Build the bridge: the pre-departure course for Chinese ... · study abroad. By pre-departure course, it usually addresses the following aspects: to give students instruction on language

BUILD THE BRIDGE: THE PRE-DEPARTURE COURSE FOR CHINESE COLLEGE STUDENTS 1

Build the bridge: the pre-departure course for Chinese college students

Xiaoqing Ge

The Pennsylvania State University


Table of Contents

1. Background and rationale for the study…..……………….……….3

2. Question/Sub-questions……...…………………………………….5

3. Context………………………………………………….……….…5

4. Related research ……………………………...…….………………7

5. Research methods …………………………………………….……10

6. Data…………………………………………………………………11

7. Analysis………………………………………………………....….18

8. Policy recommendation…………………….……………………….19

9. Appendix A ……….…….………………………………….………22

10. Appendix B………………………………………………………..24

11. Reference ……………….………………………………….…..…30


Build the bridge: the pre-departure course for Chinese college students

1. Background and rationale for study

Nowadays, more and more Chinese students are willing to study abroad in

America universities. Studying and living overseas is not an unreachable dream for the

Chinese students in today’s society. According to the Institute of International Education

and the State Department’s Bureau of Educational and Cultural Affairs, “Chinese

enrollment in U.S. universities have risen 23% to 157,558 students during the 2010-2011

academic year, making China by far the biggest foreign presence, ahead of India

(103,895) and South Korea (73,351).” (Shaun, 2012)

However, are these admitted students fully aware of their goals to study abroad?

Are they ready to experience the challenges they will face in their academic life in the US

universities before leaving their home country China? Is there a way that could help

better prepare Chinese students’ academic Life in US, easing their anxieties and

maximizing their potentials before they arrive in the western culture, encountering the

different study and life in America universities? With this query in mind, I set out to find

out more on the preparation for Chinese students. Surprisingly, there are many

institutions in the United States, in Japan, and in other European countries that offer pre-

departure training, mostly a pre-departure training course, to students who are going to

study abroad. By pre-departure course, it usually addresses the following aspects: to give

students instruction on language learning, to help students ease pre-departure anxiety, to

help students develop culture awareness, gaining practical and logistical information.

(Van, 1999) Yet, the pre-departure training in China is not that prevalent.


Therefore, as a Chinese international students myself and a ESL teacher-to-be, I

am curious to know if the Chinese students who have been in the US for a semester think

they need a pre-departure preparation to help them better adjust to their academic life and

study. And also, if they think they need a pre-departure course to help them get prepared,

what should the content of the course include? In what way will the course be taught?

What will be the teaching context of such a pre-departure course?

The reason why I come up with the topic of pre-departure course is simple: I am a

Chinese international student myself, who has just overcome the difficulties when I

arrived at the US and study here at Penn State University in my first semester. It was not

until I came here did I know the differences in academic world (academic writing, US

classroom culture, course selection and registration, career service, advisor, mentor, tutor

relationships), life (banking, tipping, shopping, housing, transportation, etc.) and also the

culture (identity, culture shock, religion, etc.) of the United States. I thought I would be

benefited from such a pre-departure course if there was one available, so that I could

achieve the potential benefits of intercultural interaction and communication. Thus, my

position is a student, a Chinese student, a second language learner of English who studies

in the United States.

Additionally, the reason why particularly “I” am interested in this topic is that I

am also a future teacher-to-be who studies TESOL (Teaching English as a Second

Language) at Pennsylvania State University. As a future teacher-to-be, I hope all the

students can achieve their academic success and reach their goals. This is my expectation

for them and for me as well.


2. Question/Sub-questions

Do the Chinese students who were enrolled at the MA TESL program at

Pennsylvania State University (PSU) for a semester think they need a pre-departure

course to help them better get prepared to the academic life and study in the United States?

