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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
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
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  Data: 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
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  Data: 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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      – SubjectFull: Foreign Countries
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      – SubjectFull: Graduate Students
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      – SubjectFull: Masters Programs
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      – SubjectFull: Canada
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      – SubjectFull: China
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