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Exploring Academically Transitioning Students' Ongoing Experiences with Textbook-Based Learning: A Semester-Long Study

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Title: Exploring Academically Transitioning Students' Ongoing Experiences with Textbook-Based Learning: A Semester-Long Study
Language: English
Authors: Zhang, Xiaodong (ORCID 0000-0001-7216-6542)
Source: Journal of Psycholinguistic Research. Aug 2023 52(4):1061-1075.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Adjustment, Student Experience, Textbooks, Teaching Methods, Foreign Countries, English (Second Language), Second Language Learning, College Freshmen
Geographic Terms: China
DOI: 10.1007/s10936-023-09952-5
ISSN: 0090-6905
Abstract: This study reports on the ongoing experiences of academically transitioning students with textbook-based learning. The study was conducted at a Chinese university among first-semester English-as-a-foreign-language (EFL) students transitioning from high school to university. Qualitative analysis of interviews with the students, students' written reflections, and field notes about their learning activities revealed that their paths were not linear; instead, they experienced both progression and regression in textbook-based learning during their academic transition. Their initial passion for learning in a new context was soon replaced by their need to adjust, primarily due to differences between their prior and current learning experiences and the language demands. The students' adjustments were supported by their own agency and the use of adapted instructions. The study concludes that the students' ongoing experiences with textbook-based learning were complex and dynamic, but the students were also amenable to adjustment.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1388260
Database: ERIC
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  Value: <anid>AN0169871175;41p01aug.23;2023Aug14.05:32;v2.2.500</anid> <title id="AN0169871175-1">Exploring Academically Transitioning Students' Ongoing Experiences with Textbook-Based Learning: A Semester-Long Study </title> <p>This study reports on the ongoing experiences of academically transitioning students with textbook-based learning. The study was conducted at a Chinese university among first-semester English-as-a-foreign-language (EFL) students transitioning from high school to university. Qualitative analysis of interviews with the students, students' written reflections, and field notes about their learning activities revealed that their paths were not linear; instead, they experienced both progression and regression in textbook-based learning during their academic transition. Their initial passion for learning in a new context was soon replaced by their need to adjust, primarily due to differences between their prior and current learning experiences and the language demands. The students' adjustments were supported by their own agency and the use of adapted instructions. The study concludes that the students' ongoing experiences with textbook-based learning were complex and dynamic, but the students were also amenable to adjustment.</p> <p>Keywords: Textbook-based learning; Transitional students; EFL; Reading instruction; Challenges</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <hd id="AN0169871175-2">Introduction</hd> <p>Despite the availability of other educational resources, such as those that can be accessed on the Internet, textbooks are still teachers' primary means of delivering knowledge for various reasons (Tomlinson, [<reflink idref="bib20" id="ref1">20</reflink>]). Some reasons include the textbooks' authority and the conventional practice of following textbooks in educational settings (Fuchs & Bock, [<reflink idref="bib5" id="ref2">5</reflink>]; Tomlinson, [<reflink idref="bib20" id="ref3">20</reflink>]). As such, many high school and university classes use textbook-based learning in order to allow the students to gain knowledge in class (Rezat & Sträßer, [<reflink idref="bib16" id="ref4">16</reflink>]). Through instruction, a textbook's content may be modified or augmented in line with the teacher's professional knowledge (Zhang, [<reflink idref="bib24" id="ref5">24</reflink>]). In classes with this format, students' textbook-based learning is an important part of their educational experiences (Tomlinson, [<reflink idref="bib20" id="ref6">20</reflink>]).</p> <p>Academically transitioning students are those moving from one academic phase or context to another (Terenzini et al., [<reflink idref="bib18" id="ref7">18</reflink>]). Since movement is necessary for intellectual growth, the experiences that academically transitioning students have with textbook-based learning merit particular attention. For example, the first semester of university-level English-as-a-foreign-language (EFL) learning generally requires students to develop critical thinking skills, which helps them understand textbooks with complex expressions and dense content (Cesur & Özi̇şler, [<reflink idref="bib3" id="ref8">3</reflink>]; Li & Cui, [<reflink idref="bib11" id="ref9">11</reflink>]). Secondary EFL education is language-based, focusing on vocabulary/grammar use and surface meaning, and it is test driven rather than focused on students' critical thinking development (Lee, [<reflink idref="bib9" id="ref10">9</reflink>]). Thus, EFL students tend to experience diverse challenges during their transition to a new setting that has different academic demands (Peng, [<reflink idref="bib14" id="ref11">14</reflink>]). Their transitional experiences are also closely related to their future academic success (van Rooij et al., [<reflink idref="bib22" id="ref12">22</reflink>]). As a result, understanding these students' learning experiences is important for preparing subsequent students for their academic transition.</p> <p>Given the central role that textbooks play in the classroom, academically transitioning students must be able to adjust to changes in academic demands in terms of textbook-based learning. However, almost no research has focused on the ongoing experiences of academic transitional students (e.g., EFL students in their first semester of university) in terms of textbook-based learning, although there are many studies on both textbooks (e.g., Tomlinson, [<reflink idref="bib20" id="ref13">20</reflink>]) and students' academic transition (e.g., Maymon & Hall, [<reflink idref="bib12" id="ref14">12</reflink>]). This study attempts to fill this gap by exploring the textbook-based learning experiences of first-semester university EFL students. The purpose of the study was to shed light on how teachers can prepare EFL students to engage in textbook-based learning during their academic transition.