Getting to know what the Chinese students who have already studied in the US

universities think is crucial to assess the instructional needs. Having them reflecting upon

what would have helped to have known previous to arrival and what actually did help

them from that class once they did arrive is an important inquiry so as to help the other

future coming Chinese students. Understanding and assessing students’ need can also

assist me in designing such a pre-departure course for them, thus benefiting their future

study. Moreover, if they think they need a pre-departure course to help them better get

prepared to the academic life and study in the United States, what should the content of

the course include? What is the teaching context of the course? What are the goals and

objectives of the course?

3. Context

As the purposes of such a pre-departure course would be varied by asking

different participants, in my qualitative research, I will focus only on the population of

first year graduate students who are majoring in the master program of TESL under the

department of Applied Linguistics at Pennsylvania State University. As stated in the

homepage website of Applied Linguistics at Penn State University:

“The mission of the TESL program is to advance understandings of language use

and language learning from a range of anthropological, sociological, and


psychological perspectives. The MA in Teaching English as a Second Language is

designed for individuals seeking advanced professional preparation in the teaching of

English as a second or foreign language in the U.S. or abroad.” (“TESL and APA,”

n.d.)

The four interviewees I select are all from China, who are now first year master

students majoring in TESL at PSU. They have been studying at Penn State for a semester.

The background information of the three interviewees is specified as follows:

The first interviewee, M, 24 years old, came from the capital of China, Beijing.

She majored in English language and literature at Beijing language and Culture

University. Z, 23 years old, who is the only male among the 24 students enrolled in the

TESL program in Fall 2012, came from Shanxi province. He got his B.A. degree in

English Language and literature at Tianjin University. The third participant, J, 22, came

from Gansu province. She earned her bachelor’s degree in English education at Gannan

University in her hometown. The fourth participants, J, 23 years old, came from Yunnan

province and she got his BA in Teaching Chinese as a foreign language at Beijing

language and culture University. As the four participants came from different parts of

China, studied in different universities in China, their educational and living background

differed a lot, which might also represent other college students that have the similar

background as them.

Hearing the perspectives of my colleagues are helpful and beneficial for my

research in many ways. First, they are all Chinese international students; they all have

gone through the first adaption stages when they came to Penn State as students. Second,


as ESL teacher-to-be, learning and sharing the same teacher’s belief, they are eager to

help the other future-coming students from China. As we have the same teaching

philosophy on ESL teaching and learning, we have more to share and discuss with each

other on our interest.

4. Related research

Potential benefits of study abroad in general

Study abroad in an intercultural context has long been favored by students in

many countries. The competence of Intercultural communication is regarded as a critical

global skill in today’s society. Individuals who are capable of proficient, effective

communication in an intercultural context will be held at a premium. Therefore, study

abroad in a foreign country is becoming an ideal way to prepare students to engage with

other cultures and develop the behavioral skills necessary for intercultural appropriate

and effective communication. (Schwenk, 2010) The proponents of international

education have identified a number of other potential benefits of studying abroad,

including: acquiring second language skills, learning about other cultures and people,

developing a multicultural perspective, gaining new interpersonal skills, i.e., “flexibility,

tolerance for ambiguity, self-confidence, independence and the improving the ability to

communicate effectively in a cross culture context.” (Martin, 1989, p.249) And most of

the study abroad programs have the exactly same goals for their students: developing

intellectual competence (including second language learning), expending international

perspectives, and acquiring personal skills. (Kauffman, 1992)


However, without good preparation, students cannot fully reach the potential

benefits of studying abroad. Evidences indicate that students do not always achieve these

beneficial outcomes. The lack of preparation for the intercultural experiences of the

students results in such a problem. To put it in another way, students are not capable to

draw upon the traditional academic learning for a second culture immersion experience

ahead. Linguistically, the level of language that students begin with must be high enough

to allow them to interact with other people from different linguistic background. (Bacon,

2002) Behaviorally, they are not equipped with the skills to handle the demands of

studying in a new and different environment either. Institutions of higher education also

have not developed the extensive cross-cultural training competence to help students get

prepared.

