Perspectives." Coastal Review 14, no. 1 (2024): 1–18. http://dx.doi.org/10.20429/cr.2024.140101.

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3

Opoku-Darko, James. "Ghanaian Students’ Perceptions of Chinese Language Learning." American Journal of Education and Practice 7, no. 1 (January 20, 2023): 26–34. http://dx.doi.org/10.47672/ajep.1329.

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Purpose: Chinese language proficiency presents myriads of opportunities. However, students’ perceptions influence their decisions to learn the language and since perceptions vary in different contexts, this study examined how Ghanaian students perceive Chinese language learning. Methodology: The qualitative approach, with the descriptive research design was used for the study. The target population was the University of Cape Coast students who were neither reading BA Chinese language programme nor taking free Chinese language and culture classes. Using the convenience sampling technique, twenty-two students who volunteered to partake in the study were selected. Data for the study were collected using an open-ended questionnaire. The data collected were analysed using the thematic content analysis based on the techniques of opening and axial coding. Findings: The results revealed that Ghanaian students generally had positive perceptions of Chinese language learning, and those with unfavourable perceptions are likely enroll onto a form of Chinese learning course if they become aware of the benefits associated with proficiency in Chinese language. Recommendations: The study recommend that outreach programmes should be instituted by Chinese language centres in Ghana to sensitise the public on the benefits of Chinese language learning. The study also recommend more research to be done on Chinese language.

4

Wang, Yipu, and Stuart Perrin. "Deep Chinese Teaching and Learning Model Based on Deep Learning." International Journal of Languages, Literature and Linguistics 10, no. 1 (2024): 32–35. http://dx.doi.org/10.18178/ijlll.2024.10.1.479.

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Deep learning is a more situational and reflective way of learning that integrates complex knowledge and skills into intuitive thinking. As a language that closely combines sound, form and meaning, Chinese teaching and learning from the perspective of deep learning can help break through the limitations of the current teaching model that only focuses on certain language knowledge or cultural behaviors. This paper combines deep learning with international Chinese education, creates deep Chinese teaching and learning model including “four stages and ten steps”, and carries out practical application and teaching effect test. The results show that the deep Chinese teaching and learning model is conducive to improving students’ discourse presentation ability and comprehensive skills, cultivating the learners’ autonomous learning ability and intercultural communication competence, and strengthening the integration of language teaching and cultural teaching. At the same time, this model also has some limitations, need to be further adjusted and optimized.

5

Wang, Dongshuo, Bin Zou, and Minjie Xing. "Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 3 (July 2011): 70–85. http://dx.doi.org/10.4018/ijcallt.2011070105.

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This research investigates the interaction between English students learning Chinese in the UK and Chinese students learning English in China via a wiki platform. Activity theory and legitimate peripheral participation theory were employed as a theoretical framework; wiki was embedded as an interactive learning tool. The findings revealed that Chinese native speakers assisted English students learning Chinese as foreign language (CFL) by means of reorganizing word orders and restructuring sentence patterns. The usages of clarification and elaboration were more frequent than the usages of added and deleted information. Both CFL and English as foreign language (EFL) students interacted with each other in attending to language forms through the essay correction and revision process, and the interaction consequently enhanced their target language learning. The study suggests that wiki provides a dynamic platform, which encourages further integration into the syllabus to support foreign language learning.

6

Zang, Fengxiang, Mei Tian, Jingwei Fan, and Ying Sun. "Influences of Online Learning Environment on International Students’ Intrinsic Motivation and Engagement in the Chinese Learning." Journal of International Students 12, S1 (February 6, 2022): 61–82. http://dx.doi.org/10.32674/jis.v12is1.4608.

