In recent years, a substantial number of international Muslim students come to China to pursue th... more In recent years, a substantial number of international Muslim students come to China to pursue their higher education, which has raised the interest of researchers to intensively studying international students' adjustment to Chinese culture and education environment. The present study explores adjustment of international Muslim students from academic and socio-cultural perspectives at universities in China. The study intensively examines the difficulties that international Muslim students encounter and undergo in Chinese classrooms. Additionally, the study also deeply investigates international Muslim students' socio-cultural adjustment difficulties due to their cultural background and dissimilarity between their culture and Chinese culture. Furthermore, the study seeks reasons behind adjustment problems and their relation with international Muslim students' beliefs. Additionally, the study finds out the ways for handling adjustment problems through pragmatic suggestions, which can help international Muslim students to adjust successfully to Chinese culture and Chinese learning environment. In this empirical study, intercultural adjustment of international Muslim students, which is associated with academic and socio cultural dimensions, was thoroughly investigated. The study was derived from Xiaofan's "effectiveness of intercultural adjustment in multicultural classrooms" theory and cultural distance theory to study intercultural adjustment of international Muslim students from academic and socio-cultural perspectives. For the credibility of the research, qualitative and quantitative instruments were used as major research methods. As for the quantitative instrument, 132 international Muslim students at Chinese universities were randomly selected to fill in the questionnaire. The data obtained from the questionnaire was analyzed through SPSS software. The students’ opinions were interpreted according to the highest mean they had gained from the choices. The data obtained through the questionnaire was analyzed with relation to the variables of international Muslim students’ gender and cultural background. Besides, for more reliability, an interview with 14 international Muslim students was carried out to collect supplementary data and to fill in any gaps that might have been left unanswered by the respondents in the questionnaire. As for academic adjustment, the study has ascertained that international Muslim students have experienced distinctive language difficulties while learning Chinese language, most particularly learning writing Chinese characters and reading. The Chinese teaching methods and higher educational system appear to be one of the most prominent hardships that international Muslim students bitterly experienced during their study at Chinese universities. Regarding Chinese culture and environment, the respondents emphasized on problems related to the dissimilarities between religious beliefs, food, eating habits, customs and the weather in their country of origin and those in the host country. The majority of international Muslim students correlate their socio-cultural adjustment difficulties with Islam religion. They generally had difficulties finding Halal food and place for praying, even though many of them are not from same country, as International Muslim students share the same religious cultural backgrounds that bring them together regardless their identity or belonging. International Muslim students have tried many different ways to handle the new norms, values, beliefs, and attitudes of the host country to healthier and effortless integration. The study concluded that Chinese universities need to adopt strategies to address international students’ needs, such as providing supportive academic and Chinese language skills programs, increasing public lectures, enhancing motivating teaching methods, and recruiting more English speaking academic staff. Chinese universities also should consider organizing activities for international students and assisting them in adjusting socially to the host culture. Furthermore, the findings of this study also indicated that participants encountered difficulties in finding halal food and performing Friday’s prayers. Therefore, international student office of universities should work cooperatively with Muslim student associations and co-national student associations to facilitate international Muslim students' adjustment to the academic and socio-cultural atmosphere in China, by helping them find halal food, mosques, and commuting to there and back. Keywords: intercultural adjustment, international Muslim students, learning Chinese language difficulties, academic adjustment, socio-cultural adjustment
This article aims at exploring similarity between Anatolian and Chinese prevalent superstitions, ... more This article aims at exploring similarity between Anatolian and Chinese prevalent superstitions, the reasons behind them and contributing to literature concerning superstitions. In this comparative study, marriage, birth, and death superstitions and their impacts on people’s life have been investigated individually in Anatolian and Chinese cultures. As a result, the study concluded that superstitions have been a tradition, which is transferred from one generation to another. In both Anatolia and China, superstitions are mostly towards expelling evil spirits, avoiding bad things, and bringing good luck. In China, the most widespread superstitions are related to homophonic numbers whereas in Anatolia, wearing an evil eye talisman against evil eye is the most popular one. However, visiting a fortuneteller is very common superstition in both cultures and the most similar superstitions appear on birth customs. Results indicated that many superstitions originated from Shamanism, which is pre Islamic Asian origin Turkic religion. It is assumed that innumerable Anatolian and Chinese superstitions come from same ancient Shamanism and have survived until nowadays.
This paper involves an investigation of the relationship between Chinese college students’ intern... more This paper involves an investigation of the relationship between Chinese college students’ international posture and their intercultural willingness to communicate (IWTC) by means of questionnaires obtained from 167 Chinese college students. The results of the Pearson correlation show that there is a significant positive relationship between international posture and IWTC. In addition, the results of the multiple linear regressions indicate that Intercultural Friendship Orientation in English learning that is one factor of the international posture can significantly predict students’ IWTC.