The pre-departure course in the other countries

“In order to adapt satisfactorily and to effectively exploit the opportunities for

intercultural communication and culture learning, it is necessary to face the challenges of

the overcoming negative responses that are prevalent among students entering into a new

culture.”(Hess, 1997, p.3) So as to help students better adjust to the new environment,

many institutions in countries such as United States, Japan, has taken action, offering

students pre-departure training to help student face and overcome the issues inherent in

their cross-cultural experiences.

When I searched the key words “pre-departure training/course/preparation”, what

surprised me most is the fact that many universities in the United States, in Japan, and in

other European countries provide pre-departure courses for students who are going to


study abroad. For instance, there are pre-departure trainings available for students at the

pre-departure program at Trajal Hospitality and Tourism College in Tokyo and the

PLATO (Project for learning, training and outreach) at US colleges. These courses

address some of the issues and challenges ethnicity that might play in students’ study

abroad experience. The Center for Global Education is currently designing an on-line

curriculum of the course “Before You Leave”. Below are the following ten modules

which are taught in the course:

“Introduction to the course, logistics 1: study abroad, cross cultural strategies,

host country culture information, language learning strategies, learn your target

language, introduction to global issues, intro to your host country, logistics 2: health

and safety and plan your return home.” (“Curriculum Modulus and APA,” n.d.)

Studies have shown the effectiveness of the pre-departure training of these

courses. “A more targeted pre-departure preparation focusing students need, for instance,

second language acquisition, cultural understanding, would largely help them adjust more

easily to the new environment.” (Shaheen, 2004, p.146-173) “It can help maximize

language learning prior to departure and help relieve some of the anxiety that students

inevitably feel before leaving.” (Van, 1999) And students who took the course can also

benefit their future learning as well, since the language skills, the culture awareness and

the other behavior skills they learned will also have a positive influence during their

lifetimes. (Rogers, 2010,)

The pre-departure course in China


Compared with the pre-departure programs in other countries, the pre-departure

training/ course are not so prevalent in China. Students, either high school students, or

college students, are not offered such a course in their institutions that can help them get

prepared to better adjust to the new environment.

Admittedly, there are some institutions in China, such as the New Oriental School,

who offered courses in test preparation such as TOEFL iBT and GRE. Yet, passing the

test and admitted to America college does not mean the students are fully prepared,

capable to face the difference in language, especially English for academic purposes and

America culture when they arrive to study at the America universities.

5. Research methods

As my research question focuses on helping Chinese students better adjust to their

study and life abroad and maximize their potential benefits during their study abroad

experience, knowing their potential goals to study abroad, what they want to achieve

during this study abroad experiences would be beneficial. Thus, I would let my

interviewee review their statement of purpose (which descried the applicant’s

professional interests and reasons for wanting to pursue an M.A. in TESL) before the

interview section, since this document showed their goals, their qualifications, their

potentials and these are one of the requirements for the admissions committee to decide

whether to admit the student or not. In their statement of purpose, they should have stated

clearly their capability, their goal and objectives. The process of recalling that period of

time during their application can help them define their goals they had at that time. And

they can also see whether they are achieving it or not. More importantly, the process of


recalling will help them think about whether their first adaption stage influenced their

achievement toward reaching their goals. What they still need to improve? They can

reflect upon what would have helped them before they leave China.

Besides the historical approach I will use, conducting a semi-structured interview

is another effective way for me to know their needs and interests. In my qualitative

research, I will conduct a semi-structured interview about thirty minutes. The whole

interview will be audio-recorded. Appendix A is the interview protocol, which includes

the questions I will ask in the interview. By asking students to think retrospectively their

position when they first arrive and study at Penn State, and having them describe their

current study and life here, their changes and their needs will be assessed. By analyzing

the transcript of the interview, I would have a general understanding of their potential

goals and objectives to study abroad, their study and life during their adaption time, their

academic life now after the first adaption stage, etc.

6. Data

Through the four in-depth interviews with my participants, it is obvious to see that

all of them think they need a pre-departure course to help them better adjust to their study

and life at PSU. By analyzing the data I have, there are three main reasons why they think

a pre-departure course is important and beneficial for their academic study and life.