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With the impact of the COVID-19 pandemic, Chinese teaching for international students in Chinese universities has largely moved online. Despite the comprehensive literature regarding the influences of environmental factors on domestic students’ learning in traditional learning environment, few studies have addressed the influences of online learning environment (OLE) on international students’ Chinese learning experiences. We focus on international students in intensive Chinese courses at a Chinese university, and explores the influences of OLE on these students’ intrinsic motivation (IM) towards and engagement in Chinese learning during the COVID-19 pandemic. Data were collected from an online questionnaire survey and follow-up interviews. The results revealed that the participants had positive perceptions of the online Chinese learning environment, and that the participants had high levels of IM towards and engagement in their Chinese learning. The results showed the positive impact of the participants’ perceived OLE on their IM and engagement in Chinese learning.

7

Xu, Yuling. "The Relationship Between the Learning Styles of Chinese Students and the Needs of Chinese Society." Lecture Notes in Education Psychology and Public Media 12, no. 1 (October 26, 2023): 24–29. http://dx.doi.org/10.54254/2753-7048/12/20230770.

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This paper aims to provide a new aspect to explore the learning styles of Chinese students. After reading through previous research about the characteristics or learning styles of Chinese students, this paper found that most Western researchers considered Chinese students learning styles as a kind of negative, passive, rote-learning, and isolated learning style from the Western perspective. However, to truly understand Chinese education and students, we must look back at its history and cultural roots. This paper includes three main parts. The first part analyzed the three salient characteristics of Chinese students, and the second part described Chinese society and peoples behavior in Chinese culture. The last part examined how those characteristics formed through the learning process help Chinese students get used to Chinese society. This paper argued that the learning styles of the Chinese students seemed passive and negative at first glance; however, this learning style was formed based on the Chinese culture and enabled its students with a smooth path to their future society.

8

Yang, Mingdi. "The Impact of Blended Learning on Chinese Middle School Students' Interest in Learning During Covid-19." Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 144–53. http://dx.doi.org/10.54254/2753-7048/6/20220219.

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As the covid-19 pandemic forced campus closures, schools were transformed in how they taught and learned. Blended learning is the approach chosen by most schools, combining face-to-face learning with online learning to allow students to receive education and meet academic needs. This paper describes the adoption of blended learning in China based on constructivist theory. The purpose was to research the impact of blended learning on Chinese middle school students who developed an interest in learning during the covid-19 pandemic. The paper uses a questionnaire-based research method to study their perceptions of blended learning and changes in achievement, involving 150 Chinese secondary school students. The results show that blended learning positively contributed to Chinese secondary school student's interest in learning, resulting in improved performance during the covid-19 period.

9

Xiong, Can. "Metaphors of Learning Chinese Students Live by." Journal of Language Teaching and Research 6, no. 4 (July 2, 2015): 877. http://dx.doi.org/10.17507/jltr.0604.23.

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10

Zhang, Xiangyang. "CSL International Students’ Chinese Learning Motivation Types." Creative Education 14, no. 12 (2023): 2345–57. http://dx.doi.org/10.4236/ce.2023.1412149.

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Дисертації з теми "Chinese students' learning":

1

Pia, Alex Albert. "Preferred perceptual learning styles of Chinese students." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3918.

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The basis for this study was work done by Joy Reid (1987) of Colorado State University. Reid's work analyzed the pref erred perceptual learning styles of several groups of English as a Second Language students and one group of American students. The learning styles concept has been established on the theory that students have a particular mode through which they learn best. The learning styles analyzed in this study were: auditory, visual, kinesthetic, tactile, individual, and group. The objectives of this study were to determine the relationships that exist between the preferred perceptual learning styles of P.R.C. and American students and such variables as country where student is studying, native language, length of time in the U.S., and sex.

2

Yu, Xiao Ping. "Chinese Character Challenger : supplementary courseware for assisting students learning Chinese characters /." Link to the online version, 2005. http://hdl.handle.net/10019/1326.

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3

Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.

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4

Wang, Yiran. "Study on transformative learning of UK students in China and Chinese students in the UK." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31509.