</p> <hd id="AN0169871175-3">Literature Review</hd> <p></p> <hd id="AN0169871175-4">Textbook Research: Status Quo and Gaps</hd> <p>Research on the use of textbooks in academic settings has been thoroughly explored in diverse disciplines (e.g., mathematics and science) due to the dominant role that textbooks play in the classroom (Rezat & Sträßer, [<reflink idref="bib16" id="ref15">16</reflink>]; Skinner & Howes, [<reflink idref="bib17" id="ref16">17</reflink>]; Tomlinson, [<reflink idref="bib20" id="ref17">20</reflink>]). Such research has generally focused on the perspectives that instructors, publishers, and experts have about textbooks' value (Harwood, [<reflink idref="bib7" id="ref18">7</reflink>]).</p> <p>In contrast, research on textbooks from the students' perspectives is emerging, but is still limited (Li & Cui, [<reflink idref="bib11" id="ref19">11</reflink>]; Skinner & Howes, [<reflink idref="bib17" id="ref20">17</reflink>]). Such studies note that attention to students' perspectives and voices could provide firsthand information for educational reform (e.g., Degtjarjova, Lapina, & Freidenfelds, [<reflink idref="bib4" id="ref21">4</reflink>]). Most prior research on students' experiences with textbooks can be categorized into three major themes. The first theme is the quantitative measurement of textbook quality based on students' experiences (Rezat & Sträßer, [<reflink idref="bib16" id="ref22">16</reflink>]; Yacob & Landani, [<reflink idref="bib23" id="ref23">23</reflink>]). That is, existing frameworks were used to measure the quality of textbooks in terms of their organization, design, and learning tasks based on student feedback (e.g., Tomlinson, [<reflink idref="bib20" id="ref24">20</reflink>]). For example, Cesur and Özi̇şler ([<reflink idref="bib3" id="ref25">3</reflink>]) investigated first-year EFL students' perceptions of the EFL textbook, <emph>Traveller Elementary</emph> (Mitchell, [<reflink idref="bib13" id="ref26">13</reflink>]), which was used for a compulsory English language course. Cesur and Özi̇şler ([<reflink idref="bib3" id="ref27">3</reflink>]) focused on students' ratings of the content, language quality, and topics of the textbook they used. Their quantitative analysis revealed a need for more comprehensive learning, such as through the use of literacy activities, to supplement the students' textbook-based learning. The qualitative analysis also showed students' satisfaction with the grammar and vocabulary knowledge they gained from the textbook. The study, however, did not consider the complexity of students' interactions with textbooks (Zhang, [<reflink idref="bib24" id="ref28">24</reflink>]).</p> <p>Another theme of previous research involving students' experiences with textbooks is qualitative research using interviews as follow-ups to a quantitative analysis of students' experiences after they finished using a textbook (e.g., Li & Cui, [<reflink idref="bib11" id="ref29">11</reflink>]). For example, Randahl ([<reflink idref="bib15" id="ref30">15</reflink>]) explored the experiences of first-year engineering students at a Norwegian university using a mathematics book. The study included a qualitative analysis of interviews with three students, revealing that they felt challenged by the textbook and that it was more difficult to digest textbook content in university than it had been in secondary school. Li and Cui ([<reflink idref="bib11" id="ref31">11</reflink>]) conducted a qualitative analysis of the perceptions of Chinese first- and second-year university EFL students. Analysis of the students' interviews showed that they struggled with content-based comprehension (i.e., the deep meaning of texts) required by the textbook, and were more comfortable with language-based learning, such as linking words and modal verbs. Li and Cui ([<reflink idref="bib11" id="ref32">11</reflink>]) attributed the students' experiences to their high school education, in which language-based training was emphasized. Note that this type of research is not about students' ongoing experiences with textbook-based learning, but rather about students' reflections on their previous experiences with textbook use (e.g., Randahl, [<reflink idref="bib15" id="ref33">15</reflink>]). Failure to understand students' ongoing experiences with textbooks (i.e., experiences with a textbook while it is being used) remains, thereby requiring systematic qualitative research.</p> <p>The third theme of past research on students' interactions with textbooks is both quantitative and qualitative research in which students (including first-year university students) are typically considered a homogeneous group (e.g., Randahl, [<reflink idref="bib15" id="ref34">15</reflink>]). Such research treats students homogeneously (e.g., Cesur & Özi̇şler, [<reflink idref="bib3" id="ref35">3</reflink>]) and ignores the influence of students' backgrounds (e.g., who they are) (Rezat & Sträßer, [<reflink idref="bib16" id="ref36">16</reflink>]). Thus, "more material research that considers context in its widest sense and its relationship to material use would be welcome" (Harwood, [<reflink idref="bib7" id="ref37">7</reflink>], p. 178). For example, academically transitioning students (e.g., first-semester university students) often struggle as a result of differences between the conditions of their previous education and their current education, such as instructional style and content (Maymon & Hall, [<reflink idref="bib12" id="ref38">12</reflink>]). They may express this struggle through frustration or inertia (Thompson, [<reflink idref="bib19" id="ref39">19</reflink>]). Clearly, additional qualitative research is needed to understand how students in a socially constructed group use textbooks.</p> <hd id="AN0169871175-5">Students Academically Transitioning from Secondary to Post-secondary Education</hd> <p>Academic transition requires students to adjust to new academic settings (Terenzini et al., [<reflink idref="bib18" id="ref40">18</reflink>]). Successful transition is believed to be closely related to students' confidence in subsequent years of study (Araque et al., [<reflink idref="bib1" id="ref41">1</reflink>]). Due to the importance of academic transition, significant research has been conducted on the transition of secondary school students to the first year of university (e.g., van Rooij, Jansen, & van de Grift, [<reflink idref="bib22" id="ref42">22</reflink>]). Two major themes can be observed from this line of research.</p> <p>First, some past research on academic transition has focused on students' learning in relation to contextual variables. This line of research tends to quantitatively rate students' academic transition as either successful or not, revealing the relationship of the transition with diverse variables, such as study behaviors or students' ability to regulate their emotions (see van der Zanden et al., [<reflink idref="bib21" id="ref43">21</reflink>]). For example, van Rooij, Jansen, and van de Grift ([<reflink idref="bib22" id="ref44">22</reflink>]) used a sample of 243 first-year university students in the Netherlands with different majors. After three months in university, the students were asked to complete a questionnaire about their adjustment to and satisfaction with their chosen programs. The study found a positive correlation between students' self-regulation and their academic adjustment.