“I’ve spent four years to make my dream come true.” Much efforts and expenses have

been paid prior to departure


Study abroad is easier said than done. For most of the Chinese students and their

families, it is a one of the biggest decisions they have ever made in their life. As students

themselves, they have to face the challenges ahead, namely, studying and living in a

country where the language is different, the people are different and the culture is

different. As parents, they have to let their beloved child go far away from their lovely

home, explore new world by their own. For both J and Z, to study the MA TESL

programs at PSU are exactly the one of the biggest decisions they have ever made so far

in their life. What surprised me most was what J told me during our interview. J: “I

decided to study abroad on 9th Aug 2009.” It is obvious to notice that she remembered

clearly the exact date when she decided to study abroad. And Z also mentioned he

decided to study abroad when he was just a freshman, which implies that he has spent

four years to achieve his goal to be admitted to one US University. Z: “I decided to study

abroad when I was a freshman. I’ve spent four years to make my dream come true.”

For most of the Chinese undergraduate students who want to study abroad, they

have to pass the TOEFL exam, GRE exam, and go through the application procedure. As

non-native English speakers, passing these two exams is not easy for them. A large

variety of students choose to take a test-preparation course to learn the test taking

strategies so as to get a higher score. As far as I know, even though they take the test

preparation course, sometimes, they still have to take more than one exam to get their

dream score. When asked about those days when each of them prepared their TOEFL and

GRE exams, it is easy to tell that most of the test takers had a miserable and struggling

experience at that time. For them, it is both time-consuming and money-consuming.


However, even with these visible difficulties ahead, Chinese students still are eager to

study in the US universities.

In my research, all the four participants I interviewed agreed that United State is

their first and best choice to study abroad. Being aware of all the difficulties, why did

they still decide to study abroad in US University?

“I think the US universities are highly valued. Most of the top universities are in

the United State.” J mentioned.

“When I decided to study abroad, I have done a little research on the education

system, the rankings of the world universities and I found that the US educational system

is better than that in UK, Australia.” M said.

For the four interviewers, they all believed firmly they could receive better

education at US universities. Z also thought that United States is the best place for him to

pursue his interest (linguistics). Therefore, they thought that all the efforts they have

made and all the expenses they have spent are worthy for the potential benefits.

“I wish I could maximize the potential benefits.” Due to the lack of preparation,

students still cannot maximize the potential benefits of study abroad

However, have they reached their goals and expectations for their study abroad

experience? Have they received the potential benefits with all the efforts and expenses

being paid? The answers are unfortunately: no.

When asked about their previous goals and expectations for their study abroad

experience, all of them mentioned academic success. For the four interviewees in the MA

TESL program, what they mean by academic success refers to the following aspects.


First, as future teachers-to-be, they hoped to get to know more about the field of TESOL

and get a good GPA for the course they take. Second, as ESL learners themselves, they

hoped to be able to speak English accurately and fluently.

“I hope I can speak good English, real English and reach academic success,

namely, know how to teach English.” F said.

In terms of getting to know more about teaching ESL, they seemed all reach an

agreement that they are pretty satisfied with what they have learned so far. However,

when talked about being able to speak English fluently and accurately, they did not think

they have reached their goal.

“I feel like I can’t express myself so well, I can’t find the exact words for me to

use.” F mentioned.

“I cannot understand what the native speakers talk, thus I cannot talk or interact

with them.” M said.

As a result, not being able to speak good English has also, to some extent,

influenced their socialization in the community, in the US society. They all have

difficulty adjusting themselves to socialize in the community. Not only is oral

communication in daily conversation a big problem for them, but also, not being aware of

the social norm and cultural difference have largely hindered their interaction with the

English native speakers. They feel embarrassed in situations such as ordering food in a

restaurant, setting up a bank account, renting an apartment, etc.

“I don’t even know I have to be waited till I can be seated in a restaurant.” M said.


The reasons for these issues lie in the fact that they were not familiar with how to

do cope with this kind of issues in United State. Moreover, they did not know the

languages which should be used to describe the situations either.

“I really have no idea how I can start a conversation with a native speaker of

English in a natural way. I don’t think I got prepared before I leave and I wish I could

maximize the potential benefits” M mentioned.

