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Effective Teaching Strategies for Chinese International Students at a Canadian University: An Online Reading-Writing Support Program

Effective Teaching Strategies for Chinese International Students at a Canadian University: An Online Reading-Writing Support Program

Xiangying Huo, Elaine Khoo
Copyright: © 2022 |Pages: 24
ISBN13: 9781799889212|ISBN10: 1799889211|ISBN13 Softcover: 9781799889229|EISBN13: 9781799889236
DOI: 10.4018/978-1-7998-8921-2.ch013
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MLA

Huo, Xiangying, and Elaine Khoo. "Effective Teaching Strategies for Chinese International Students at a Canadian University: An Online Reading-Writing Support Program." Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, edited by Clayton Smith and George Zhou, IGI Global, 2022, pp. 241-264. https://doi.org/10.4018/978-1-7998-8921-2.ch013

APA

Huo, X. & Khoo, E. (2022). Effective Teaching Strategies for Chinese International Students at a Canadian University: An Online Reading-Writing Support Program. In C. Smith & G. Zhou (Eds.), Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students (pp. 241-264). IGI Global. https://doi.org/10.4018/978-1-7998-8921-2.ch013

Chicago

Huo, Xiangying, and Elaine Khoo. "Effective Teaching Strategies for Chinese International Students at a Canadian University: An Online Reading-Writing Support Program." In Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, edited by Clayton Smith and George Zhou, 241-264. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8921-2.ch013

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Abstract

Challenges that Chinese international students with low academic English proficiency encounter in academic reading and writing were exacerbated by remote learning during the COVID-19 pandemic. Qualitative and quantitative data were collected and analyzed from an online reading-writing support program at a Canadian university to examine Chinese students' challenges, perceptions of learning, as well as the impact of culturally responsive pedagogy (CRP) used in the program. The study indicates the benefits of CRP in improving language proficiency and critical thinking, facilitating student experience and satisfaction, constructing identities, promoting learner agency, and enhancing transformative inclusivity. The study also provides insights into effective online teaching pedagogies to help instructors better support low-proficiency international students in coping with academic challenges. In addition, the study suggests teaching practices for empowering international students studying remotely from various global locations, with potential applicability to different teaching contexts.

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