</p> <p>Unlike quantitative research on academic transition, qualitative research on the topic is still limited (e.g., Maymon & Hall, [<reflink idref="bib12" id="ref45">12</reflink>]). Krsmanovic ([<reflink idref="bib8" id="ref46">8</reflink>]) interviewed 10 students from 10 countries enrolled in an American university and found that the students saw their previous learning experiences as insufficient preparation for university (i.e., lacking in knowledge of general education requirements and of terminologies used in an academic setting), leaving them struggling to meet the university's academic demands, a challenge exacerbated by a perceived lack of support from the school.</p> <p>Second, while academic transition is a complex and challenging process, research has demonstrated that it is a remediable process at the external and internal levels. At the external level, school officials, peers, and teachers can assist (Thompson, [<reflink idref="bib19" id="ref47">19</reflink>]). At the internal level, students can exert their own agency to overcome challenges associated with their learning (Maymon & Hall, [<reflink idref="bib12" id="ref48">12</reflink>]). For example, Peng ([<reflink idref="bib14" id="ref49">14</reflink>]) tracked the academic transition of a first-year EFL student enrolled in a medical English course at a Chinese university. Peng's qualitative analysis of her classroom observations and student interviews showed that the student's transition was dynamic, as illustrated by his discontinuous alignment with the teaching demand in the university. The instability of the student's adjustment was found to be closely related to a new context he was in, where university teaching emphasized English as a communication tool, different from the teaching focused on examinations that he experienced in high school.</p> <p>Thus, these two strands of research have focused on students' academic transition in general, ignoring the importance of students' ongoing interactions with textbooks. In other words, textbooks seem to be relegated to the background or treated as less important themes, although they are important resources for learning and, presumably, for students' successful academic transition.</p> <p>Given that almost no research has focused on the ongoing experiences of academic transitional students (e.g., EFL students in their first semester of university) in terms of textbook-based learning, this study fills this gap and answers the following question: What do first-semester EFL university students' ongoing experiences with textbook-based learning look like? By answering this question, the study intended to share pedagogical suggestions with those who care about textbook-based learning and those who endeavor to assist academically transitioning students, including administrators, teachers, and researchers.</p> <hd id="AN0169871175-6">Methodology</hd> <p>The study used a qualitative case study approach, where the data was collected in a natural setting and without intervention. A qualitative case study approach offers contextualized and trustworthy interpretations of a phenomenon based on diverse arrays of naturalistic data sourced in a single setting (Baškarada, [<reflink idref="bib2" id="ref50">2</reflink>]). As such, this approach was adopted because the study was intended to be exploratory, allowing for the development of a contextualized and ongoing understanding of the textbook-based learning experiences of first-semester EFL students.</p> <hd id="AN0169871175-7">Research Context and Participants</hd> <p>The study sample comprised students from a first-semester EFL reading course at a university in China. The university is located in the north of China and offers four-year undergraduate programs. The reading course was monolingual and taught in English as required by the university, but occasionally, students' first language (i.e., Chinese) was used. The course was chosen because of its location, which gave the researcher easy access. That is, the reading course was textbook-based and required students to develop critical thinking with a focus on the deep meaning of the textbook's content. The teaching was different from their pre-tertiary EFL learning in that it focused on grammar/vocabulary learning and the surface meaning of textbook content.</p> <p>The textbook was mandated by the university's English department and published by a renowned publishing house in China. The name of the textbook is not mentioned here in order to avoid a conflict of interest. During the course, 11 texts from the textbook were used. The 11 texts were determined by the department. The texts included in the textbook were selected by the textbook's editor from internationally established scholarly works, such as journal articles and book chapters on linguistics and applied linguistics, and truncated to make the text length consistent with the academic demands of EFL learning at the university level. On average, each reading was approximately 2,000 words long (see Fig. 1 for an excerpt of a sample article).</p> <p>Graph: Fig. 1An excerpt of a text in the textbook (see also Lewis, [<reflink idref="bib10" id="ref51">10</reflink>] , pp. 7–11)</p> <p>Figure 1 shows an excerpt of a text included in the textbook. The text is also a part of a book chapter by Lewis ([<reflink idref="bib10" id="ref52">10</reflink>]). The main idea of the text is that thinking is restricted by language. The text also notes that language is the medium for thinking, and that different languages reflect different thinking styles. By reading the textbook, students were expected to gain knowledge on linguistics while developing their critical thinking skills.</p> <p>Twenty-six students—22 females and four males—were enrolled in the course. The students were all born and raised in China and spoke Chinese as their first language. All 26 students gave their written consent to participate in the study. They enrolled in the university in fall 2020. When the study was conducted, the average age of the students was 18. They were all majoring in English and had no prior exposure to such academic texts. The students' previous experiences involved mostly non-technical texts focusing on surface meaning and vocabulary or grammar use. Their language proficiency levels were determined to be intermediate based on English tests taken before entering university.