In recent years, a substantial number of international Muslim students come to China to pursue th... more In recent years, a substantial number of international Muslim students come to China to pursue their higher education, which has raised the interest of researchers to intensively studying international students' adjustment to Chinese culture and education environment. The present study explores adjustment of international Muslim students from academic and socio-cultural perspectives at universities in China. The study intensively examines the difficulties that international Muslim students encounter and undergo in Chinese classrooms. Additionally, the study also deeply investigates international Muslim students' socio-cultural adjustment difficulties due to their cultural background and dissimilarity between their culture and Chinese culture. Furthermore, the study seeks reasons behind adjustment problems and their relation with international Muslim students' beliefs. Additionally, the study finds out the ways for handling adjustment problems through pragmatic suggestions, which can help international Muslim students to adjust successfully to Chinese culture and Chinese learning environment. In this empirical study, intercultural adjustment of international Muslim students, which is associated with academic and socio cultural dimensions, was thoroughly investigated. The study was derived from Xiaofan's "effectiveness of intercultural adjustment in multicultural classrooms" theory and cultural distance theory to study intercultural adjustment of international Muslim students from academic and socio-cultural perspectives. For the credibility of the research, qualitative and quantitative instruments were used as major research methods. As for the quantitative instrument, 132 international Muslim students at Chinese universities were randomly selected to fill in the questionnaire. The data obtained from the questionnaire was analyzed through SPSS software. The students’ opinions were interpreted according to the highest mean they had gained from the choices. The data obtained through the questionnaire was analyzed with relation to the variables of international Muslim students’ gender and cultural background. Besides, for more reliability, an interview with 14 international Muslim students was carried out to collect supplementary data and to fill in any gaps that might have been left unanswered by the respondents in the questionnaire. As for academic adjustment, the study has ascertained that international Muslim students have experienced distinctive language difficulties while learning Chinese language, most particularly learning writing Chinese characters and reading. The Chinese teaching methods and higher educational system appear to be one of the most prominent hardships that international Muslim students bitterly experienced during their study at Chinese universities. Regarding Chinese culture and environment, the respondents emphasized on problems related to the dissimilarities between religious beliefs, food, eating habits, customs and the weather in their country of origin and those in the host country. The majority of international Muslim students correlate their socio-cultural adjustment difficulties with Islam religion. They generally had difficulties finding Halal food and place for praying, even though many of them are not from same country, as International Muslim students share the same religious cultural backgrounds that bring them together regardless their identity or belonging. International Muslim students have tried many different ways to handle the new norms, values, beliefs, and attitudes of the host country to healthier and effortless integration. The study concluded that Chinese universities need to adopt strategies to address international students’ needs, such as providing supportive academic and Chinese language skills programs, increasing public lectures, enhancing motivating teaching methods, and recruiting more English speaking academic staff. Chinese universities also should consider organizing activities for international students and assisting them in adjusting socially to the host culture. Furthermore, the findings of this study also indicated that participants encountered difficulties in finding halal food and performing Friday’s prayers. Therefore, international student office of universities should work cooperatively with Muslim student associations and co-national student associations to facilitate international Muslim students' adjustment to the academic and socio-cultural atmosphere in China, by helping them find halal food, mosques, and commuting to there and back. Keywords: intercultural adjustment, international Muslim students, learning Chinese language difficulties, academic adjustment, socio-cultural adjustment
This article aims at exploring similarity between Anatolian and Chinese prevalent superstitions, ... more This article aims at exploring similarity between Anatolian and Chinese prevalent superstitions, the reasons behind them and contributing to literature concerning superstitions. In this comparative study, marriage, birth, and death superstitions and their impacts on people’s life have been investigated individually in Anatolian and Chinese cultures. As a result, the study concluded that superstitions have been a tradition, which is transferred from one generation to another. In both Anatolia and China, superstitions are mostly towards expelling evil spirits, avoiding bad things, and bringing good luck. In China, the most widespread superstitions are related to homophonic numbers whereas in Anatolia, wearing an evil eye talisman against evil eye is the most popular one. However, visiting a fortuneteller is very common superstition in both cultures and the most similar superstitions appear on birth customs. Results indicated that many superstitions originated from Shamanism, which is pre Islamic Asian origin Turkic religion. It is assumed that innumerable Anatolian and Chinese superstitions come from same ancient Shamanism and have survived until nowadays.
This paper involves an investigation of the relationship between Chinese college students’ intern... more This paper involves an investigation of the relationship between Chinese college students’ international posture and their intercultural willingness to communicate (IWTC) by means of questionnaires obtained from 167 Chinese college students. The results of the Pearson correlation show that there is a significant positive relationship between international posture and IWTC. In addition, the results of the multiple linear regressions indicate that Intercultural Friendship Orientation in English learning that is one factor of the international posture can significantly predict students’ IWTC.
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Papers by 顾 丽娜
Furthermore, the study seeks reasons behind adjustment problems and their relation with international Muslim students' beliefs. Additionally, the study finds out the ways for handling adjustment problems through pragmatic suggestions, which can help international Muslim students to adjust successfully to Chinese culture and Chinese learning environment.
