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A Mixed-Methods Study on the Challenges of Academic Writing in Chinese for Native English Speakers.

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Title: A Mixed-Methods Study on the Challenges of Academic Writing in Chinese for Native English Speakers.
Alternate Title: 英语母语者学术中文写作的挑战及应对：混合研究方 法视角下的分析.
Authors: Haochen Yan1 202210050102009@cuc.edu.cn
Source: International Journal of Chinese Language Teaching. 2025, Vol. 6 Issue 1, p168-179. 13p.
Subject Terms: *Chinese language education, *Academic discourse, *Higher education, *Mixed methods research, Chinese as a second language, Chinese Proficiency Test
Abstract (English): An increasing number of English learners are entering the higher education sequence in China, and the issue of how these students can conduct Chinese academic writing in a standardized manner has become a widely discussed topic in academic circles. Although existing research has extensively discussed this, many English learners are in the stage of interdisciplinary learning, where related studies are less common. This study adopts a mixed-methods research approach, combining focus groups, questionnaire surveys, and structured interviews to delve into the experiences and challenges of students with Chinese as a second language in academic writing. The findings reveal various factors that affect students' academic writing experiences, including previous learning experiences, dissertation supervisors/school writing guidance institutions, structural differences between languages, and the impact of the Chinese Proficiency Test (HSK). These findings offer new perspectives on understanding the issues encountered by native English speakers in the Chinese academic environment and provide valuable insights for designing relevant guidance programs and teaching strategies. [ABSTRACT FROM AUTHOR]
Abstract (Chinese): 随着越来越多的英语学习者融入中国的高等教育体系, 如何有效地指导这些学生进行规范的中 文学术写作, 已经成为学术圈中广泛关注和讨论的议题。尽管已有研究对此问题进行了广泛探 讨, 但鉴于许多英语学习者正处于跨学科学习阶段, 很多方面值得继续研究。本研究采纳了混 合方法学（Mixed Methods Research, MMR）的研究范式, 通过焦点小组（Focus Groups）、问 卷调查（Questionnaires）以及结构化访谈（Structured Interviews）的方式, 综合考察了以中 文作为第二语言（L2）的学生在学术写作领域的经验与挑战。本项研究旨在深入分析影响学生 学术写作能力的多元因素, 其中包括学生的先前学习经验、论文指导教师/学校写作辅导中心 的指导效果、语言间结构差异, 以及汉语水平考试（HSK）的潜在影响等方面。研究结果不仅 为理解以英语为母语（L1）的学生在中国学术环境中所面临的具体问题提供了新的视角, 同时 也为制定针对性的指导方案和教学策略提供了宝贵的洞见, 旨在促进这一学生群体的学术写作 技能的发展. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: A Mixed-Methods Study on the Challenges of Academic Writing in Chinese for Native English Speakers.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: 英语母语者学术中文写作的挑战及应对：混合研究方 法视角下的分析.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Haochen+Yan%22">Haochen Yan</searchLink><relatesTo>1</relatesTo><i> 202210050102009@cuc.edu.cn</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Chinese+Language+Teaching%22">International Journal of Chinese Language Teaching</searchLink>. 2025, Vol. 6 Issue 1, p168-179. 13p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Chinese+language+education%22">Chinese language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+as+a+second+language%22">Chinese as a second language</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+Proficiency+Test%22">Chinese Proficiency Test</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: An increasing number of English learners are entering the higher education sequence in China, and the issue of how these students can conduct Chinese academic writing in a standardized manner has become a widely discussed topic in academic circles. Although existing research has extensively discussed this, many English learners are in the stage of interdisciplinary learning, where related studies are less common. This study adopts a mixed-methods research approach, combining focus groups, questionnaire surveys, and structured interviews to delve into the experiences and challenges of students with Chinese as a second language in academic writing. The findings reveal various factors that affect students' academic writing experiences, including previous learning experiences, dissertation supervisors/school writing guidance institutions, structural differences between languages, and the impact of the Chinese Proficiency Test (HSK). These findings offer new perspectives on understanding the issues encountered by native English speakers in the Chinese academic environment and provide valuable insights for designing relevant guidance programs and teaching strategies. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Chinese)
  Group: Ab
  Data: 随着越来越多的英语学习者融入中国的高等教育体系, 如何有效地指导这些学生进行规范的中 文学术写作, 已经成为学术圈中广泛关注和讨论的议题。尽管已有研究对此问题进行了广泛探 讨, 但鉴于许多英语学习者正处于跨学科学习阶段, 很多方面值得继续研究。本研究采纳了混 合方法学（Mixed Methods Research, MMR）的研究范式, 通过焦点小组（Focus Groups）、问 卷调查（Questionnaires）以及结构化访谈（Structured Interviews）的方式, 综合考察了以中 文作为第二语言（L2）的学生在学术写作领域的经验与挑战。本项研究旨在深入分析影响学生 学术写作能力的多元因素, 其中包括学生的先前学习经验、论文指导教师/学校写作辅导中心 的指导效果、语言间结构差异, 以及汉语水平考试（HSK）的潜在影响等方面。研究结果不仅 为理解以英语为母语（L1）的学生在中国学术环境中所面临的具体问题提供了新的视角, 同时 也为制定针对性的指导方案和教学策略提供了宝贵的洞见, 旨在促进这一学生群体的学术写作 技能的发展. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.46451/ijclt.20250115
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 168
    Subjects:
      – SubjectFull: Chinese language education
        Type: general
      – SubjectFull: Academic discourse
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Mixed methods research
        Type: general
      – SubjectFull: Chinese as a second language
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      – SubjectFull: Chinese Proficiency Test
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      – TitleFull: A Mixed-Methods Study on the Challenges of Academic Writing in Chinese for Native English Speakers.
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              Text: 2025
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