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As international education continues to expand, countries providing such opportunities not only benefit but also face challenges. For traditional destinations, including the United States and the United Kingdom, the number of international students has been falling. At the same time emerging economies, such as China, are witnessing a rapid increase in the number of international students enrolled in their universities. China is, therefore, beginning to play an important role in the competitive global market for higher education. This thesis analyses and compares the experiences of international students in the UK and China using Transformative Learning theory. While there is an extensive literature on both international higher education and also Transformative Learning theory there are three important contributions that this thesis makes. First, this research applies the theory to two international student groups: UK students in Chinese universities and Chinese students in UK universities. Second, this study includes a focus on the intercultural learning of Chinese doctoral students in the UK filling a gap in current research. Finally, this investigation has extended the very limited number of current research projects on UK students in China. It is generally acknowledged that international students will experience various challenges when they are in a culturally different context. Little research has focused on how and why learners are transformed through exposure to their new environment and, also, why sometimes they are not. This study applies Transformative Learning theory to address two research questions: first, do UK international students in Chinese universities and Chinese international students in UK universities experience transformational learning in/during their overseas studies? Second, what factors foster or impede international students' experience of transformative learning? To answer the above questions semi-structured interviews were used to investigate international students' academic and social experiences. Based on the insights provided by Mezirow, Taylor, and previous studies on international students, I argue that international students' intercultural experience is a complex process. Transformation can occur in various ways and social and personal perspectives underpin the transformative learning of the students. Contributing factors include culture shock, educational conventions, the student's motivation, expectations, personality, gender and previous work experience. The results reflect the significance of differences in teaching styles in the UK and China and the impact this can have on the student teaching and learning process when they move to a new university.

5

Barron, Paul Edward. "An evaluation of learning styles, learning issues and learning problems of Confucian heritage culture students studying hospitality and tourism management in Australia /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17741.pdf.

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6

Yang, Chunyan. "Learning Strategy Use of Chinese PhD Students of Social Sciences in Australian Universities." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366475.

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Extensive research into students’ learning strategy use in classroom settings has convincingly established that effective use of learning strategies enables learners to take responsibility for their own learning, promotes learner autonomy, and positively relates to students’ academic performance. However, little research has systematically examined the learning strategy use of PhD students. Consequently, relatively little is known about how students carry out their doctoral learning, in which learner autonomy is of paramount importance. Even less is known about Chinese PhD students in Australian universities and how they cope with independent doctoral study. Few investigations have explicitly focused on the learning processes of this student cohort, and anecdotal evidence has often described Chinese school and university students as passive, dependent and reproductive learners, even though empirical studies assert otherwise. To better understand the learning processes of Chinese PhD students in Australian universities, this study examines their learning strategy use and the factors influencing their application of learning strategies. Using qualitative research methods, which focused on understanding the phenomenon from the students’ perspectives within the context, this study collected interview data from a group of Mainland Chinese PhD students of social sciences. Computer assisted qualitative analysis was performed to provide an in-depth, grounded understanding of the students, their interactions with the learning environment, and their learning processes. This study shows that the investigation of learning strategies is a powerful tool to reveal how PhD students develop autonomy in the doctoral learning process. The results show that the students adopted a range of learning strategies to improve their learning efficiency, to enhance their self-teaching, and to facilitate development of their research competence. Despite the commonalities in their learning strategy use, the students exhibited significant individual differences in applying specific learning strategies, which were determined by their personal qualities, their perceptions of learning contexts, and the demands of the research tasks. This reveals the idiosyncrasies in the learning behaviours of this group of Chinese students and their learner autonomy. This study demonstrates that theoretical and methodological preparation for PhD study was the most significant influence on the students’ learning experience. By applying effective learning strategies, the students who encountered problems of theoretical deficiency, insufficient methodological knowledge, and underdeveloped research skills were able to develop their knowledge and enhance their research competence through the actual process of doing the research. Nevertheless, it appears that methodological training and support were needed to assist them in further enhancing their learning efficiency. The findings of this study reveal that this group of Chinese PhD students were autonomous learners and their application of learning strategies was a result of dynamic interactions between their personal variables and the contextual demands. This study lends support to the argument that, in cross-cultural settings, it is constructive to develop a contextualised understanding of students’ learning behaviours. Furthermore, from the students’ perspective, supervisors who understand them as individuals at the personal level are better able to assist them in learning. Within the stated limitations, this study recommends that future research on Chinese PhD students’ learning strategy use incorporates the perspectives of both students and their supervisors and involves their counterparts from other ethnic backgrounds in order to further understand the effects of cultural differences on their learning strategy use.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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7

Gao, Xuesong. "From the Chinese Mainland to Hong Kong understanding shifts in Mainland Chinese students' English learning strategy use /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38896382.

