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3rd Annual International Conference on Responsible Research and Transformation in Education
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“Found in Translation: Empowering Chinese Students in Anglo-
Centric Pedagogical Contexts”
Dr Sun, S., Associate Lecturer in Business and Finance, University of Bolton, UK
Dr Smith, M.W. , Lecturer in Business and Finance, University of Bolton, UK
Abstract
This research explored the impact of the implementation of translanguaging pedagogy through
a fragmented approach for Chinese students in a business school in the North West of England
as a pilot study. It examined the influence of bilingual academic support via social media on
their performance, motivation, and engagement. Chinese international students in the UK face
many challenges when they study in UK universities for the first time. Moreover, many factors
could affect Chinese students’ expectation due to differences in cultural background and
education system between China and UK. These factors include adjustment problems,
perceived isolation, limited understanding of academic requirements, language barrier, etc.
Nevertheless, communication difficulty was perceived as the main barrier by the Chinese
students to study abroad. This research postulated that communication issues can be alleviated
through adopting a translanguaging pedagogy by having different type of lecturers who know
various languages and provide support through social media. Instead of having timetabled
classes to give support, an education support worker (in this case an Associate Lecturer) who
speaks both Chinese and English, provided support to students through social media. So
students can make better use of their out of class hours (fragmented time) ask for help.
Findings showed that the bilingual academic support via fragmented approach has positive
impact on students’ performance, motivation, and engagement to empower students to achieve
better results in higher education. There are total 21 Chinese students in business school in
2015-16 and 31 in 2016-2017. Two focus group (n=10*2) were conducted to explore and
evaluate students’ expectation and perception before and after the bilingual academic support.
These focus group lasted around 2 hours per session. Moreover, students’ assessments and
exam results were compared between 2015-16 and 2016-17 to evaluate the before-after effect
of this kind of support on their performance. Furthermore, questionnaires’ results were
collected and analysed to assess the impact of this support on their engagement and motivation.
This provides insights on university strategies to improve Chinese students’ satisfaction due to
the effect of implanting bilingual academic support and fragmented approach.
3rd Annual International Conference on Responsible Research and Transformation in Education
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Introduction
Following the manifestation of internationalisation and globalisation of universities in the UK
in the last decade, the number of international students has increased rapidly, especially the
number of Chinese students in comparison to other countries (Maringe and Foskett, 2012) with
recent statistics showing 91,215 Chinese students in 2015-16 (HESA, 2017). However, the
academic performance of Chinese students is substantially lower than their UK peers
(Grawford and Wang, 2015; Grawford et al., 2016; Iannelli and Huang, 2014). Transition
issues of Chinese students has been identified as a possible mitigating factor. For example,
Lillyman and Bennet (2014) found that most Chinese students felt they required extra support
to understand the expectations from the lecturer and the university, with Bailey (2005) finding
that some questioned the quality of teaching within the UK.
A solution to these and similar issues could be the potential impact of utilising a
translanguaging teaching pedagogy to help students to communicate more effectively. This
pedagogy can maximise students’ understanding and allow them to use multiple languages
pragmatically (Baker, 2010; Lewis et al., 2012) through the planned and systematic use of
multiple languages (Williams, 1996). English proficiency and cultural differences appear to be
the main reasons aggravating students’ misunderstandings and performance (Liu, 2012; Smith
and Zhou, 2009; Mathias et al., 2013; Wu, 2016; Zhou et al., 2005). The majority of criticisms
about the use of translanguaging within the classroom are based upon research within language
classes, where the ideology that when studying in one language, students should try to
communicate in that language fluently (Garcia, 2009; Grosjean, 2010). Nevertheless, these
criticism may do not apply when this pedagogy is to be adopted to studies where language is
not the main focus, such as Business, Management and Accounting. As such, the potential for
the use of a translanguaging academic support pedagogy needs to be explored further within
the context of Higher Education in the UK.
This paper outlines research conducted at a University in the North West of England where
Chinese students were provided with Multilanguage support through extracurricular activities
via social media (WeChat), virtual learning environment (Moodle) and face-to-face
interactions with an education support worker (in this case an Associate Lecturer) who speaks
both English and Chinese (Mandarin). The purpose of this support was to help Chinese
undergraduate and postgraduate students better understand the academic expectation levels of
3rd Annual International Conference on Responsible Research and Transformation in Education
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formative and summative assessments as well as helping them to contextualise business
terminology and language from a bilingual perspective. By providing this support out with the
timetabled classes, it is hoped that students can make better use of their out of class hours
(fragmented time) to ask for help.
