LEADER 07358nam 2200577 450 001 9910488709203321 005 20230705181117.0 010 $a981-16-0796-6 035 $a(CKB)5470000000736373 035 $a(MiAaPQ)EBC6675975 035 $a(Au-PeEL)EBL6675975 035 $a(OCoLC)1258654505 035 $a(EXLCZ)995470000000736373 100 $a20220327d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFirst year in a multilingual university $edouble transitions /$fFeng Ding 210 1$aSingapore :$cSpringer,$d[2021] 210 4$d©2021 215 $a1 online resource (206 pages) 311 $a981-16-0795-8 327 $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 -- Directions 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 -- The 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 -- Researcher´s Role in the Study -- Ethical Considerations -- Chapter 4: Profile of the Participants -- Profile of the Nine Participants -- Dora -- Dora´s English Learning Experience -- Dora´s Expectations of University Life. 327 $aFiona -- Fiona´s English Learning Experience -- Fiona´s Expectations of University Life -- Hanna -- Hanna´s English Learning Experiences -- Hanna´s Expectations of University Life -- Claire -- Claire´s English Learning Experience -- Claire´s Expectations of University -- Natalie -- Natalie´s English Learning Experience -- Natalie´s Expectations of University -- Justin -- Justin´s English Learning Experience -- Justin´s Expectations of University -- Anna -- Anna´s English Learning Experience -- Anna´s Expectations of University Life -- Serena -- Serena´s English Learning Experience -- Serena´s Expectations of University Life -- Cathy -- Cathy´s English Learning Experience -- Cathy´s 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 -- Social Context and Cultural Differences -- School-University Difference in the Student Management System -- Coping Strategies -- Self-discipline -- Self-reflection -- Reading Books on Time Management -- Social Support -- Growth of Autonomy in Life Management -- Autonomy in Life Management -- Evidence of Growth -- Summary -- Chapter 6: Becoming More Independent in Academic Learning -- Selecting Their Own Courses and Learning Materials -- Entering a New Field -- Not Clear About the Evaluation Standard -- New Assessments: Presentations and Group Work -- Participants´ Development in Learning -- Factors That Helped Them Develop -- Students´ Hard Work and Self-Discipline -- Social Support -- Teachers´ Support -- Peer Support -- A Special Case of Getting Support from Others -- Participants´ Unique Coping Strategies. 327 $aSeeking Help -- Self-Motivation -- Growth of Autonomy in Academic Learning -- Conclusion -- Chapter 7: Becoming More Independent in a Multilingual Context -- Entering an EMI Setting -- Listening -- Anna -- Serena -- Natalie -- Hanna -- Cathy -- Reading -- Anna -- Serena -- Speaking -- Anna -- Serena -- Classroom Observations -- Academic Writing -- Natalie -- Autonomy Development in the EMI Setting -- Changing One´s Understanding of English -- Multilingual Context Complicates the Situation -- Perceived Need for English in a Multilingual Context -- Life Was Complicated by a New Language -- Not Enough Opportunities for Speaking in English -- Autonomous English Learning in a Multilingual Context -- Conclusion -- Chapter 8: Discussion -- School-University Transition and Autonomy -- Cross-Border Transition and Autonomy -- Emotional Side of Developing Autonomy During the Transitional Period -- Interaction Among the Three Domains of Autonomy -- Autonomy Development with Individualistic Features -- Individual Differences -- Different Priorities in University -- Different Conceptions of Autonomy -- Family Background and School Culture -- Social Network and a Supportive Environment in University -- Double Transition and the Three Domains of Autonomy as an Interpreting Framework -- Summary -- Chapter 9: Conclusion -- Contributions -- A New Framework to Understand School-University and Cross-Border Transitions -- Contribution to Autonomy Research -- Contribution to the Understanding of Learning English in the EMI Context -- Methodological Application and Educational Implication -- Limitations -- Future Research -- Conclusion -- Appendices -- Appendix A: The First Interview Guide -- Appendix B: The Second Interview Guide -- Appendix C: The Third Interview Guide -- Appendix D: The Fourth Interview Guide -- Appendix E: The Fifth Interview Guide. 327 $aAppendix F: Sample of NVivo Coding -- References. 606 $aLearner autonomy$zChina$zHong Kong 606 $aEducation, Higher$zChina$zHong Kong 606 $aUniversities and colleges$zChina$zHong Kong 606 $aAutonomia de l'alumne$2thub 606 $aEducació superior$2thub 606 $aEnsenyament multilingüe$2thub 607 $aHong Kong (Xina)$2thub 608 $aLlibres electrònics$2thub 615 0$aLearner autonomy 615 0$aEducation, Higher 615 0$aUniversities and colleges 615 7$aAutonomia de l'alumne 615 7$aEducació superior 615 7$aEnsenyament multilingüe 676 $a370.95125 700 $aFeng$b Ding$01218216 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910488709203321 996 $aFirst year in a multilingual university$92817205 997 $aUNINA