More students from China are looking to the United States for learning opportunities. However, such students have serious English writing deficiencies. This is due to significant differences between the two languages. This phenomenological study of five Chinese, graduate level students in the United States, informs us of these issues and provides a basis upon which we can explore viable instructional strategies to deal with such issues. The key findings suggest that the participants feel marginalized due to English language deficiencies, which is complicated by a deficiently structured English language instructional system. Based on these findings, several themes are presented that underpin the core challenges faced by the participants, as well as participants’ views of desirable support mechanisms to help their English writing process.


Pedagogy, Chinese, English, Writing, Logo Graphic, Alphabetic, Curriculum, Graduate, Higher Education

Author Bio(s)

Papia Bawa is an English Professor and Institutional designer with more than fifteen years experience being involved with institutions such as Purdue University and Ivy Tech Community College. Her research focuses on learner-centered learning environments, cultural inclusiveness issues in online and offline courses, and technology centered curriculum, including game based learning. Correspondence regarding this article can be addressed directly to: pbawa@purdue.edu.

Sunnie Lee Watson is Assistant Professor of Learning Design and Technology at Purdue University. Her research focuses on attitudinal change, technology integration, including MOOCs and PIES, and critical systemic change in relation to information-age, learner-centered learning environments.

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Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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