Therefore this paper provides insights into a pilot study assessing the impact of implementing
this support for 21 students in 2015-16 and 2016-17 academic years by comparing their
attainment record before and after this support was implemented. Initial insights on the
challenges faced by Chinese students during the transition process are provided through a
critically review of the literature as well as highlighting features related to the use of
translanguaging pedagogy. The research methodology and design, which utilise focus groups
and questionnaires, are then outlined along with results and discussion. Finally, conclusions
are provided with implication on the implementation strategy of translanguaging academic
support for Chinese students within Higher Education in the UK.
Literature Review
Chinese students appear to have different expectations from the other students due to the
differences in cultural, teaching pedagogy, and education system between China and the UK
(Gu, 2016). Many universities have adopted innovative strategies to accommodate
international students to reduce the communication barriers, such as: (i) placing international
students in small groups with local students to help them to build student-student rapport
(Campbell et al., 2016; Chen et al., 2016); (ii) providing training for international students to
cope with stress and anxiety (Szabo et al., 2016); (iii) encouraging international students to use
social media to communicate with their friends and family (Saha and Karpinski, 2016); (iv)
create new transnational and multinational groups of networks (Li and Zhu, 2014); (v) offering
financial assistance with scholarships (Sherry and Chui, 2010); and (vi) helping Chinese
students to join the local Chinese community (Wu, 2014). Although all of these strategies have
been used to enhance students’ learning experience, Su and Harrison (2016) found that a high
proportion of Chinese students cause their own isolation, with Quan (et al., 2016) postulating
that isolation can have significant negative impact on their engagement, motivation,
satisfaction and performance in the university.
However, one potential strategy which may help to alleviate these issues, and has not been fully
explored in a business school context, is that of translanguaging academic support to improve
3rd Annual International Conference on Responsible Research and Transformation in Education
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Chinese students’ performance and enhance their learning experience. According to García et
al. (2017), translanguaging can give support to international students through a hybrid, multi-
dimensional communication strategy to help encourage deeper understanding. This interaction
may in turn strengthen emotional stability. Zheng (2016) postulates the necessity to provide
emotion support for international students due to psychological well-being requirements and
intercultural adjustment students have to make. Moreover, Morilla-Barcia (2017) acknowledge
that emotion support can help students to improve their performance. For example, Cao et al.
(2016) conducted a survey of 463 Chinese students in UK, Germany France Netherlands, Spain
and Belgium and found that cultural differences can be considered as the main stressor which
accounted for the majority of academic integration difficulties (62%) and social integration
difficulties (56%). Chinese students may seek co-national friendships from a minority national
group to relieve themselves from homesickness and receive emotional support. Consequently,
translanguaging may be beneficial for Chinese students due to its possible impact on their
emotion management.
Therefore, translanguaging as a tool, to use different languages together to help Chinese
students understand complex information, can be very useful (Creese and Blackledge, 2010;
Velasco and Garcia, 2014; Garcia and Wei, 2014; Gu, 2011). Most research on the
translanguaging teaching pedagogy is from the perspective of language study due to its
advantage of promoting “…a deeper understanding than just translating as it moves from
finding parallel words to processing and replay meanings and understanding” (Williams, 1996,
p.644). However, very little evidence can be found on the implementation of translanguaging
teaching pedagogy within Higher Education in the UK outside of the language study context
(Li and Zhu, 2013; Wei, 2011) and when this has happened, it is not from a UK perspective.
For example, translanguaging practices have been found to be useful within science courses at
a bilingual university in Puerto Rico (Mazak and Herbas-Donoso, 2014; 2015).
Methodology
For this paper, an exploratory sequential research design was adopted with a mixed-methods
approach. The first focus group (n = 10*2) was conducted to explore the impact of the
translanguaging academic support students received on their motivation, engagement,
performance, and retention according to their perceptions. Then questionnaires (n = 13) were
collected via SurveyMonkey anonymously to identify the extent of the influencing factors of
3rd Annual International Conference on Responsible Research and Transformation in Education
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translanguaging academic support according to their perception. Following these results from
the questionnaires, a second round focus group (n = 10*2) was conducted to explore more in-
depth information regarding students’ responses in the questionnaires. Thematic analysis were
used for the analysis of focus group results, and t-test and Principle Component Analysis were
used for the analysis of questionnaire results.
Results and Discussion
Before and After Effect
According to students’ attainments results, no significant difference (t = 0.685, ρ = 0.509) can be found
in the average marks from all modules in 2015-16 (before the support) and 2016-17 (after the support).
This might be due to (i) not all the Chinese students approached the Chinese lecturer to ask for support,
as only 13 out of 21 students utilised the translanguaging support system to ask for help; (ii) students
did not ask for support for all the module, but only when they found difficulties in understanding within
certain modules. Consequently, students’ performance improvement can be only found within the
specific modules the student required support with.
