Academic writing experience of Chinese postgraduate taught students at a UK university

Zheng, Hongrui (2023) Academic writing experience of Chinese postgraduate taught students at a UK university. Doctoral thesis, University of East Anglia.

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Abstract

This study examines the difficulties faced by Chinese postgraduate students studying in the UK in terms of academic English writing and their experiences in developing strategies for academic writing practices. The academic literacies approach (Lea and Street, 2006) and the concept of writing as a social practice (Lave and Wenger, 1991; Street, 2003) provide the theoretical frameworks for examining the experiences and challenges encountered by Chinese postgraduate taught (PGT) students in their academic writing. Rather than treating writing solely as a skill or technique, this study conceptualizes it as a social practice. It contends that learning is a process of evolving participation within a community of practice, emphasizing its inherently social and situated nature (Lave and Wenger, 1991).

The study took a mixed-method approach. Students from the School of Business and the School of Education at a UK university were selected as the participants. Data were collected through 104 questionnaires, 30 one-on-one semi-structured interviews and documentary analysis of six students’ writing assignments.

The study reveals that in addition to English language barriers, Chinese students faced other difficulties in academic writing practices, such as unfamiliar writing styles, tutors’ requirements, and unfamiliar evaluation criteria. This situation is caused not only by cultural differences in terms of teaching and learning between the UK and China but also by the traditional model of teaching English as a foreign language in China. The rote learning model and the examination-based assessment have posed negative effects on teaching and learning the English language and writing in schools and universities in China. The findings suggest that Chinese students’ academic writing experience is complicated and influenced by multiple layers of social, cultural and linguistic factors. In order to adapt to the postgraduate-level writing in the UK university, Chinese students have to deal with culture shock, learning shock and unfamiliar social relations.

In light of the rapid increase in the number of Chinese international students studying in the United Kingdom and the ongoing reforms in English language instruction in China, these research findings hold significant implications for enhancing the English writing skills of Chinese international students. The study offers new insights into the improvement of Chinese students' English academic writing and challenges the current education on English academic writing in the UK higher education. It encourages UK university tutors to listen to Chinese students' voices and assist them to meet the postgraduate-level standards for academic writing. In addition, English language teaching in China should also be aligned internationally with a focus on students' application of English, gradually shifting from English for General Purposes (EGP) to English for Academic Purposes (EAP).

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	11 Jun 2026 08:52
Last Modified:	11 Jun 2026 08:52
URI:	https://ueaeprints.uea.ac.uk/id/eprint/103348
DOI:

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