A narrative exploration of international students’ experiences of language learning and identity construction with Chinese universities

Abstract

Studies on the teaching and learning of Chinese as a Second or Foreign Language (CSL/CFL) have received much attention in recent years with the significant increase of Chinese learners worldwide, and in particular, international students studying in China. Despite the global challenges facing student mobility in the new era of volatility, uncertainty, complexity and ambiguity, the higher education sector in China has witnessed a strong rebound in international student enrollments, forming a new trend towards multipolarity in international student mobility (Liu & Dai, 2024). With Chinese higher education institutions hosting a growing number of international students on foundation programmes in transition to the pursuit of academic degrees, both Chinese universities and international students face significant challenges in Chinese language learning. However, there is a dearth of literature that discusses the Chinese language learning experiences of this unique group of students undertaking foundational studies with Chinese universities.

This narrative inquiry study attempts to fill the research gap by exploring seven international students’ experiences of Chinese learning in their preparation for degree studies in China with a focus on identity construction. The research question addresses the role of identity in shaping individual international students’ experiences of Chinese language learning with Chinese universities. In light of the interconnection between identity construction and Chinese language learning experiences, the Model of Investment (Darvin & Norton, 2015) is used as a theoretical lens to review the related literature and support the investigation. Barkhuizen’s (2016) short story approach is adopted for data analysis with a primary focus on both the content and the varying scales of context.

The study identified five themes and analysed twelve short stories in an effort to gain in-depth and rounded understandings on international students’ experiences of Chinese language learning and the varying levels of commitment that they make for studying in China. Moreover, the study examines Chinese learning experiences in a virtual environment, which may serve as an indicator for the digital transformation of CSL/CFL education. It is suggested that adequate support for Chinese language learning should be provided to international students at both foundational and degree levels to help them achieve academic success in the Chinese higher education settings.

Date of Award	15 Nov 2025
Original language	English
Awarding Institution	University of Nottingham
Supervisor	John Trent (Supervisor) & Ping Du (Supervisor)