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    From pre-course expectations to subsequent learning experiences : a study of Confucian-heritage international students’ perspectives on an intensive English course in one New Zealand polytechnic

    Choong, Lee Mui

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    Lee Mui Choong_2013-11-08.pdf (914.8Kb)
    Date
    2013
    Citation:
    Choong, L. M. (2013). From pre-course expectations to subsequent learning experiences : a study of Confucian-heritage international students’ perspectives on an intensive English course in one New Zealand polytechnic. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Education). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/2348
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2348
    Abstract
    This research explores the pre-course expectations of a cohort of Confucian-heritage international students from China, Korea, Vietnam and Japan who were attending a 10-week Certificate of Intensive English (CIE) course in one New Zealand polytechnic (pseudonym Kia ora Polytechnic). The study also investigates factors influencing pre-course expectations, and whether the students’ subsequent experiences in New Zealand match their pre-course expectations. The research uses a qualitative-interpretivist methodology. The study involves face-to-face interviews with the participants and uses semi-structured questions to elicit in-depth narratives. Interview data are analysed, similar responses are categorised and reported as themes of the findings. Research findings reveal that parents paid the tuition fees and living costs of most of the participants. Most participants had not travelled out of their home countries and they expected New Zealand to be like information from tourist brochures: a country that is clean, green, safe and friendly, and they expected to be happy living and studying here They also expected quality education, good teachers, good English learning outcomes, and making friends with Kiwi people. All the participants reported that their English proficiency had progressed to a level that far exceeded their pre-course expectations. Most participants had positive experiences but were unable to make friends with Kiwi people. Coming to New Zealand entailed a lot of planning. Parents and education agents influenced participants’ pre-course expectations and they indirectly shaped participants’ subsequent experiences. Unexpectedly, most participants rejected the role of Confucianism even though the participants themselves displayed many Confucian traits. This finding implies that to assume ‘all things Confucius’ was probably inappropriate and more research needs to be done with students from East Asian heritage.
    Keywords:
    ESL students in New Zealand, polytechnics, ESL courses, ESOL, intensive English courses, international student expectations, international student learning experiences, Confucian heritage cultures
    ANZSRC Field of Research:
    200303 English as a Second Language
    Degree:
    Master of Education
    Supervisors:
    Benseman, John; Collins, Jennifer; Alcock, Sophie
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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