Abstract
With an increasing number of international students coming to Canada for higher education, Canadian universities are offering diverse English language improvement programs (ELIPs) to improve international students’ English proficiency. However, some Chinese international students struggle to pass such programs and eventually withdraw. This study examines the living and learning experiences of Chinese international students who dropped out of ELIPs and identifies the factors associated with their decisions to drop out. The findings indicate that Chinese international students dropped out due to academic failure that was related to low learning motivation, lack of time management and self-regulation, and insufficient academic and social integration. Implications for educators in higher education, study support services, and students are presented.
Reference56 articles.
1. Aljohani, O. (2016). A review of the contemporary international literature on student retention in higher education. International Journal of Education and Literacy Studies, 4(1), 40–52. http://dx.doi.org/10.7575/aiac.ijels.v.4n.1p.40
2. Baba, Y., & Hosoda, M. (2014). Home away home: Better understanding of the role of social support in predicting cross-cultural adjustment among international students. College Student Journal, 48(1), 1–15.
3. Berman, R., & Cheng, L. (2001). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics, 4(1), 25–40.
4. Berry, J. W. (1999). Intercultural relations in plural societies. Canadian Psychology, 40(1), 12–21.
5. Campbell, J., & Li, M. (2007). Asian students' voices: An empirical study of Asian students' learning experiences at a New Zealand university. Journal of Studies in International Education, 12(4), 375–396. http://dx.doi.org/10.1177/1028315307299422