Exploring Emotional Discourse and Identity Construction of Chinese Overseas Students on Xiaohongshu
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| Title: | Exploring Emotional Discourse and Identity Construction of Chinese Overseas Students on Xiaohongshu |
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| Language: | English |
| Authors: | Siqi Che, Ziyu Yang |
| Source: | Journal of Education and Learning. 2026 15(1):236-257. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Students, Study Abroad, Emotional Response, Cultural Differences, Coping, Self Concept, Resilience (Psychology), Language Usage, Foreign Countries, Social Media, College Students |
| Geographic Terms: | China, United Kingdom, United States, Australia, Germany, Sweden, France, Japan, South Korea |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | With the relaxed COVID-19 policies, China remains the largest source of international students, while social media profoundly reshapes their information acquisition and social patterns. This study adopts a multimodal discourse analysis framework, selecting 100 posts by Chinese overseas students on Xiaohongshu (2021-2025) across English-speaking countries (UK, US, Australia), non-English-speaking European nations (Germany, Sweden, Italy), and East Asian states (Japan, South Korea). It explores how students use multimodal content (text, images, videos) to express emotions, construct cross-cultural identities, and foster cultural and emotional resonance. Findings reveal Xiaohongshu as a key platform for cross-cultural identity construction. Students employ diverse strategies: humorous self-mockery to bridge language barriers, visual contrast to demonstrate cultural differences, and cultural proximity to alleviate academic and life pressures. They transform overseas predicaments into cross-cultural narratives, promoting integration and forming a hybrid identity combining critical thinking and cultural belonging. The study expands the theoretical framework of cross-cultural identity construction in the digital age, highlighting multimodal discourse's role in harmonizing individual emotional expression and collective cultural identity. Practically, it provides references for educators, counselors, and policymakers to optimize international student support systems. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507218 |
| Database: | ERIC |
| Abstract: | With the relaxed COVID-19 policies, China remains the largest source of international students, while social media profoundly reshapes their information acquisition and social patterns. This study adopts a multimodal discourse analysis framework, selecting 100 posts by Chinese overseas students on Xiaohongshu (2021-2025) across English-speaking countries (UK, US, Australia), non-English-speaking European nations (Germany, Sweden, Italy), and East Asian states (Japan, South Korea). It explores how students use multimodal content (text, images, videos) to express emotions, construct cross-cultural identities, and foster cultural and emotional resonance. Findings reveal Xiaohongshu as a key platform for cross-cultural identity construction. Students employ diverse strategies: humorous self-mockery to bridge language barriers, visual contrast to demonstrate cultural differences, and cultural proximity to alleviate academic and life pressures. They transform overseas predicaments into cross-cultural narratives, promoting integration and forming a hybrid identity combining critical thinking and cultural belonging. The study expands the theoretical framework of cross-cultural identity construction in the digital age, highlighting multimodal discourse's role in harmonizing individual emotional expression and collective cultural identity. Practically, it provides references for educators, counselors, and policymakers to optimize international student support systems. |
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| ISSN: | 1927-5250 1927-5269 |