“I often stick to my Chinese friends, for I feel safer and more comfortable with

them. And in this way, I do not have difficulty squeezing English out of myself and can

get an in-group identity. I do not think America treat me as insider too. ”Z

“I believe I could be better adjusted to the current study and life if I attended a pre-

departure course.” A good pre-departure preparation course will help students better

adjust their study and life abroad

However, can a pre-departure course help them cope with the problems? When I

interviewed the four participants in my research, they all wish that there should be a pre-

departure course or training which could help them know more about the social norms,

oral communications, adjusting strategies, etc. although all the interviewees did not have

a chance to take part in a pre-departure course before they leave China, I can tell from the

interviews their eagerness how much they wished to take a pre-departure course. They

believed if they could be better prepared, their performance would be better too. “I

believe I could be better adjusted to the current study and life if I attended a pre-departure

course in China.” J said.


As students and future ESL teacher-to-be, the four interviewees all offered useful

suggestions for the content and the teaching context of the pre-departure course.

First, when I asked what should be taught in the course, they suggested in the

interviews (see figure 3 in appendix B), the course should include the following aspects

in general:

English oral

communication:

America idiom

Situational dialogs: small talk, order food, set a bank account,

telephone service, rent an apartment

Academic reading and

writing:

Academic writing conventions, styles, read scholar articles,

write literature review, write academic emails to professors,

advisors

Adjusting strategies:

Strategies and skills used to cope with daily issues, learning

suggestions and tips

However, the exact content of the course should depend on the students’ level,

their English proficiency, their major, and how much they wish to be prepared in the

course.

The interviewees also suggested that the course should be taught in the summer

before students leave China. It can be four to 8 weeks depends on the difficulty and


degree of the course. During that time, students will be free of pressure; hence, they can

fully concentrate themselves on the course.

When asked about who will teach the course, the interviewees said the teacher

should have the same or similar study abroad experience. In this way, they know the

difficulties they had gone through, they know how to address the issues to students so as

to help them get better prepared before they leave. Teachers can also give students useful

suggestions and advises to let them know more about the real life and study in the United

State comparing with that in China. In addition, in terms of the English oral

communication and academic reading and writing, they suggested Chinese ESL teachers

who have the oversea experiences can also co-teach with teachers that are native speakers

of English. As native speakers of English, they might know better of the topics, the

authentic context when English is used and how it is used.

Another important aspect I found when I interviewed the four interviewees is that

they all think the materials of the course should be carefully selected. In the interviews,

all of them agreed the fact that the textbooks and the materials they used to learn English

in China could not considered as authentic materials, which also caused them difficult to

communicate with native English speakers. For example, as M said, what they were

taught in the textbook of how to greet each other were:

“Tom: hello, Mary. How are you?

Mary: Fine, thank you. And you?

Tom: I’m fine, too.”

However, what they have experienced so far are:


“Tom: Hi, Mary. How are you? / How are you doing? /What’s up?

Mary: Good, and you? / Good/ Nothing much.”

M also mentioned that she felt extremely confused of how to answer questions

such as “How are you, what’s up and how are you doing”. “Sometimes, I found that

people do not really asking if you are good or what you are actually doing. It is just like a

greeting as Hello. ” M said.

Therefore, the participants in my research all hope that the course can use the

authentic materials that can real reflect the languages used in real life situations in the

United States.

Additionally, as students has already spent lots of money for study abroad, the

interviewees suggested the course should cost less than two thousand RMB, which is

easy for the students and parents to accept.

7. Analysis

In my research, it is obvious to see that all the participants seemed not so satisfied

with their current study and life at Pennsylvania State University. They have reached an

agreement that they have not achieved their goals and expectations. This corresponds to

what Kauffman(1992) and Schwenk (2010) suggested in their study, namely, developing

intellectual competence and behavioral skills necessary for effective communication. In

other words, the lack of preparation made Chinese students hard to adjust to their current

study and life abroad in the US universities. Students cannot fully reach the potential

benefits of studying abroad. (Becon, 2002)


As a result, institutions in China might want to consider providing Chinese

students a pre-departure course to help prepare students who are going to study abroad in

the future. By offering students a pre-departure course, it can help maximize their

language learning outcomes before their arrival in the US universities. Students would

have a chance to know more about the authentic study and life in the US universities and

the language skills and communication skills needed in every day study and daily life.

