(文化研究 第8組)International Students’ Learning Satisfaction At Cyut—The Case Study Of Vietnamese Students

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(文化研究 第8組)International Students’ Learning Satisfaction At Cyut—The Case Study Of Vietnamese Students

  1. 1. International Students’ Learning Satisfaction at CYUT—The Case Study of Vietnamese Students Riona 9622614 Jean 9622604 1 - Culture Studies -
  2. 2. Content <ul><li>Introduction </li></ul><ul><li>Literature Review </li></ul><ul><li>Methodology </li></ul><ul><li>Findings </li></ul><ul><li>Conclusion </li></ul>
  3. 3. Introduction <ul><li>Background of the Study </li></ul><ul><li>Statement of the Problem </li></ul><ul><li>Purpose of the Study </li></ul><ul><li>Research Questions </li></ul><ul><li>Significance of the Study </li></ul><ul><li>Definition of Terms </li></ul>
  4. 4. <ul><li>Based on the recent literature and research, it has seen increased attention being given to international students’ learning satisfaction in the literature. </li></ul><ul><li>A growing number of research studies are on available to shed some light on the Vietnamese students’ learning situation, culture, and adaptation since government provided more chances for Vietnamese students to study in Taiwan. </li></ul>Background of the Study
  5. 5. Statement of the Problem <ul><li>Based on diverse educational system, the curriculum arrangement, facilities and teaching styles also affect foreign students’ learning that are valuable to investigate, however, a few research aim the culture perspectives to discuss this issue. </li></ul>
  6. 6. Purpose of the Study <ul><li>1. To understand the expectations that Vietnamese students studying in Taiwan have. </li></ul><ul><li>2. To explore the degree of Vietnamese students satisfaction or dissatisfaction with the education quality of CYUT. </li></ul><ul><li>3. To investigate whether resources in CYUT educational program meet the Vietnamese students’ need in their future career. </li></ul>
  7. 7. Research Questions <ul><li>1. What expectations do Vietnamese students studying in Taiwan have? </li></ul><ul><li>2 .How do Vietnamese students satisfy or dissatisfy with the education quality of CYUT? </li></ul><ul><li>3. Do resources in CYUT educational program meet the Vietnamese students’ need in their future career? </li></ul>
  8. 8. Significance of the Study <ul><li>To encourage Chaoyang University to provide more resources in accordance with the foreign students’ need of future career. </li></ul><ul><li>To be useful to Department of Finance and Accounting responsible for planning curriculum and professional teachers in international students’ education. </li></ul>
  9. 9. Significance of the Study <ul><li>To understand Vietnamese students’ learning obstacles, expectation, and satisfaction. </li></ul><ul><li>To help the professional teachers to understand Vietnamese students’ goal and learning style to facilitate them in the adaptation of different cultures and connection of professional knowledge. </li></ul>
  10. 10. Definition of Terms <ul><li>Satisfaction </li></ul><ul><li>Satisfaction is a person’s feeling of pleasure or disappointment resulting from comparing a perceive performance of the product that is in relation to his or her expectation. In addition, satisfaction can be defined as an attitude—like judgment following a purchase act or a series of consumer-product interactions (lovelock, 2001). </li></ul>
  11. 11. Review of Literature <ul><li>2.1 Vietnamese culture </li></ul><ul><li>2.2 Traditional Education and Learning Style </li></ul><ul><li>2.3 Higher Education and Globalization </li></ul>
  12. 12. Vietnamese culture <ul><li>Within Vietnamese ethnic community they hear that they must work hard and do well in school in order to move up, because Vietnamese parents are also strongly committed to retaining their culture, values, and customs. </li></ul>
  13. 13. Traditional Education and Learning Style <ul><li>The traditional Vietnamese teaching methods emphasis on rote learning and strict discipline still exist in most universities, but it is no longer appropriate when the business world is demanding that ‘school graduates be able to go beyond simple reproduction of knowledge’ (Hallinger, 1998). </li></ul>
