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Language adjustment of international...

Qiu, Wei.

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Language adjustment of international students in the US: A social network analysis on the effects of language resources, language norm and technology.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Language adjustment of international students in the US: A social network analysis on the effects of language resources, language norm and technology./
Author:	Qiu, Wei.
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0468.
Contained By:	Dissertation Abstracts International72-02A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434212
ISBN:	9781124408521

Language adjustment of international students in the US: A social network analysis on the effects of language resources, language norm and technology.
Qiu, Wei.

Language adjustment of international students in the US: A social network analysis on the effects of language resources, language norm and technology. - 140 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0468.

Thesis (Ph.D.)--Michigan State University, 2011.

The study explores factors that enhance or inhibit the language adjustment of international students in the U.S. Using social network influence model, the study examines the effects of language resources, language norm, and technology use on international students' self-confidence in overall English skills and four subskills, namely, listening, speaking, reading, and writing. The social network analysis is conducted on longitudinal data collected via two surveys administered to eighty one international students enrolled in the English Learning Center at a midwestern university. The findings suggest a number of variables boosting English confidence of international students: usage of mass media related to host community, usage of technology to contact family (in home country), the size of one's personal network, the proportion of English speakers (both native and non-native) in one's personal network weighted by the contact frequency. Meanwhile, this study disproved a set of variables suggested by the literature that is beneficial to language adjustment: length of residence (in the US), the percentage of native English speakers in the participants' social networks, and home country-related mass media usage. Length of residence in the US had no significant impact on English self-confidence, indicating that living in the US for longer period of time does not automatically improve one's confidence in using English. The study found that the participants' English confidence benefits from a larger personal network consisting of both non-native and native speakers, instead of native English speakers only. Implications for institutional policy and future research are discussed.

ISBN: 9781124408521Subjects--Topical Terms:

1018115
Education, Language and Literature.

Language adjustment of international students in the US: A social network analysis on the effects of language resources, language norm and technology.
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100 1 $a Qiu, Wei. $3 1019313
245 1 0 $a Language adjustment of international students in the US: A social network analysis on the effects of language resources, language norm and technology.
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0468.
500 $a Adviser: Yong Zhao.
502 $a Thesis (Ph.D.)--Michigan State University, 2011.
520 $a The study explores factors that enhance or inhibit the language adjustment of international students in the U.S. Using social network influence model, the study examines the effects of language resources, language norm, and technology use on international students' self-confidence in overall English skills and four subskills, namely, listening, speaking, reading, and writing. The social network analysis is conducted on longitudinal data collected via two surveys administered to eighty one international students enrolled in the English Learning Center at a midwestern university. The findings suggest a number of variables boosting English confidence of international students: usage of mass media related to host community, usage of technology to contact family (in home country), the size of one's personal network, the proportion of English speakers (both native and non-native) in one's personal network weighted by the contact frequency. Meanwhile, this study disproved a set of variables suggested by the literature that is beneficial to language adjustment: length of residence (in the US), the percentage of native English speakers in the participants' social networks, and home country-related mass media usage. Length of residence in the US had no significant impact on English self-confidence, indicating that living in the US for longer period of time does not automatically improve one's confidence in using English. The study found that the participants' English confidence benefits from a larger personal network consisting of both non-native and native speakers, instead of native English speakers only. Implications for institutional policy and future research are discussed.
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710 2 $a Michigan State University. $b Educational Psychology and Educational Technology. $3 1678385
773 0 $t Dissertation Abstracts International $g 72-02A.
790 1 0 $a Zhao, Yong, $e advisor
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790 1 0 $a Wong, David $e committee member
790 1 0 $a Frank, Ken $e committee member
790 1 0 $a Pysarchik, Dawn $e committee member
790 $a 0128
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434212