Exploring Chinese students’ intercultural communicative practice in the UK and their reflections of culture of origin

Ye, Yuanjing (2024) Exploring Chinese students’ intercultural communicative practice in the UK and their reflections of culture of origin. PhD thesis, University of Glasgow.

Abstract

By investigating the intercultural engagement of Chinese students in the UK as well as the returning experience of students who come back to China after studying in the UK, this research identifies learning and social activities that effectively help students engage in their new cultural environments and navigate the challenges these may cause, as well as including their reflections of their culture of origin as former international students. This qualitative study collected data through three methods – participant-led photography, ‘photo interviews’ and an online photo exhibition – to ensure participants had control over the use of their data and felt free to contribute what they wanted, enhancing their active engagement in the research process.

This study draws on Byram’s (1997) intercultural communicative competence as an interpretative tool to explore how Chinese students manage cultural adaptation, as well as the impacts of study abroad on their lives after returning home and their reflections of their culture of origin. The data yields three principal findings that are relevant to Chinese students’ intercultural practices: 1) food practices play an important role in Chinese students’ cultural adaptative processes and reflect students’ attitudes and knowledge about the unfamiliar culture in the initial stage; 2) Chinese students’ sense of belonging to the local community grows through language practice with local people and their co-national peers; and 3) study abroad triggers Chinese students’ reflections on their own cultural understanding, empowering them to critically evaluate their cultural needs, though this can cause discomfort and anxiety as they readapt to their home culture.

This study has implications for the way in which prospective international students can be prepared for intercultural encounters in the receiving society. It also sheds light on the post study abroad period, emphasising the importance of understanding returning students’ experiences. Furthermore, the study has relevance for UK higher education institutions, underscoring the need to promote inclusive education and integrate Chinese students into both academic and social settings. The insights gleaned from this research can contribute to enhancing the overall experience of international students in the UK, fostering a more culturally sensitive and inclusive environment within educational institutions.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education > LB2300 Higher Education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Fassetta, Dr. Giovanna and Conroy, Professor James
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84745
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 11 Dec 2024 12:13
• Last Modified: 11 Dec 2024 12:13
• Thesis DOI: 10.5525/gla.thesis.84745
• URI: https://theses.gla.ac.uk/id/eprint/84745