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001437765 001__ 1437765
001437765 003__ OCoLC
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001437765 020__ $$a9811607966$$q(electronic bk.)
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001437765 0247_ $$a10.1007/978-981-16-0796-7$$2doi
001437765 035__ $$aSP(OCoLC)1258654505
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001437765 043__ $$aa-cc-hk
001437765 049__ $$aISEA
001437765 050_4 $$aP53.457
001437765 08204 $$a418.0071$$223
001437765 1001_ $$aDing, Feng,$$eauthor.
001437765 24510 $$aFirst year in a multilingual university :$$bdouble transitions /$$cFeng Ding
001437765 264_1 $$aSingapore :$$bSpringer,$$c2021.
001437765 300__ $$a1 online resource
001437765 336__ $$atext$$btxt$$2rdacontent
001437765 337__ $$acomputer$$bc$$2rdamedia
001437765 338__ $$aonline resource$$bcr$$2rdacarrier
001437765 347__ $$atext file
001437765 347__ $$bPDF
001437765 504__ $$aIncludes bibliographical references.
001437765 5050_ $$aIntro -- Preface -- Acknowledgement -- Acknowledgement -- Abstract -- Contents -- Abbreviations -- List of Figures -- List of Tables -- Chapter 1: Introduction -- Aims of the Study -- Research Questions and Significance of the Study -- Chapter 2: Transition and Autonomy -- School-University Transition -- Recent Research on First-Year School-University Transition -- Role of Autonomy in School-University Transition -- Cross-Border Transition -- Chinese Students in Anglophone Countries -- Cross-Border Transition and Chinese Cultural Background -- Comparison Between the Two Types of Transitions
001437765 5058_ $$aDirections for Future Research on Transition -- Learner Autonomy -- Introduction -- Definition and Dimensions of Autonomy -- Nature of Autonomy and Autonomous Behaviors -- Conditions for Autonomy -- Autonomy and Educational Culture -- Social Dimension of Autonomy -- Measure of Autonomy -- Directions for Future Research on Autonomy -- Operationalization of Autonomy in the Present Study -- Conclusion -- Chapter 3: Methodology: Multiple-Case Qualitative Study -- Research Setting -- Hong Kong: The Broader Context -- Hong Kong-Mainland China Relationship -- Research Site
001437765 5058_ $$aThe Chinese Students and Scholars Association (CSSA) -- Data Collection Methods -- Interview as the Major Tool -- Direct Observation -- Written Documents -- Participants -- Locating the Participants -- Initial Contact with Participants -- Data Collection -- First Phase -- Second Phase -- Third Phase -- Fourth and Fifth Phases -- Data Analysis -- Framework of Data Analysis -- Steps of Coding -- Writing up of the Findings -- Reflective Thinking -- Building Trustworthiness -- Researcherś Role in the Study -- Ethical Considerations -- Chapter 4: Profile of the Participants
001437765 5058_ $$aProfile of the Nine Participants -- Dora -- Doraś English Learning Experience -- Doraś Expectations of University Life -- Fiona -- Fionaś English Learning Experience -- Fionaś Expectations of University Life -- Hanna -- Hannaś English Learning Experiences -- Hannaś Expectations of University Life -- Claire -- Claireś English Learning Experience -- Claireś Expectations of University -- Natalie -- Natalieś English Learning Experience -- Natalieś Expectations of University -- Justin -- Justinś English Learning Experience -- Justinś Expectations of University -- Anna
001437765 5058_ $$aAnnaś English Learning Experience -- Annaś Expectations of University Life -- Serena -- Serenaś English Learning Experience -- Serenaś Expectations of University Life -- Cathy -- Cathyś English Learning Experience -- Cathyś Expectations of University -- Summary -- Chapter 5: Becoming More Independent in Life -- A Life that Requires More Independence -- The Need to Take Care of Oneself in Daily Life -- Life Is Less Structured in University -- Balancing Social Activities and Study -- Learning to Set Goals -- Learning to Make Plans -- Feeling Lonely and Lacking a Sense of Belonging
001437765 506__ $$aAccess limited to authorized users.
001437765 520__ $$aAlthough both school-university transitions and cross-border transitions have been widely explored, comparatively little research has been conducted on those students who undergo both transitions at the same time. This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school-university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment, and challenges their autonomy in three domains: managing their personal lives; academic learning; and English learning.
001437765 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed July 20, 2021).
001437765 650_0 $$aLearner autonomy$$zChina$$zHong Kong.
001437765 650_0 $$aEducation, Higher$$zChina$$zHong Kong.
001437765 650_0 $$aUniversities and colleges$$zChina$$zHong Kong.
001437765 650_0 $$aMultilingual education.
001437765 650_6 $$aAutonomie de l'apprenant$$zChine$$zHongkong.
001437765 650_6 $$aEnseignement supérieur$$zChine$$zHongkong.
001437765 650_6 $$aUniversités$$zChine$$zHongkong.
001437765 650_6 $$aEnseignement multilingue.
001437765 655_0 $$aElectronic books.
001437765 77608 $$iPrint version:$$aDing, Feng.$$tFirst year in a multilingual university.$$dSingapore : Springer, 2021$$z9811607958$$z9789811607950$$w(OCoLC)1237396004
001437765 852__ $$bebk
001437765 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-0796-7$$zOnline Access$$91397441.1
001437765 909CO $$ooai:library.usi.edu:1437765$$pGLOBAL_SET
001437765 980__ $$aBIB
001437765 980__ $$aEBOOK
001437765 982__ $$aEbook
001437765 983__ $$aOnline
001437765 994__ $$a92$$bISE