Figure 1. Comparison between 2015-16 and 2016-17
Average marks
Research Methods module
From the box plot of their average marks in Figure 1, students who have the lowest marks amongst their
peers appear to have improved, although students who had the highest level of performance were
reduced. As previously mentioned, students performance significantly improved in certain modules
when they had approached the Chinese lecturer for support. For example, in Research Methods module,
all the Chinese students who studied this module in 2016-17 semester 1 asked questions from the
Chinese lecturer on weekly basis via WeChat. The lowest mark, highest mark, and average mark of
3rd Annual International Conference on Responsible Research and Transformation in Education
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these students was much higher than the Chinese students who did not have the support system in 2015-
16 (see Figure 1).
Student Engagement, Motivation, Retention and Performance
Although the statistic tests did not show an overall improvement in student performance across all
modules, translanguaging academic support had positive impacts on students’ engagement (84.6%),
motivation (76.1%), retention (84.6%), and performance (84.6%) according to students’ perceptions.
In the focus group, students suggested that the translanguaging academic support helped them
to reduce the communication barrier, which is the main issue that they found difficult to
overcome. These relationships are illustrated in Figure 2 to outline the impact of
translanguaging academic support on the Chinese students according to their perceptions.
Firstly, students found communication to be the main barrier due to their perceived English
language proficiency level. Student 9 indicated that “I cannot understand anything in the class.
I really want to take notes, but I do not know what I should write down in my notes…”, Student
10 added that:
“All the Chinese students are good at exams. All the lecturers assume that we will be
able to understand everything in the class, but we do not. We passed the English exams,
but this does not mean that we have the capability to be able to understand everything”
Instead of using English as a communication tool, Chinese students usually focus on acquiring
high scores in the exams. So these students become the long-tested learners who cannot use the
language (Liu et al., 2014).
Moreover, students felt they needed a transition programme to help them to transfer from the
English-language study foundation programme into their degree programmes. Student 5
indicated that:
“I feel the English foundation programme focus on the English study, and did not
provide me sufficient academic skills and knowledge to cope with my study at year 2
level. The staff from the English foundation programme probably will be enough for
the year 1 level, but I need more advanced knowledge and skills to compete with the
other students in the class”
Student 3 suggested that:
3rd Annual International Conference on Responsible Research and Transformation in Education
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“…we cannot remember everything from the English foundation programme even
though they may have already taught us everything. So I feel some kind of transition
is needed here. We need more support from the academic staff who are not English
lecturers”.
As postulated by Rienties and Jindal-Snape (2016), transition within Higher Education is an
on-going process, and there are multiple and multi-dimensional transitions required. As such,
not just transition from country to country, but also transition from programme to programme,
and year to year, etc.
Figure 2. The impact of translanguaging academic support
Furthermore, Student 1 added that:
“…each lecturer has his or hers own accent, and it takes time to get used to each of
them. After we get used to this one in the last semester, we will have another one who
has completely different accent in this semester. We did not know there could be so
many different accents for the people who are from the UK when we were in China. I
hope there could be something in the training programme to help us to cope with
accents”
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These unfamiliar accents can be a negative factor for students learning experiences within the
classroom, although multiple accents can be a results of internationalisation in the university
(McAllum, 2016).
Secondly, with the exception of English proficiency which is considered as one of the factors
causing communication obstacles, students have found many other factors exacerbated this.
Such as differences in cultural, teaching pedagogy, and personal issues of anxiety. “I cannot
follow anything in the class, and it is worse when the local students speak. I have no idea what
they are talking about, because I do not know the local culture.” These cultural differences
appear to also have caused students anxiety according to Chai et al. (2012). Moreover, the
difference in teaching pedagogies between China and the UK also caused students’ confusion.
For example, student 2 illustrated that “I do not know that I have to make appointments if I
need to ask my lecturer a question, and I do not like to use emails” (Student 2). Student 7 said:
“I do not know when I should take notes because the teaching style of lecturers here
is different from China. Here, it seems that classes are just conversations. However, in
China, the lecturers usually provide the key information which I should put into the
notes, and give me time to write everything down and then move on for the next. In
China, I copy down lots of information into my notebook, and it helps me to memorise.
However, here, especially in the tutorial, students say a lot of things, but I do not know
whether I should write down anything they have said.”
Student 8 mentioned that:
“I prefer to ask the lecturer who is Chinese, because it will be much easier for me.
When I need to speak to my other lecturers, I always feel so nervous that my tone is
twisted and I cannot say a word.”
Thirdly, although students’ satisfaction has improved after translanguaging academic support
service provided by a Chinese associate lecturer according to the results from focus groups and
questionnaires, these students justified that the main factor for their retentions has to be the
ranking of the university. Student 9 maintained that:
“The teaching quality, staff support, employability service, all the ratios which are used
for ranking might will have impact on if I wish to stay here, but any Chinese students
will go to the university with the highest ranking as possible”
This was agreed by all the students in the focus group.