</p> <p>Tony (a pseudonym) was the course instructor. It was his second time teaching a reading course. With a doctoral degree in linguistics, he believed in the importance of teacher assistance in helping students adjust to advanced learning and in developing students' critical thinking abilities in unearthing the deep meaning of textbook content.</p> <hd id="AN0169871175-8">Teaching Procedure</hd> <p>The instructional method included teacher-designed preview activities and in-class instruction. During the preview, the students were expected to understand the language resources and the main idea of the reading. They were also expected to post two content-level questions on an online platform that was accessible to the class. The purpose of this was to motivate them to think critically and see potential concerns that other students raised. The students were encouraged to address one another's concerns before a text was instructed in class.</p> <p>When he lectured on the content of the text, Tony's teaching focused on developing the students' critical understanding of the deeper meaning. This included assisting students in analyzing and evaluating the thesis of the entire reading, the main idea of a paragraph or a section, the logical connections between paragraphs, the informational flow of paragraphs, and the author's stance. After the lecture, Tony used the questions posed by the students during the preview and those included in the textbook to further enhance the students' comprehension. If a student had trouble answering a question in class, Tony gave them an appropriate prompt to help their comprehension. For example, he reminded the students that the question being asked was about the main idea or the author's stance.</p> <hd id="AN0169871175-9">Data Collection and Analysis</hd> <p>Data collection took a semester and included student interviews (SIs), student reflections (SRs), and the instructor's field notes. A monthly SI of about 45 min was conducted with each of the students during the semester to capture their in-the-moment experiences. For the SRs, the students were asked to write two pieces of reflection (in their first language) on their learning experiences with the technical texts—one in the middle of the semester and the other at the end of the semester—to further capture their ongoing experiences. The reflections averaged 1,600 words. Altogether, 52 reflections were collected. The instructor also recorded field notes for the course over the semester to complement the understanding of the students' in-the-moment experiences. The instructor took field notes each day during class breaks and immediately after teaching was over. The field notes included comments on teacher-student interactions in class and on students' performances.</p> <p>The transcribed verbal data from the SIs and the written data (i.e., students' reflections and field notes) were carefully read and compared, following Baškarada ([<reflink idref="bib2" id="ref53">2</reflink>]). The dataset was primarily analyzed inductively. That is, major themes were retrieved by conjugating relevant codes into categories in relation to the research question. Meanwhile, previous studies on students' academic transition or textbook-based learning have also been referred to during the coding process (e.g., Li & Cui, [<reflink idref="bib11" id="ref54">11</reflink>]; Peng, [<reflink idref="bib14" id="ref55">14</reflink>]). Table 1 presents the sample coding scheme. The themes that answer the research question of the study are reported in the Findings section.</p> <p>Table 1 Sample coding scheme</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" rowspan="5"><p>Codes</p></th><th align="left"><p>Academic transition</p></th><th align="left"><p>Textbook-based learning</p></th></tr><tr><th align="left"><p>Prior learning</p></th><th align="left"><p>Topics in the textbook</p></th></tr><tr><th align="left"><p>Current demands</p></th><th align="left"><p>The arrangement of the texts in the textbook</p></th></tr><tr><th align="left"><p>Motivation for change</p></th><th align="left"><p>The textbook's learning goals</p></th></tr><tr><th align="left"><p>Teacher assistance</p></th><th align="left"><p>The way texts in the textbook were edited</p></th></tr></thead><tbody><tr><td align="left" rowspan="4"><p><bold>Subcategories</bold></p></td><td align="left"><p>Repeated efforts to make adjustments</p></td><td align="left"><p>Students' challenges in exploring the deep meaning of a text</p></td></tr><tr><td align="left"><p>The mitigation of ongoing transition</p></td><td align="left"><p>Students' unstable experiences with textbook-based learning</p></td></tr><tr><td align="left"><p>Adjustment through internal and external power sources</p></td><td align="left"><p>Students' failed exploration of deep meaning in relation to the texts</p></td></tr><tr><td align="left"><p>Differences in students' ongoing learning and prior knowledge repertoires</p></td><td align="left"><p>A clash between the textbook editor's perspective and students' ongoing experiences</p></td></tr><tr><td align="left"><p><bold>Categories</bold></p></td><td align="left" colspan="2"><p>Students' non-linear transition to university-level textbook-based learning; students' academic transition as a context-sensitive process; students' differences in the pace of their adjustment to textbook-based learning</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0169871175-10">Findings</hd> <p>The academic transition of the first-semester EFL students in relation to textbook-based learning in the reading course appeared to fluctuate, with slight individual differences. This fluctuation may have been related to the gap between the students' knowledge repertoire and the learning style of their previous education and the current demands related to textbook-based learning.</p> <hd id="AN0169871175-11">Students' Academic Adjustment: The Clash Between Envisioned Readiness and Dismantled Reality</hd> <p>The EFL students initially felt prepared to adjust to the level of textbook-based learning required in the course. Their degree of preparedness seemed to be related to their willingness to invest in the course. Student 5 said, "This is my very first semester in university, and I am very excited" (SI). As first-semester students, their initial image of university life was positive—they saw university learning as new and exciting. Their preparedness was also enhanced by their knowledge of the challenges associated with subsequent learning, as Student 7 noted: "During [our] orientation, some [of my] senior schoolmates shared the challenges of different courses with us. I feel like I should be ok in the new school" (SI).