Instructional Insights Gained from Teaching a Research Methods Course to Chinese International Graduate Students Studying in Canada
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| Title: | Instructional Insights Gained from Teaching a Research Methods Course to Chinese International Graduate Students Studying in Canada |
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| Language: | English |
| Authors: | Beres, Jacqueline L., Woloshyn, Vera E. |
| Source: | Journal of International Students. 2017 7(3):728-747. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jistudents.submission@gmail.com; Web site: http://jistudents.org |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Foreign Students, Graduate Students, Research Methodology, Courses, College Instruction, Asians, Qualitative Research, Ethnography, Student Experience, Student Research, Vocabulary, Cooperative Learning, Masters Programs |
| Geographic Terms: | Canada, China |
| ISSN: | 2162-3104 |
| Abstract: | Chinese students represent an increasing proportion of the student body in Canadian postsecondary institutions (Citizenship and Immigration Canada, 2015). While studying abroad, many of these students face linguistic and sociocultural challenges (Zhang, 2016), resulting in calls for Western instructors to provide linguistically and culturally sensitive instruction (Lin & Scherz, 2014). In this qualitative study, we utilized a form of reflexive ethnography (Enfield & Stasz, 2011) to outline our experiences teaching a required research methodology course to Chinese graduate students. Specifically, we discuss our pedagogical efforts in context of utilizing students' reported research experiences, facilitating their acquisition of subject-specific vocabulary, and fostering a collaborative learning environment. We conclude by offering instructional suggestions to others who teach research methodologies to Chinese students. |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2017 |
| Accession Number: | EJ1140416 |
| Database: | ERIC |
| Abstract: | Chinese students represent an increasing proportion of the student body in Canadian postsecondary institutions (Citizenship and Immigration Canada, 2015). While studying abroad, many of these students face linguistic and sociocultural challenges (Zhang, 2016), resulting in calls for Western instructors to provide linguistically and culturally sensitive instruction (Lin & Scherz, 2014). In this qualitative study, we utilized a form of reflexive ethnography (Enfield & Stasz, 2011) to outline our experiences teaching a required research methodology course to Chinese graduate students. Specifically, we discuss our pedagogical efforts in context of utilizing students' reported research experiences, facilitating their acquisition of subject-specific vocabulary, and fostering a collaborative learning environment. We conclude by offering instructional suggestions to others who teach research methodologies to Chinese students. |
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| ISSN: | 2162-3104 |
