Cultural Factors Affecting Chinese ESL Students' Academic Learning.

Abstract

Introduction English-as-a-second-language (ESL) students have several challenges in their academic studies at North American universities. Studies have shown that these challenges come from different sources: students' inadequate English proficiency; their unfamiliarity with the North American culture; their lack of appropriate study skills or strategies; their academic learning anxiety; their low social self-efficacy; their financial difficulties; and their separation from family and friends (Althen, 1999; Arthur, 1997; Berman & Cheng, 2001; Bontrager, Birch, & Kracht, 1990; Chen, 1999; Deressa & Beaver, 1988; Ferris & Tagg, 1996; Leung & Berry, 2001; Owie, 1982; Trice, 2001). These studies provide important information not only for North American professors, who need to be aware of their ESL students' academic learning difficulties, but also for North American universities, in order that supporting services for ESL students on campus can be improved. students from the People's Republic of China are the largest single group of ESL students studying at North American universities (Canadian Bureau for International Education, 2002; Institute of International Education, 2001). Approximately eighty percent of the students currently studying at North American universities are graduate students. Throughout this paper, the term Chinese refers to Chinese graduate students who are from the People's Republic of China and currently studying at North American Universities. They generally have received their undergraduate education in China prior to commencing graduate school in North America. The academic learning of students at North American universities has important implications for university administrators and other educators. students are from a very different cultural environment and educational system. Research has begun to show that students have considerable challenges in their academic studies at North American universities (Chert, 1999: Feng, 1991; Huang, 2004, 2005, 2006; Huang & Klinger, 2006; Liu, 1994; Myles, Qian & Cheng, 2002: Sun & Chen, 1997; Upton, 1989; Zhong, 1996). Students from different cultures learn in different ways, and may differ in their learning styles, self-expressions and communication styles (Bennett, 1999). culture is very different from the culture of North America. The question of how cultural differences affect students' academic learning at North American universities merits closer examination. This review paper first examines students' cultural and educational backgrounds. Then it discusses how cultural differences affect their academic learning at North American universities. Finally it provides some implications for North American professors and educators, namely, how they could work with students to minimize academic learning difficulties caused by cultural factors. students' cultural background China is a country with a long history and unique culture. tradition and culture have a great influence on the people today. Confucian philosophy has a strong impact on the people's viewpoint, way of thinking and behaviors (He, 1996). One cannot begin to talk about culture and education without discussing Confucius and his philosophy (Qian, 2002). Confucius and his followers have largely influenced society in general and education in particular (Shen, 2001). The influence can also be felt in other Asian countries. Many of the traditional values rooted deeply in Confucian philosophy still have tremendous impact on people's life. For example, filial piety, respect for the elderly, and moderation (p. 3) are regarded as virtues. Confucius emphasized the importance of harmony. Harmony, according to Confucius, is delightful and enduring (He, 1996). …

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