</p> <p>However, this envisioned readiness for academic adjustment was soon dismantled by their actual experience with textbook-based learning. Referring to one preview, Student 19 noted, "I read and read and still could not understand the logic between paragraphs. I got the gist but found many areas confusing" (SI). Student 18 felt similarly: "I overestimated myself, and I could not come up with critical questions during [the] preview, [as I felt] the impeccability of the text I [was] reading" (SR). Thus, the students either felt confused or failed to critically analyze the text they were previewing. Similarly, as recorded in the instructor's field notes, students did not respond well to questions about the text, such as when asked to identify logical connections between paragraphs, except when the answers could easily be found in the text. For questions that required critical thinking to unearth a deeper meaning, students were often unable to respond.</p> <p>Against this backdrop, the students felt anxious. As Student 4 pointed out, "There is a further clash between what I conceptualized before [the] in-class learning and what is happening in the classroom. I feel pressure" (SI). Their actual experiences with textbook learning made them uncomfortable, as opposed to the preparedness they originally envisioned.</p> <hd id="AN0169871175-12">Textbook Design and Academic Demands as Two Key Factors Affecting Students' Poor Transition i...</hd> <p>The textbook design itself hampered the students' academic transition, in terms of the topics and the density of the texts in the book. As mentioned in the Methodology section, the texts are on linguistics, a topic that was new to the students. Student 7 explained, "The textbook topics are not like what we learned as high school students, like daily life-related topics. I do not think I have an interest in these kinds of texts" (SI). Thus, the students did not find the topics interesting, reducing their desire to learn. The density of the texts also frustrated them. Student 16 said, "There are around 2000 words for each text, on average, and I forget what I read earlier when doing independent reading; I listen [to what the teacher says in class] and read, and then I [forget] during in-class or out-of-class learning" (SI).</p> <p>The students also felt challenged by the differences between the current demands of learning and the learning demands from previous years of education. Student 8 noted, "In high school reading, we basically focused on learning grammar [and] vocabulary and on a rough understanding of the [surface meaning] of the text content" (SR). Student 7 echoed this, adding, "In contrast, in the current course, we are required to focus on [understanding] the deep meaning of the texts" (SI). As shown in the field notes, the teacher asked questions about the texts, including evaluating the logic appropriateness, arguments, and evidence types, and prompted the students to identify the author's attitude. The students' previous knowledge of reading literacy could not meet the demands of the current course. In such a scenario, the students felt that they could not adjust to the textbook-based teaching.</p> <hd id="AN0169871175-13">The Students' Participation in Their Academic Transition: Efforts Made by the Students Themse...</hd> <p>Faced with initial difficulties in academic transition, the students were internally motivated to keep pace with the new style of textbook-based learning. Student 6 noted, "When I find I am lagging behind, I know it is time to work harder on my own" (SR). This internal motivation was not a surprise. As Student 17 stated, "I have been able to stay motivated. Like when I took the college entrance examination, I am used to harnessing my internal motivation in learning" (SR). Student 19 noted, "In high school, we had to be self-reliant and practice" (SI). Students who had experience in competitive contexts (i.e., their preparation for college entrance examination) had a good understanding of the value of internal motivation that could be used to counteract negative scenarios, such as what they were experiencing during their transition.</p> <p>The students' motivation to persist in their adjustment to university-level textbook-based learning primarily manifested at two levels. At the emotional level, the students tried to console themselves and mitigate the anxiety induced by their ongoing experiences. Student 14 said, "I am aware of what is happening to me. I cheer myself up by reminding myself of the positive things about being a student" (SI). Student 11 disclosed, "I try to calm myself when confronted with the lengthy and difficult texts. I just [do] my best, at my own pace" (SI). In response to their adverse circumstances, these students remained positive about themselves as both students and readers. At the behavioral level, the students took the initiative to adjust. As shown in the instructor's field notes, some students tried to actively engage in classroom discussions about the textbook, although they might not have completely understood it. This was in contrast to the instructor's field notes in the early semester, in which he noted that the students were silent and unwilling to participate in classroom discussions. Student 8 stated, "I know I am not sure about the answer to teachers' questions, but I try ... this is a good chance for me to hone my critical thinking" (SI). Out of class, the students also invested more time in previewing and digesting the text. Student 2 recounted, "During the preview, I tried to figure out some terms on my own, read them again and again, and ask myself questions the way the teacher did" (SR). Student 3 echoed this and added, "I would also consult my classmates for difficult parts. I am not reading crudely like I was before. I am responsible for myself" (SR). Overall, the students made efforts on their own to expand their previous learning styles in order to keep pace with university-level textbook-based learning.</p> <hd id="AN0169871175-14">The Instructor's Out-of-Class Assistance as a Way of Supporting Students' Academic Transition</hd> <p>Instructional assistance was also helpful for the students' academic transition in terms of textbook-based learning. The importance of this assistance was exemplified by the instructor's efforts outside the classroom.</p> <p>The instructor met with each student outside of class to add clarity to areas of confusion (field notes). He also helped address individual concerns that were not adequately covered in class due to there being limited time (field notes). He also used this time to clarify technical terms used in class to better equip those students who did not have knowledge of linguistics (field notes). In class, Tony tried helping these students by supplementing English-based instruction with instruction in the students' first language (field notes).</p> <p>The teacher's assistance had positive effects. Student 21 said, "If the instructor did not cover areas that confused me in class, I had time to discuss them with him after class. That made me feel better" (SI). Student 8 noted, "With these efforts, I feel much better, and [I can] keep pace with the ongoing learning" (SI). After-class assistance and adaptation of the instructional style to meet students' needs supported the students' academic transition and strengthened their emotional resilience.