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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
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Recommended APA Citation
Bawa, P., & Watson, S. L. (2017). A Phenomenological Study of Graduate Chinese Students’ English Writing Challenges. The Qualitative Report, 22(3), 779-796. https://doi.org/10.46743/2160-3715/2017.2750
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Higher Education Commons