Because the current research was conducted at only one state university (PSU) in

state college, in the United States, participants in this study were therefore not

representative of the full spectrum of Chinese undergraduate students who would like to

study abroad in America universities. Thus, the findings reported from the current

investigation should not be generalized to all undergraduate students in Chinese

university with all majors. Nevertheless, findings from the current research point to the

need for consideration of offering a pre-departure course for Chinese students who are

admitted to US universities.

To conclude, it is to be hoped that this study has shed some light on preparing

Chinese students a pre-departure course to help them better adjust their life and study in

US universities and maximize the potential benefits of studying abroad experience.

(Rogers, 2010)

8. Policy recommendation

In this qualitative research, the four interviewees I interviewed are all MA TESL

students at PSU. Therefore, the following suggestions might be useful for institutions

who want to build the bridge to offer a pre-departure course for future students who are


admitted to the MA TESL program, or to the liberal arts majors, or to a large population

of students. Additionally, future MA TESL students and students in other majors might

also want to consider the current issues and better prepared themselves to maximize their

study abroad benefits. For researchers, future research is also needed to address the

academic difficulties Chinese postgraduate students face and how to better prepare and

help them make improvement and achieve academic success.

Firstly, for institutions who would like to offer a pre-departure course in China, as

in my research, the participants are all from the same MA TESL program at the

Pennsylvania State University, their suggestions of the context and content of the pre-

departure course cannot be generalized to all Chinese students who want to take the

course. For the TESL students who want to take the pre-departure course, as most of

them were majored in English language and literature in their undergraduate study, it is

suggested the course could focus more on the oral communication part, since most of

them had intensive training on academic reading and writing at college. For example, the

course can put more emphasis on America idiom; Situational dialogs which can be more

close to the authentic situations in US society, for they already have a relatively high

English proficiency. However, For students from other majors, it is recommended that

the course can use surveys or questionnaires or interviews, if possible, to assess students’

need, for instance, their English proficiency level, their expectation of the content of the

course, before the pre-departure course starts, since a more focused instructional need

would more helpful for students who would be enrolled in the course.


Secondly, for those students who do not want to take the pre-departure course but

still want to get good preparation before departure. They can consider the following

suggestions:

1. Getting to know more about the real study and life through the authentic resources.

For instance, from TV series, movies, talk shows and other authentic materials in

textbooks

2. Seeking suggestions from their friends or alumni who have the study abroad

experience

3. Practicing to use English in daily conversation and study with friends, language

partners, tutors, etc.

Thirdly, for researchers who would like to do further research of the pre-departure

training for Chinese students, limitation of the study is worth mentioning for

considerations of further research designs in the future. As this research only examines

the instructional need of the pre-departure course for MA TESL students at Pennsylvania

State University, further research on more studies based on a larger population is needed

so as to help more and more Chinese students better adjust to their study and life abroad

and succeed with their studies in their study abroad experiences in the United States.


Appendix A -- Interview protocol

My name is Xiaoqing Ge. I am interested to know if the Chinese students who have

already been here at Penn State for a while think they need a pre-departure training/

course to help them get better prepared for their academic life and study in the United

States. If so, what should the course include? I am curious to know the question so as to

see if I should design a pre-departure course to benefit more future coming students from

China.

As you have already come and studied at Penn State University, I would love to hear

your story, your experience, and your perspective on this question.

Below are the questions I might ask during the interview:

Previous experience:

When did you decide to study abroad? What would you like to study? Why did you

choose USA? What did you want to pursue or achieve during this study abroad

experience? How did you prepare to study in USA? Have you taken any classes that help

you prepare? Before you arrive at the US, what did you think the study and life look like?