</p> <hd id="AN0169871175-15">Students' Unstable Progress with Textbook-Based Learning: Minor Relapses due to Discomfort</hd> <p>Over time, however, students felt the academic adjustments they made were overpowered by negative experiences. In other words, their academic progression was not a linear process.</p> <p>Over time, the students seemed to make smooth transitions at the instructional level in terms of using the textbook in class. Student 2 said, "Gradually, I am increasingly accustomed to the instructional style in relation to the textbook use" (SI). Student 7 also noted, "With time the instructor spent in helping us, I am moving toward what my teacher [expects]" (SI). Understandably, the students' extended exposure to the instructor's assistance made them increasingly accustomed to the way the instructor used the textbook in the classroom.</p> <p>However, the students expressed having a relapse in confidence midway through the semester. Student 4 said, "I do not feel as challenged as I did at the beginning of the semester, but I feel [that] my progress is not stable; sometimes, I am used to it, but [at other times, I feel] strange and challenged" (SR). Student 1 stated, "My ability to manage in-class and independent learning with one text was soon replaced by frustration with a new text" (SR). The students did not feel that their textbook learning at the university level was progressively improving. The teacher's field notes showed that, following a phase of increased active participation, the students withdrew from discussion when they were presented with new texts. This was manifested by their failure to answer questions that they were previously able to answer. For example, Student 7 had been able to share her thoughts on the logic between paragraphs in the class discussion on one text, but was not as successful with a new text (field notes).</p> <p>The students' relapses were understandable. One contributing factor may have been the textbook editor's arrangement of the texts. Student 11 noted, "Sometimes, there are two texts that are easy to understand, but then comes one that is really confusing" (SR). The students' adjustments were interrupted by the lack of a sequential increase in the degree of difficulty that was compatible with their ongoing pace.</p> <p>This was exacerbated by the abridgment of some texts, probably to fit the book's space requirements. Thus, a second factor contributing to lack of linear progress was the way in which the selected texts in the textbook were written and adapted. Student 7 noted, "As far as writing styles [are concerned], some writers are not clear to us in their organization ... arguments are difficult to follow. It may just be their personal style" (SI).</p> <p>A third factor was the original texts' target audience. The instructor's field notes revealed that some texts were written for researchers in the field, while others were written for the general public, which would have affected how the authors made their arguments. Student 10 said, "Sometimes, it is difficult to understand arguments despite in- and out-of-class learning. They may be too professional" (SR). Student 9 noted the opposite: "Some texts are too casual, with arguments not sufficiently made. This makes me feel uncomfortable" (SI). Thus, the students' progression could have been affected by the original texts' target audience.</p> <p>A fourth factor may have been the idiosyncrasies specific to the students. Student 7 said, "I am just tired from the semester. Too many things to learn and extracurricular activities. I did not prepare well for the text preview and did not follow the class" (SI). Similarly, Student 9 noted, "I slacked off a little when I thought I had adjusted to the mode of learning, so I was not committed" (SI). Thus, the students' temporarily reduced internal motivation disrupted the pace of their adjustment to university-level textbook-based learning.</p> <p>Overall, the students' relapses in achieving success in university-level textbook-based learning were the result of diverse and complex contextual factors that emerged from within and beyond the textbook.</p> <hd id="AN0169871175-16">Readjustment of the Old Groove: Mature Conceptualization but with Individual Differences</hd> <p>Struggling students quickly began to work harder to adapt to the new level of textbook-based learning. Such readjustment, as a theme of the research findings, was recursive throughout the semester.</p> <p>During these periods, the students expressed the importance of self-reliance. Student 7 said, "The instructor has done enough; what I need to do is to help myself" (SI). Thus, while acknowledging the benefit of the instructor's assistance, the students acknowledged the need to adjust their own efforts as well. Given that the lack of linear growth in adjustment was more related to the textbook design and the text content than to instructional style, it is understandable that they relied on themselves in this scenario, since their instructor could not alter the textbook's editorial design. This emphasized the importance of students' internal motivations.</p> <p>As Student 5 noted, "As university students, we have to develop into learners who can adapt to different modes and contents of learning on our own and be prepared for the twists and turns of learning" (SR). Student 3 wrote, "When I find myself in a bad state for a while, my inner voice [reminds] me to improve it: 'There is nothing insurmountable; I just need to [have confidence] in myself'" (SR). The students' readjustment was galvanized by their internal motivation, which reminded them to overcome their difficulties and make progress.</p> <p>However, their internal motivation for readjustment mid-semester was different from their earlier motivation in terms of its source, although they seemed inspired by their ability to make adjustments in both instances. Early in the semester, they relied on their prior experiences accumulated before attending university, while motivation during their readjustment related more to their ongoing experiences. Student 6 said, "I have reflected on my successful adjustment early on, in tandem with the teacher's in-class explanations of the texts, and I know it is time to work hard again like I did before" (SI). Student 7 noted, "If I could do well early in the semester, I can do well later in the semester too" (SI). At this point, they were actively drawing on experiences from earlier in the semester for encouragement. In other words, their readjustments were accompanied by the utilization of learning experiences related to their most recent success.