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Therefore, as highlighted in Figure 2, translanguaging academic support was identified as most
effective and crucial support for Chinese students’ engagement, performance, and motivation,
which resulted better satisfaction results in their learning experiences. The kind of support
appears to be highly demanded by the Chinese students, with student 7 commented that “We
do not know what to ask and how to ask, we do not even know how to ask in Chinese
sometimes.” However, the Chinese associate lecturer can be more helpful due to her own
learning experiences and teaching experiences. Student 6 added that “if our own lecturers can
solve the problem, we will ask them, however, when they cannot solve the problem. We need
someone who can understand us, understand the problem, has the knowledge…”
According to the second focus group, students insisted that the current translanguaging support
with the use of social media and Moodle is best for them (an example of which is shown in
Figure 3).
Figure 3. The use of Translanguaging in Practice
On Moodle Page
On WeChat
Influencing Factors and Honeycomb
From the first focus group, seven main factors concerning the effectiveness of translanguging support
system was identified, and these are (1) communication style, (2) communication platform, (3)
communication frequency, (4) peer engagement, (5) university learning environment (facilities and
internet connection); (6) personal learning style; (7) prior learning experience. According to these seven
criteria, 22 variables were identified and examined through the questionnaire on students’ evaluation of
the effectiveness of the support and their evaluation of these variables (in Figure 4). However, five
components appears to be more effective than the rest regarding the principle component analysis, and
3rd Annual International Conference on Responsible Research and Transformation in Education
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these five components are (1) communication style; (2) communication frequency; (3) the convenience
of the communication platform; (4) personal learning style; (5) prior learning experience.
Figure 4 Principle Component Analysis results
Rotated Component Matrixa
Component
1
2
3
4
5
Lecturer’s daily interaction with
students on WeChat (Moments)
0.932
Amount of shared information
0.922
Information update frequency
0.818
0.422
Emotion support
0.817
0.532
Informal communication
0.796
0.519
The content of information
0.787
0.575
Peer engagement
0.777
Wifi on campus
0.898
Conversation frequency
0.305
0.897
WeChat updates frequency
0.465
0.852
The use of Emoji and stickers
0.551
0.703
0.326
Module difficulty level
0.641
0.402
Convenience of communication
platform (wherever)
0.935
Prefer to read articles on WeChat
0.933
Prefer to read videos on WeChat
0.836
0.339
Prior learning experience
0.392
0.719
0.455
Using one social media platform
0.935
Prefer to use fragmented time to
study
0.884
Wifi in accommodation
0.471
0.814
Peer communication frequency
0.565
0.703
Chinese language support
0.566
0.695
-0.371
Prior learning experience
0.829
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 7 iterations.
According to student discussion of their questionnaire responses within the second focus group,
students provided more in- depth information on how they would like this support to be
structured and implemented in the future. Students agreed that they prefer to approach the
support worker individually without timetabled classes, if they have questions at any time.
3rd Annual International Conference on Responsible Research and Transformation in Education
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Moreover, they identified the most crucial six elements according to their beliefs, and these
elements are be considered as principles for the best practice of translanguaging academic
support. This problem-centred approach with six principles are illustrated in Figure 5 as the
honeycomb of this kind support service. However, similar to Cheng et al. (2016), all students
appear to believe that the lecturer-student relationship plays a very important role in their
motivation, engagement, and performance. Moreover, they need someone who has background
knowledge of differences existing in cultural, teaching pedagogies, and languages between the
UK and China.
Figure 5. The honeycomb of translanguaging academic support
Conclusion
This research explored the impact of the translanguaging academic support for Chinese
students within Higher Education in the UK from an exploratory study in a British university
in the North West England. The findings suggest that this form of support can positively
influence student performance but only within specific modules where students have actively
sought out this support and fully engaged with the process. In addition, anecdotal evidence
from students’ perceptions highlighted that this kind of support significantly impacted students’
motivation, engagement, and performance from a positive perspective. This appears to due to
students’ assertion that they found the adaption of translanguaging teaching pedagogy into a
3rd Annual International Conference on Responsible Research and Transformation in Education
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business concept through informal communication channels with a lecturer who had cultural
similarities to be the most effective method to help them to alleviate the communication issues
and allow them to understand the expectations from the university and lecturers.
Moreover, this research identified a honeycomb framework for the implementation of
translanguaging academic support. Amongst the six principles of (1) quick response, (2)
accurate information, (3) information communication style, (4) convenient communication
platform, (5) varieties of communication choices, and (6) collaborative learning environment,
students believe that this support should be delivered via problem-centred approach only when
students requires. Additionally, personality characteristics of the lecturer and lecturer’s
understanding of possible questions or problems which Chinese may encounter are the two
conditions that students will use to decide if they wish to use this support.
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