  14. 14. Traditional Education and Learning Style <ul><li>Vietnamese universities are very concerned about changing methodologies, encouraging the shift from teacher-centered to learner-centered approach of teaching and learning. </li></ul><ul><li>In this age of globalization, university administrators and leaders need to recognize key changes and develop good strategies to mange changes. </li></ul>
  15. 15. Higher Education and Globalization <ul><li>The country with developed education can have better conditions to attract more foreign investment, participate more effectively in international affairs and enlarge the labor markets (Bloom, 2002). </li></ul><ul><li>Brain drain is also the big problem for many developing countries like Vietnam in the process of globalization. </li></ul>
  16. 16. Methodology <ul><li>Participants </li></ul><ul><li>Instrument </li></ul><ul><li>Data Collection </li></ul><ul><li>Data Analysis </li></ul>
  17. 17. Participants <ul><li>The two participants for this research were business major students studied at Chaoyang University in Taichung County. Both of them came from Hanoi University of Business and Technology in Vietnam. </li></ul>
  18. 18. Instrument <ul><li>Open-ended Questions for Interview </li></ul>
  19. 19. Data Collection <ul><li>Tape-recorded interviews </li></ul><ul><li>Content analysis of interviewees’ interlocution </li></ul>
  20. 20. <ul><li>NVivo8 </li></ul><ul><li>Content analysis by hand </li></ul>Data Analysis
  21. 21. Research Procedures Interviews A male Vietnamese S A female Vietnamese S Tape-recording & encoding Decoding & categorizing
  22. 22. Results <ul><li>Their concerns were about the language and professional knowledge learning at CYUT. </li></ul><ul><li>To learn Chinese and to expose to Chinese environment as much as possible so that she can acquire Chinese communication proficiency. </li></ul>RQ1: What expectations do Vietnamese students who study at CYUT have?
  23. 23. <ul><li>1. Quality of lectures </li></ul><ul><li>The difference of teaching styles </li></ul><ul><li>Taiwanese Ts were more enthusiastic toward teaching and caring students’ learning than Vietnamese teachers. </li></ul><ul><li>Taiwanese Ts encourage active learning and ask them to do presentations. </li></ul>RQ2: How do Vietnamese students satisfy or dissatisfy with the educational quality of CYUT?
  24. 24. <ul><li>2. Quality of curriculum </li></ul><ul><li>They were satisfied with the curriculum designed by their departments. </li></ul><ul><li>Hoping for offering more languages courses ( Chinese and ESP courses). </li></ul><ul><li>Their classes were separated with Taiwanese students’ classes so that they had less chance to communicate with Taiwanese students. </li></ul>RQ2: How do Vietnamese students satisfy or dissatisfy with the educational quality of CYUT?
  25. 25. <ul><li>3. Quality of school facilities </li></ul><ul><li>Campus , library and dormitory were highly regarded by two participants. </li></ul><ul><li>Classroom size might too small to contain 50 students and small class might have better teaching and learning quality. </li></ul><ul><li>He lived with his Vietnamese classmates can not improve Chinese conversation ability. </li></ul>RQ2: How do Vietnamese students satisfy or dissatisfy with the educational quality of CYUT?
  26. 26. <ul><li>Be a boss or an accountant. </li></ul><ul><li>Be a bank employee. </li></ul><ul><li>To meet their future career’s needs they have to possess Chinese proficiency and professional knowledge . </li></ul>RQ3: Do resources in CYUT educational program meet the Vietnamese students’ need in their future career?
  27. 27. <ul><li>They considered overall professional courses that their departments offered met their future needs. </li></ul><ul><li>They still expected that CYUT provides them more Chinese and English training as well as field practice to broad their learning experience. </li></ul>RQ3: Do resources in CYUT educational program meet the Vietnamese students’ need in their future career?
  28. 28. Conclusions <ul><li>Results revealed that two participants satisfied with the curriculum design and school facilities. </li></ul><ul><li>They approved that Taiwanese teaching styles could promote their learning efficiency. </li></ul><ul><li>They were open-minded for coped with culture difference and were able to adapt themselves well to new surroundings. </li></ul>
  29. 29. <ul><li>Thank You </li></ul><ul><li>for </li></ul><ul><li>Your Attention! </li></ul>

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