</p> <hd id="AN0169871175-17">Students' Mature Conceptualization with Individual Differences</hd> <p>Over the semester, the students refreshed their conceptual understanding of the adjustment to university-level textbook-based learning and regulated their behaviors. Student 7 said, "I was wrong to think that once adjustment is made, it will go as I expect; but this is wrong based on my experiences" (SI). Student 8 stated, "I think adjustment is continually changing ... we need to adjust to the textbook, not vice versa" (SI). The students' initial conceptualization may have been related to their secondary education experience with knowledge construction. Student 7 noted that in secondary school, "We just [drilled] and [practiced] knowledge about English, so once you get used to [it], you are used to it, and the writing style of the textbook [of the secondary school] was somehow fixed, and the text [was] less difficult" (SI). Student 7 wrote, "In university class, texts are arranged by theory about language and its application, and the texts are difficult in content and not fixed in style"(SR). Again, in practice, the students actively participated in working toward comprehension of the text and acquiring the ability to provide critical commentary. Student 2, who often kept silent in class, noted, "I am still thinking. Even though I did not put my hand up to answer the question" (SI).</p> <p>While the students were at a similar pace in terms of conceptualization, their focus in terms of practice varied. Student 4 said, "I feel I am struggling with language and content at the same time. So my devotion to both of them is time-consuming" (SR). Student 21 noted, "Struggling with critical thinking is what I share with others, but I also struggle with language" (SI). In contrast, Student 8, who had good language proficiency, said, "Listening, speaking, and reading are the abilities involved in textbook-based learning. But I feel I have had good knowledge of the skills [I] accumulated in high school. What I am really struggling with is reading the texts critically" (SI). This contrast may explain the students' divergence paths in terms of re-adaptation. For example, Student 19 was a proficient language user and actively debated text comprehension with classmates and the instructor (field notes). Student 4 was only likely to participate when asked. She said, "In class, I still have to take time to organize my thoughts in English and then say them in English, so I still feel timid about putting up my hand. But I indeed think in class and could present it well in my first language" (SI). Thus, students with different levels of language proficiency re-adjusted in various ways, suggesting that foreign language development may influence the development of reading comprehension.</p> <hd id="AN0169871175-18">Discussion and Conclusions</hd> <p>This qualitative case study focused on the textbook-based learning experiences of EFL students transitioning from high school to university and yielded the following conclusions. First, the study revealed that first-semester EFL students experience both hindering and facilitating factors in the process of textbook-based learning. While there has been significant research either on textbooks in relation to students (e.g., Li & Cui, [<reflink idref="bib11" id="ref56">11</reflink>]; Randahl, [<reflink idref="bib15" id="ref57">15</reflink>]) or on academic transition (van der Zanden et al., [<reflink idref="bib21" id="ref58">21</reflink>]), there is a lack of systematic qualitative research on textbook-based learning focusing on the ongoing experiences of academically transitioning students. This may be "because of difficulties in defining and collecting data on the case under study" (Rezat & Sträßer, [<reflink idref="bib16" id="ref59">16</reflink>], p. 259). In this sense, this study contributes to our understanding of academically transitioning students' ongoing experiences with textbook-based learning, responding to the need for textbook research investigating actual use in diverse contexts (Harwood, [<reflink idref="bib7" id="ref60">7</reflink>]) rather than focusing on the internal value of textbooks, quantitative measurement of students' experiences with textbooks (Tomlinson, [<reflink idref="bib20" id="ref61">20</reflink>]), or the supplementary use of qualitative research on students' experiences after they have completed using a textbook (Randahl, [<reflink idref="bib15" id="ref62">15</reflink>]).</p> <p>Second, this study showed that the ongoing experiences of academically transitioning students who experienced textbook-based learning were often constrained by a clash between their knowledge repertoires and the textbook's design. This is understandable, as a textbook is "the textbook writer's intended curriculum rather than the enacted curriculum" (Harwood, [<reflink idref="bib6" id="ref63">6</reflink>], pp. 264–265). This finding reiterates our understanding that students' knowledge repertoires are a key factor in their academic adjustment during transition, where a mismatch between their knowledge repertoires and instructional demands or styles is a key source of failed adjustment (Krsmanovic, [<reflink idref="bib8" id="ref64">8</reflink>]). The finding also furthers our understanding that textbooks, as important learning resources, play an important role in students' academic adjustments. Previous studies of students' learning during academic transition did not consider textbooks to be learning resources (Maymon & Hall, [<reflink idref="bib12" id="ref65">12</reflink>]; Peng, [<reflink idref="bib14" id="ref66">14</reflink>]). This may be because the contexts of the studies did not highlight the use of textbooks in students' learning. Thus, the finding also contributes to research on students' academic transition in terms of their adjustment to a higher level of textbook-based learning.</p> <p>Third, the instructor's efforts and the students' internal motivations were both factors of the students' adjustment and re-adjustment to university-level textbook-based learning, although the pace of their progress varied based on the students' individual differences. In contrast with previous research on students' academic transition, where the use of a quantitative method was dominant (see Maymon & Hall, [<reflink idref="bib12" id="ref67">12</reflink>]), this qualitative research furthers our understanding of students' transitional trajectory by revealing their adjustment and re-adjustment when supported by internal motivation (cf. van Rooij, Jansen, & van de Grift, [<reflink idref="bib22" id="ref68">22</reflink>]) and instructional assistance at the external level (Peng, [<reflink idref="bib14" id="ref69">14</reflink>]), and suggesting the power of students' perseverance and the instructor's assistance to remedy transition failure.