Chinese Students' Experiences Transitioning from an Intensive English Program to a U.S. University

Y

23

Asians; Foreign Students; Student Adjustment; Educational Experience; Intensive Language Courses; Second Language Learning; Second Language Instruction; English (Second Language); Case Studies; Culture Conflict; Social Capital; Student Attitudes; Intercultural Communication; College Preparation; English for Academic Purposes; College Students; Language Tests; Student Characteristics

Test of English as a Foreign Language; International English Language Testing System

2162-3104

The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students' sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming.

As Provided

2020

EJ1273444