Is there anything that differed from what you thought before? What is that? Prior to this

study abroad, what kinds of international experiences have you had? What are your

expectations for your study abroad experience? How much has your experience in college

prior to study abroad contributed to your knowledge, skills and personal development in

the following areas?

Current study and life:


How did you feel your first semester at Penn state? Have you achieved your goals? What

do you think of your study and life now? Do you think there is anything that you would

love to know before you departure from china? Why is that important to you? How do

you think you will learn or know that before your leave your hometown?

Suggestion about preparation:

Do you think you would attend a pre-departure course in your hometown to help you get

ready for your study and life here? What do you think should be taught in that course?

What are your suggestions to other Chinese student who have already admitted by a

college or university? If you have a chance to talk to them, what would you say to them

that can help them better be adjusted to their new life here? What moments have been the

most rewarding to you since then in meeting your goals? Which moments have been the

most disappointing? Etc.


Appendix B

Figure 1 Previous experiences and perspectives about study abroad

Interview questions M J F Z When did you decide to study abroad?

I decided to study abroad two years ago.

I decided to study in the US on 9th Aug 2009.

In my senior year I decided to study abroad to the US University.

I decided to study abroad when I was a freshman. I’ve spent four years to make my dream come true

Why did you choose USA?

I chose to study in the United States for I believed that the educational system is the United States is better than that in United Kingdom, Australia and China

I believed that the America universities are highly valued, and all the top universities are mostly America universities.

I believed that universities in the United States are better.

I thought united states is the best place for me to pursue his interest (linguistics).

How did you prepare to study in USA?

I just passed the exams and applied university online. I was major in English and had relatively good preparation on my English I thought. I felt that my four years of intensive English learning in college has, to some extent, prepared her language.

I was not aware of how to prepare at all. So, I just book the ticket and came here. For me, I felt that passing the TOEFL and GRE exams and completing the application process are the. I did not know the dos and don’ts. I thought that my undergraduate study has not prepared me to study here. Even though my major was

I didn’t think I had good preparation. What I did was just passing the TOEFL and GRE exams. My university is an international university; I have kind of the awareness of how to get along with people from different country. Even though I was not majored in English, I still think my

I had no preparation besides exams and application. I didn’t think I have benefited from my undergraduate studies. I had to figure out how to write English academically .etc. from myself


English, since my hometown is really an undeveloped area, I was the first one in my hometown to study abroad. None of her teachers my study abroad experiences.

university has somehow contributed my study now.

What are your expectations for your study abroad experience?

I hoped I could learn more about the field of TESOL and be able to speak and teach English well.

I hoped I could gain academic success: MA degree, excellent GPA and know how to leave individually and alone in completely new environment. I wished I could have a happy life.

I hoped I could speak good English, real English and reach academic success, namely, know how to teach English.

I hoped that he could improve his language proficiency, especially in speaking and listening. Although as an English major students, I do not think my speaking and listening was well developed

Before you arrive at the US, what did you think the study and life look like? Is there anything that differed from what you thought before?

Before the arrival at PSU, I thought I will be immersed into English speaking environment. Only know the life of US from the movies, TV series. Life here is different as I saw in the movie. America people are not so open. They are pretty traditional, not that crazy, they seem to be more conservative.

Before I came here, I thought the study atmosphere should be relaxed, democratic, explore myself, finding new self here.

Before I came here, I thought life here would be challenging. I would have a Lot of papers to write and a lot of books to read.

I thought life and study here would not be so easy. Before I came here, I thought I would apply for the PHD studies, now I do not think I am qualified.


Figure 2 Current study and life at PSU Interview questions M J F Z How did you feel your first semester at Penn state?

I am satisfied with my current academic life at PSU, to some extent. However, for social interaction, I cannot understand what native Americans talk, thus I cannot talk or interact with them.

I have tried my best to achieve my requirement. So far so good. I do not think I should compare with others. I believe that just comparing with my own is the best. So, I think that making a little improvement is enough.

I am largely satisfied of her current study and life. I feel I can’t express myself so well, I can’t find the exact words to use. I think this aspect can be prepared before departure. Life skills are ok for me.