</p> <p>This finding also confirms the qualitative findings of previous research. One such finding is the negative picture portrayed by previous research in which transitional students felt lost due to a lack of secondary education preparation and self-regulation (e.g., Krsmanovic, [<reflink idref="bib8" id="ref70">8</reflink>]). This suggests that students, the teacher, and the EFL textbook constitute a holistic assembly in the classroom, pointing to the importance of the respective and integrated roles of the three elements in achieving academic success (Rezat & Sträßer, [<reflink idref="bib16" id="ref71">16</reflink>]).</p> <p>The implications of this study are as follows. First, the study shows that textbooks play an important part in the learning of transitioning students. Given this, researchers studying academic transitioning and disciplinary learning should participate in textbook compilation to best prepare students for academic transition and their future academic pursuits. In addition, multiple sources should be used to make a concerted effort to refine textbook use (Skinner & Howes, [<reflink idref="bib17" id="ref72">17</reflink>]). For example, the opinions of academically transitioning students should be collected to inform the editing or re-editing of a textbook used in a specific context, as an effective textbook may require the long-term cooperation of diverse parties.</p> <p>Second, the way an instructor uses a textbook can either improve or hamper students' understanding of its content, which may be reflected in the success or failure of their transition. Pre- and in-service teacher education programs should foster teachers' understanding of the dynamics of textbook use. Program-related training should not only include appropriate knowledge on the subject being taught (Zhang, [<reflink idref="bib24" id="ref73">24</reflink>]), but also strategies for mitigating stress and addressing the challenges associated with academic transition to ensure students' interest in the process of textbook-based learning.</p> <p>Third, the adjustment of first-semester students to university-level textbook-based learning may be slow and complex. Students should be encouraged to be patient with themselves, to be active participants in the learning experience, and to seek and accept support from their instructors. Teachers should remain vigilant for students facing setbacks, particularly those students who were academically disadvantaged in mainstream classrooms.</p> <hd id="AN0169871175-19">Limitations of the Study</hd> <p>Since this was a qualitative case study conducted on first-semester university EFL students, the significance of the findings in this study is limited to similar contexts. Such findings may not be applicable to transitioning students in other disciplines (e.g., science) or from other modes of learning (e.g., transition into post-graduate learning). The findings of the study may also not be used for interpreting the experiences of EFL students over a longer time period.</p> <hd id="AN0169871175-20">Acknowledgements</hd> <p>The study was supported by the major program of Beijing Foreign Studies University's "Double First-Class" initiative (2022SYLZD014)—Global Foreign Language Textbook Research and Database Construction: Research on Foreign Language Textbooks for Universities, High Schools and Primary Schools from a Multi-dimensional Perspective.</p> <hd id="AN0169871175-21">Data Availability</hd> <p>Please contact the author for the research data.</p> <hd id="AN0169871175-22">Declarations</hd> <p></p> <hd id="AN0169871175-23">Conflict of Interest</hd> <p>The author declares that there are no conflicts of interest.</p> <hd id="AN0169871175-24">Compliance with Ethical Standards</hd> <p>The study involves human participants. The whole research process complies with the institutional standards.</p> <hd id="AN0169871175-25">Informed Consent</hd> <p>Informed consent was obtained from all individual participants included in the study.</p> <hd id="AN0169871175-26">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0169871175-27"> <title> References </title> <blist> <bibl id="bib1" idref="ref41" type="bt">1</bibl> <bibtext> Araque F, Roldán C, Salguero A. Factors influencing university dropout rates. Computers & Education. 2009; 53; 3: 563-574. 10.1016/j.compedu.2009.03.013</bibtext> </blist> <blist> <bibl id="bib2" idref="ref50" type="bt">2</bibl> <bibtext> Baškarada S. Qualitative case study guidelines. The Qualitative Report. 2014; 19; 40: 1-25</bibtext> </blist> <blist> <bibl id="bib3" idref="ref8" type="bt">3</bibl> <bibtext> Cesur K, Özi̇şler N. 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  Data: Exploring Academically Transitioning Students' Ongoing Experiences with Textbook-Based Learning: A Semester-Long Study
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Xiaodong%22">Zhang, Xiaodong</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7216-6542">0000-0001-7216-6542</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psycholinguistic+Research%22"><i>Journal of Psycholinguistic Research</i></searchLink>. Aug 2023 52(4):1061-1075.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1007/s10936-023-09952-5
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  Data: 0090-6905
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  Data: This study reports on the ongoing experiences of academically transitioning students with textbook-based learning. The study was conducted at a Chinese university among first-semester English-as-a-foreign-language (EFL) students transitioning from high school to university. Qualitative analysis of interviews with the students, students' written reflections, and field notes about their learning activities revealed that their paths were not linear; instead, they experienced both progression and regression in textbook-based learning during their academic transition. Their initial passion for learning in a new context was soon replaced by their need to adjust, primarily due to differences between their prior and current learning experiences and the language demands. The students' adjustments were supported by their own agency and the use of adapted instructions. The study concludes that the students' ongoing experiences with textbook-based learning were complex and dynamic, but the students were also amenable to adjustment.
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    Identifiers:
      – Type: doi
        Value: 10.1007/s10936-023-09952-5
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1061
    Subjects:
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Exploring Academically Transitioning Students' Ongoing Experiences with Textbook-Based Learning: A Semester-Long Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Zhang, Xiaodong
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0090-6905
          Numbering:
            – Type: volume
              Value: 52
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Psycholinguistic Research
              Type: main
ResultId 1