In this empirical study, intercultural adjustment of international Muslim students, which is associated with academic and socio cultural dimensions, was thoroughly investigated. The study was derived from Xiaofan's "effectiveness of intercultural adjustment in multicultural classrooms" theory and cultural distance theory to study intercultural adjustment of international Muslim students from academic and socio-cultural perspectives. For the credibility of the research, qualitative and quantitative instruments were used as major research methods. As for the quantitative instrument, 132 international Muslim students at Chinese universities were randomly selected to fill in the questionnaire. The data obtained from the questionnaire was analyzed through SPSS software. The students’ opinions were interpreted according to the highest mean they had gained from the choices. The data obtained through the questionnaire was analyzed with relation to the variables of international Muslim students’ gender and cultural background.
Besides, for more reliability, an interview with 14 international Muslim students was carried out to collect supplementary data and to fill in any gaps that might have been left unanswered by the respondents in the questionnaire.
As for academic adjustment, the study has ascertained that international Muslim students have experienced distinctive language difficulties while learning Chinese language, most particularly learning writing Chinese characters and reading. The Chinese teaching methods and higher educational system appear to be one of the most prominent hardships that international Muslim students bitterly experienced during their study at Chinese universities. Regarding Chinese culture and environment, the respondents emphasized on problems related to the dissimilarities between religious beliefs, food, eating habits, customs and the weather in their country of origin and those in the host country.
The majority of international Muslim students correlate their socio-cultural adjustment difficulties with Islam religion. They generally had difficulties finding Halal food and place for praying, even though many of them are not from same country, as International Muslim students share the same religious cultural backgrounds that bring them together regardless their identity or belonging. International Muslim students have tried many different ways to handle the new norms, values, beliefs, and attitudes of the host country to healthier and effortless integration.
The study concluded that Chinese universities need to adopt strategies to address international students’ needs, such as providing supportive academic and Chinese language skills programs, increasing public lectures, enhancing motivating teaching methods, and recruiting more English speaking academic staff. Chinese universities also should consider organizing activities for international students and assisting them in adjusting socially to the host culture.
Furthermore, the findings of this study also indicated that participants encountered difficulties in finding halal food and performing Friday’s prayers. Therefore, international student office of universities should work cooperatively with Muslim student associations and co-national student associations to facilitate international Muslim students' adjustment to the academic and socio-cultural atmosphere in China, by helping them find halal food, mosques, and commuting to there and back.
Keywords: intercultural adjustment, international Muslim students, learning Chinese language difficulties, academic adjustment, socio-cultural adjustment
Furthermore, the study seeks reasons behind adjustment problems and their relation with international Muslim students' beliefs. Additionally, the study finds out the ways for handling adjustment problems through pragmatic suggestions, which can help international Muslim students to adjust successfully to Chinese culture and Chinese learning environment.
In this empirical study, intercultural adjustment of international Muslim students, which is associated with academic and socio cultural dimensions, was thoroughly investigated. The study was derived from Xiaofan's "effectiveness of intercultural adjustment in multicultural classrooms" theory and cultural distance theory to study intercultural adjustment of international Muslim students from academic and socio-cultural perspectives. For the credibility of the research, qualitative and quantitative instruments were used as major research methods. As for the quantitative instrument, 132 international Muslim students at Chinese universities were randomly selected to fill in the questionnaire. The data obtained from the questionnaire was analyzed through SPSS software. The students’ opinions were interpreted according to the highest mean they had gained from the choices. The data obtained through the questionnaire was analyzed with relation to the variables of international Muslim students’ gender and cultural background.
Besides, for more reliability, an interview with 14 international Muslim students was carried out to collect supplementary data and to fill in any gaps that might have been left unanswered by the respondents in the questionnaire.
As for academic adjustment, the study has ascertained that international Muslim students have experienced distinctive language difficulties while learning Chinese language, most particularly learning writing Chinese characters and reading. The Chinese teaching methods and higher educational system appear to be one of the most prominent hardships that international Muslim students bitterly experienced during their study at Chinese universities. Regarding Chinese culture and environment, the respondents emphasized on problems related to the dissimilarities between religious beliefs, food, eating habits, customs and the weather in their country of origin and those in the host country.
The majority of international Muslim students correlate their socio-cultural adjustment difficulties with Islam religion. They generally had difficulties finding Halal food and place for praying, even though many of them are not from same country, as International Muslim students share the same religious cultural backgrounds that bring them together regardless their identity or belonging. International Muslim students have tried many different ways to handle the new norms, values, beliefs, and attitudes of the host country to healthier and effortless integration.
The study concluded that Chinese universities need to adopt strategies to address international students’ needs, such as providing supportive academic and Chinese language skills programs, increasing public lectures, enhancing motivating teaching methods, and recruiting more English speaking academic staff. Chinese universities also should consider organizing activities for international students and assisting them in adjusting socially to the host culture.
Furthermore, the findings of this study also indicated that participants encountered difficulties in finding halal food and performing Friday’s prayers. Therefore, international student office of universities should work cooperatively with Muslim student associations and co-national student associations to facilitate international Muslim students' adjustment to the academic and socio-cultural atmosphere in China, by helping them find halal food, mosques, and commuting to there and back.
Keywords: intercultural adjustment, international Muslim students, learning Chinese language difficulties, academic adjustment, socio-cultural adjustment