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8

Wang, Isobel Kai-Hui. "International Chinese students' strategic vocabulary learning : agency and context." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58842/.

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During the past thirty years, a large body of second language research has targeted vocabulary learning strategies (VLSs) from a cognitive perspective and most of this research tends to treat them as de-contextualised phenomena. In order to develop and broaden the scope of the current VLS research, I explore strategic vocabulary learning from both cognitive and sociocultural approaches and focus on its dynamic, complex and contextually situated nature. The present study, based on a multiple-case study design, investigates the processes of strategic vocabulary learning of six Chinese students who were from a pre-university course in three British universities, using three data collection methods: classroom observations, interviews and VOCABlog (including photovoice and diaries). The analysis of these six student cases shows that they managed their strategic vocabulary learning in relation to their particular settings, milieus and the British culture; they tended to select and deploy a number of strategies rather than individual strategies to improve their learning, and various types of strategy combinations were found; they appeared to operate their strategic vocabulary learning as a dynamic system and this was particularly supported by the findings about their varying degrees of consciousness, the inconsistencies between their strategic approach and their strategy use and the changes in their strategy use. Theoretical contributions for the VLS research and some practical recommendations for vocabulary learning are also provided.

9

Chen, Lijuan. "An Investigation of Language Learning Strategies Developed by Students in Online Chinese Learning." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/393979.

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Language learning strategies (LLSs) are “complex, dynamic thoughts and actions, selected and used by learners with some degree of consciousness in specific contexts in order to regulate multiple aspects of themselves (such as cognitive, emotional, and social) for the purpose of a) accomplishing language tasks; b) improving language performance or use; and/or c) enhancing long-term proficiency” (Oxford, 2017, p. 48). Considerable research into LLSs has demonstrated their significance in making learning more effective and enjoyable, and has contributed to advancements in pedagogy as well as language learning theory. Online language learning has become an integral part of 21st century education. This newer form of learning has presented particular challenges which require language learners to adopt particular LLSs and develop new LLSs to effectively manage their learning. However, existing LLS studies have largely been concerned with on-campus students. Furthermore, there has been a lack of context-specific LLS research in online language learning, that is, research that distinguishes between synchronous and asynchronous environments. With the popularity of the Chinese language increasing globally over recent decades, this thesis aims to investigate the types of LLSs that online Chinese learners use across asynchronous and synchronous learning environments in the contexts of self-directed learning, assessment task completion, and online class participation. It also examines how online Chinese learners’ use of LLSs is influenced by the interactants, the characteristics of the specific learning context, and selected individual learner characteristics. This research project was carried out among students in the online Chinese courses provided by Griffith University through Open Universities Australia. Following Creswell (2009, 2012), a mixed-methods approach was employed to investigate their LLS use. The approach utilised four research instruments: an online survey questionnaire adapted from the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), online interviews, observations of online classes, and tracking of learner activity online. The SILL was adapted to include questionnaire items soliciting participants’ strategy use in online Chinese learning in particular. The investigation of online Chinese students’ LLS use in this project is of significance in four areas. It has provided: 1) new and detailed information about students’ LLS use in online Chinese learning; 2) insights into how individual students adopt LLSs and technological tools to solve learning problems in various learning contexts; 3) an exploration of factors influencing LLS use – on one hand the characteristics of language learning contexts (asynchronous or synchronous environments, and interactants) and, on the other, individual learner characteristics (motives, learning goals, age, and length of prior learning of Chinese); and 4) recommendations regarding LLS adoption, use, and training.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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10

Wang, Lihong. "Chinese postgraduate students in a British university : their learning experiences and learning beliefs." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/196/.

