Abstract
Many studies have addressed the needs and challenges of international students in their host countries; however, there is relatively less work on the potential contributions these students make to their curricula. This article presents a bibliographic analysis of the academic references (n=7,273) used by Chinese students to construct their final essays on the theme of education and international development at a leading global university based in the United Kingdom. It examines (1) what knowledge resources are used in their essays; and (2) what the characteristics and patterns of these choices are. When allowed to construct their own essays, Chinese students appear to choose to use a significant proportion of Chinese knowledge resources within English academic essays. This use increases when their lecturers and tutors explain and accept the value of non-English academic resources. This article then discusses the implications of this result for lecturers.
| Original language | English |
|---|---|
| Pages (from-to) | 29-52 |
| Number of pages | 24 |
| Journal | Learning and Teaching in the Social Sciences |
| Publication status | Published - 1 Jun 2022 |
Keywords
- academic writing
- Chinese international students
- Chinese references
- curriculum
- essay references
- internationalisation
