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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
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
FullText Text:
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  Data: Exploring Emotional Discourse and Identity Construction of Chinese Overseas Students on Xiaohongshu
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  Data: <searchLink fieldCode="AR" term="%22Siqi+Che%22">Siqi Che</searchLink><br /><searchLink fieldCode="AR" term="%22Ziyu+Yang%22">Ziyu Yang</searchLink>
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  Data: 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
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  Label: Abstract
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  Data: 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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  Data: 2026
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      – Text: English
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        PageCount: 22
        StartPage: 236
    Subjects:
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Study Abroad
        Type: general
      – SubjectFull: Emotional Response
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Coping
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      – SubjectFull: Self Concept
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      – SubjectFull: Language Usage
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Social Media
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      – SubjectFull: College Students
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      – SubjectFull: China
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      – SubjectFull: United Kingdom
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      – SubjectFull: South Korea
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