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This thesis is an ethnographic study of a group of Chinese postgraduate students in a British university as they become adjusted to the culture of teaching and learning in the new learning environment during their first year of overseas study. It focuses on these Chinese students’ initial perceptions of British teaching and learning practices compared with their inherited culture of learning and how they make adjustments, emotionally, cognitively, and behaviourally, in order to make their learning successful, with the result of changes and developments in their conceptions and beliefs about knowing and learning. The present study seeks to draw together understanding from the fields of intercultural adaptation theories, tertiary students’ conceptions of learning research, and the interface of culture and learning, i.e. cultures of learning, to explore the impact of studying abroad on students’ intellectual development and personal growth so as to inform international and intercultural education.

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Книги з теми "Chinese students' learning":

1

Wang, Lihong. Chinese Students, Learning Cultures and Overseas Study. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137496591.

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2

Zhu, Jiani. Chinese Overseas Students and Intercultural Learning Environments. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7.

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3

Wang, Lihong. Chinese students, learning cultures and overseas study. New York, NY: Palgrave Macmillan, 2015.

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4

Su, Feng. Chinese learning journeys: Chasing the dream. Stoke-on-Trent: Trentham Books, 2011.

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5

Fan, Weiqiao. Intellectual styles among Chinese university students. Beijing: University of Science and Technology of China Press, 2011.

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6

Yang, Nae-Dong. Understanding Chinese students' language beliefs and learning strategy use. Washington, D.C: Educational Resources Information Center, 1996.

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7

Leung, Chi Hung. Modeling of parenting style, achievement variables, and learning approaches: Hong Kong Chinese and Anglo-Australian perspectives. Hauppauge, N.Y: Nova Science Publisher's, 2011.

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8

Hong Kong Museum of History., ed. Xue hai wu ya: Jin dai Zhongguo liu xue sheng zhan = Boundless learning : foreign-educated students of modern China. [Xianggang]: Xianggang li shi bo wu guan, 2003.

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9

David, Watkins, and Biggs John B, eds. The Chinese learner: Cultural, psychological, and contextual influences. Hong Kong: CERC, 1996.

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10

Li, Bowen. Wo zai Yingguo du xiao xue =: Wo zai Ying guo du xiao xue. 8th ed. Shenzhen Shi: Hai tian chu ban she, 2008.

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Частини книг з теми "Chinese students' learning":

1

Wang, Lihong. "Chinese Inherited Beliefs about Learning." In Chinese Students, Learning Cultures and Overseas Study, 22–50. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137496591_2.

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2

Zhu, Jiani. "An Introduction to International Chinese Students." In Chinese Overseas Students and Intercultural Learning Environments, 1–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_1.

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3

Wang, Lihong. "Changes in Learning Beliefs." In Chinese Students, Learning Cultures and Overseas Study, 126–98. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137496591_5.

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4

Stanworth, James O. "Chinese Students’ Motivations to Adopt E-Learning." In Lecture Notes in Computer Science, 524–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63885-6_57.

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5

Rajaram, Kumaran. "Educational Context: Students’ Perceived Learning Effectiveness and Learning Experiences." In Educating Mainland Chinese Learners in Business Education, 53–81. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3395-2_3.

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6

Lin, Lin. "Collaboration as Conducive to Learning: Students’ Preferences for Learning and Attainments." In Investigating Chinese HE EFL Classrooms, 135–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44503-7_7.

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7

Zhu, Jiani. "Review of Literature on International Chinese Students." In Chinese Overseas Students and Intercultural Learning Environments, 41–102. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_2.

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8

Zhu, Jiani. "Key Factors Influencing Chinese Students’ Academic Adjustment." In Chinese Overseas Students and Intercultural Learning Environments, 187–210. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_7.

