The pedagogical preparation of Chinese students: an examination of Chinese students’ experiences of English language programs in China and Australia

As a result of the rapid economic development in China in the last three decades, an increasing number of Chinese students are seeking cross-national education in English-speaking countries such as Australia. This study investigates a Chinese cohort studying in Australian universities. The study has two major aims: (1) to explore their learning experiences in overseas universities, particularly their responses towards the teaching strategies used in these classrooms. ; (2) to identify how Chinese students are prepared in China and Australia before they study in mainstream Australian university classrooms. To achieve these aims, a mixed-methods approach has been used in a convergent parallel design. Research instruments have been developed in the form of surveys, interviews and classroom observations, which were employed concurrently in the process of the fieldwork. In-depth interviews explore the Chinese students’ pedagogical experiences in Australian classrooms, in particular the challenges and obstacles that they have faced when their lecturers used various teaching strategies. The findings of the interviews highlight that the current preparations for the Chinese students’ cross-national education are not adequate. Similarly, the surveys and classroom observations indicate that the current preparations in Australian language centres and Chinese universities do not effectively respond to the various pedagogical challenges faced by international Chinese students who are studying in Anglophone countries. Based on these findings, a multi-participatory model (MPM) has been developed for the current English program, named “College English”, in Chinese universities. The MPM includes three dimensions: the College English curriculum, the College English teachers and students with an intension of studying in English-speaking universities. Eight recommendations have been developed in line with these three dimensions to improve the pedagogical preparation of Chinese students. The ultimate outcome of these pedagogical preparations is expected to cultivate the student’s pedagogical understanding, rather than their language proficiency only. This study is significant for curriculum innovation in College English programs, in the context of student mobility in seeking cross-national education. In this way, the Chinese students’ pedagogical preparations might contribute to a smoother transition from the Chinese educational environment to Anglophone universities.