I am satisfied with my current study so far. I learned lots of knowledge in the field. My English proficiency in reading, including speed and understanding has improved. My Writing skills have improved too. When compare the writings I wrote before with what I am writing now, I can see obvious improvement.

Have you achieved your goals?

I think I have not fully achieved her goals yet. I thought my undergraduate study can only guarantee her academic life. For daily life, I can’t reach my expectation. I don’t think I got prepared before I leave and I wish I could maximize the potential benefits

I have achieved her goals in general. The only thing I is dissatisfied is that I can’t participate in classroom actively. As future teacher to be and as an ESL learner, I think I should be able to speak English both accurately and fluently.

I think that even though I have reached academic success, I still cannot speak English accurately and fluently.

I do not think I have improved my speaking and listening in oral communication. Because I prefer quiet life, I do not like to socialize myself with other people. Therefore, I often stick to Chinese friends, since I feel safe and comfortable with them. And in this way, I do not have difficulty squeezing English out of myself and


can get in-group identity. I do not think America treat me as insider. And there is no common interest in topics due to cultural difference.

Do you think there is anything that you would love to know before you departure from china?

I wished I could have known more about the social norm, how to interact with people, both professor and people in daily life. E.g. How to start a conversation with other people in a natural way.

I wished I could have known more about the cultural difference, oral communication.

I wished I could have known more about the daily conversation with native speaker of English.

I wished to know more about how to deal with the daily communication. E.g. Ordering food, giving tips in restaurant.

Figure 3 Suggestion about preparation study abroad experience

Interview questions M J F Z Do you think you would attend a pre-departure course in your hometown to help you get ready for your study and life here?

Yes. Yes. I believe I could be better adjusted to the current study and life if I attended a pre-departure course.

Yes. Yes.

What are your suggestions to other Chinese student who have already admitted by a college or

Suggestions: get more exposure to the more authentic context.

Watch more TV series to improve listening and speaking Ask suggestions.

Practice speaking more English with friends, tutors, teachers, language partners, etc.

Adjusting suggestions: stick to foreign people; try to socialize yourself more with them. Watch some America TV


university? If you have a chance to talk to them, what would you say to them that can help them better be adjusted to their new life here?

shows to learn about their society

What do you think should be taught in that course?

Oral communication: America idioms, colloquial communication, words and phrases people use in real life. Functional, how to make a call, how to rent an apartment, how to set up a bank account, a telephone service, how to write email, etc.

Situational dialog, how to order food, how to start a small talk, interaction with professor, trivial things. Academic writing: don’t know how to write lit review, Course should include Academic writing and reading Teachers should have the study abroad experience

Basic daily conversation, not just textbook. More authentic teaching materials relatively close to academic life as possible. Emails to professors, take her a long time to compose emails. Not only about language, but about culture. Interpersonal communication with other people.

How to teach socialize: strategies, skills to interact with people. Life styles is different, culture different, quiet hard for us to be part of their community.

How will the course be taught? What is the teaching context of the course?

4 -8 weeks. One class meeting per week. American people or people who have study aboard experience.

Course should be flexible. Teaching context: the more close to life, the better. Teach students how to write abstract, lit review, how to take filed notes. Not just teach them to write argumentation, comparison and contrast. The only experience I had

Teachers who have the oversea experience can teach the course. Can combine native speaker with teachers who have study abroad experience in US Suggestions: even though sometimes you felt embarrassed, have a

1000-2000rmb Teaching context: Native America: instructions on how to order food, banking, how to socialize yourself with Americans. What topics they are interested in, small talk. Etc. Chinese teachers who have


in academic writing is when I wrote her bachelor thesis. Costs should be less than 2000rmb The summer before leave should be offered No pressure at that time.

positive attitude toward it, next time you will do better.

study abroad experience can teach how to adjust oneself into new environment. Three times a week. A month to two month. The extent of preparation


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Documents

Build the bridge: the pre-departure course for Chinese ... · study abroad. By pre-departure course, it usually addresses the following aspects: to give students instruction on language