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9

Yang, Luxin. "5. Nine Chinese students writing in university courses." In Language Learning & Language Teaching, 73–89. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.15.08yan.

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10

Peng, Yue, and Wei Yan. "Walking the Garden Path Toward Academic Language: Perspectives from International Students in Chinese Higher Education." In Chinese Language Learning Sciences, 73–94. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9505-5_4.

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Тези доповідей конференцій з теми "Chinese students' learning":

1

O’Sullivan, Maurice G., Briony Supple, and Marian McCarthy. "Cross cultural experiences of Chinese students studying Food Science in Ireland." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.10.

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Food science is the comprehensive study of food and beverages or more specifically the application of the scientific disciplines of the physical, biological, and chemical as well as engineering, microbiology and nutrition to the study of food and beverages to improve the sensory properties, safety, nutrition, functionality, sustainability and availability. UCC attracts diverse cross-cultural groups of students to degree programmes in Ireland annually including 3000 international students from over 100 countries (UCC, 2018). However, anecdotally, students were underperforming (grades lower than Irish students) for some of their formative assessments due to a lack of familiarity with the Irish teaching system. For this reason, it was decided to investigate, from first principals, the experiences of these Chinese students both from their Chinese and Irish experiential perspectives in order to determine areas that could be optimised to improve their integration and promote their holistic learning experiences. The action research findings of this present study will thus be used to optimise a new bespoke degree programme, specifically catered for Chinese students, that commenced in UCC in September 2017.

2

Nga, Le Thi Hong. "Survey of Vietnamese Students' Mistakes When Using Quantities in Chinese." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.22.

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The article comes from the writer's actual teaching experience. Through experience, homeworks, and tests, the writer realizes that mistakes in beginners in the early stages (1-2 year) are usually influenced by the mother tongue while mistakes of a person in years 3-4 often arise due to confusion between one formula and another. In this article, we apply mistake analysis and "intermediate language" reasoning to make statistics and classify and analyze the causes of students' mistakes, hoping to help learners to overcome the difficult points in the expression of multiples increased by N times in Chinese. On the other hand, we can provide for the teaching and learning of Chinese by Vietnamese people as well as the teaching and learning of Vietnamese by the fact that the Chinese people have some useful materials.

3

Huan Cao and Zhaohui Guo. "Chinese university students' English learning satisfaction evaluation." In 2011 International Conference on Multimedia Technology (ICMT). IEEE, 2011. http://dx.doi.org/10.1109/icmt.2011.6002031.

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4

Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.

5

Wang, Caiying. "Machine Translation and Chinese College Students' English Learning." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.79.

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6

Xiao, Ziwei, Qiyi Huang, Xiwen Zhao, and Chili Li. "Understanding Online Learning Satisfaction among Chinese University Students." In ICETM'21: 2021 4th International Conference on Education Technology Management. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3510309.3510334.

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7

Doval Dieguez, Eduardo, Aldo Gutierrez Marcenaro, and Natalie Mayer. "THE PRESENCE OF CHINESE INTERNATIONAL STUDENTS IN EUROPEAN UNIVERSITIES." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1878.

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8

Fu, Zheng, and Yunfei Ma. "Phonetic Transfer of Chinese University Students in EFL Learning." In Proceedings of the 2019 International Conference on Management, Education Technology and Economics (ICMETE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmete-19.2019.135.

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9

Sun, Yonghong, and Xiangdong Xu. "Research on Chinese Language Learning Strategies for University Students." In The 2013 International Conference on Applied Social Science Research (ICASSR-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icassr.2013.71.

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10

Liu, Ze, Nianci Ren, Hangyuan Dong, Yidan Zhu, Wen Xu, Jiamin Tian, and Yan Zhao. "Language Factors Influencing Chinese College Students’ English Learning Attitude Towards E-learning." In 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.045.

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Звіти організацій з теми "Chinese students' learning":

1

Pia, Alex. Preferred perceptual learning styles of Chinese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5802.

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2

Huang, Ching-chih. The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6208.

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