Jo McVey

Research Question

‘How can English Language Development tutors facilitate Chinese FE/HE students to become comfortable learners within the UK university learner-centred holistic teaching approach to art and design‘

This research question is based on my practice as a Language Development tutor at UAL as I consider ways in which to best support art and design students to develop English language, literacy and communication skills. Facilitating improvement and development of English as another language for those across pre-undergraduate, undergraduate and post graduate level has been my role for several years. As such the intention for my research project is to consider assumptions made about the main cohort within the international student body, namely the community from China. I consider it important to primarily consider this group and their learning habits having been the main cohort I have taught in the last 10 years or so. This in turn will also lead me to consider what could be seen potentially as implicit bias towards this group.

Students enrolling from China can have a tendency to be unfamiliar with the teaching and learning approaches within a UK university environment depending on learning experiences. Many may have familiarity with what could be described as didactic teaching methods involving long hours of study. Students may also not have had the opportunity to have a ‘voice’ within previous learning environments. Attending a UK university that advocates the learner-centred holistic teaching approach, particularly within art and design education, can often be at best a surprise and at worst a shock.

This action research project will therefore initially start by observing students in class through task-based lessons focusing on English academic language development skills. This as is the norm during lessons that focus on skills development within the English for Academic Purposes remit for academic language learning. The first lesson to include an activity that focuses on practice of listening and reading skills by way of an artefact; the radio documentary by the journalist Ben Chu “Chinese on Campus” (Radio 4, 2022, 11:00). To accompany this is the complimentray text ‘Why are Chinese Students so keen on the UK?’ (Chu, 2022). See links below, please note a BBC log in is required for the audio link:

https://www.bbc.co.uk/sounds/play/favourites/m0014gbk

https://www.benchu.co.uk/post/chinesestudentsukunieversities

The first observed class will then be followed up with a second observed workshop to practice speaking skills to consider perceptions of communication habits and skills. This to then be followed up with semi-structured interviews based on topics similar to that raised in the artefact listening task. Finally, participants will be asked to complete a survey to look at how students perceive the experience of being a student within UK art and design higher education. The intention by use of various strands as research methods will be in order to gather as much data as possible, given that I may have a challenge to find participants. It is also not only to sensitively challenge students with admittedly potentially uncomfortable listening material but also to ask follow up questions but also challenge my role as a language development tutor questioning, re-evaluating and reconsidering what could be seen as potentially implicit bias after having taught groups of students mainly from China for several years. It is also to find out how through this research students exposed to a multimodal learner-centred holistic pedagogy within a UK university can be supported to develop English language and communication skills whilst also developing confidence communicating within an art and design learning environment.

Rationale

Cultural differences of learning can be complex. As the cohort of international students increases due to the ongoing pace of internationalisation within UK universities, for Language Development tutors and colleagues at UAL whilst also managing workload within specialism to have an awareness of learning styles can at times lead to a ‘mismatch’ within teaching and learning spaces affecting communication and discourse with and about this group. There can be a tendency for this cohort to be stereotyped, essentialised and othered as the quiet ‘Chinese learner’ or ‘Asian learner’ resulting in what could be seen as a misunderstanding and misrepresentation of learners coming from China and other South East Asian countries.

Using an intervention in the form of my artefact from the previous Inclusive Practice unit means having the opportunity to continue an exploration of using this intervention to potentially push boundaries in terms of what students are familiar with as learners of English as another language. The approach is also to use a multi-literal holistic approach with a radio documentary, a Padlet, online interviews and an online survey to give students the further opportunity to explore their identity. This approach is to move beyond how students see themselves as creatives but also as communicators where using and developing the English language alongside their experience of university life has an impact.

The documentary and text by Ben Chu (2022) as lesson material could give students a sense of ‘exposure’ to their identity as learners in the UK whilst also addressing the issues they may face. His enquiry initially includes looking at the following: what students make of their experience in the uk, as for many this is the first time living outside their own country, and what impression do they take back (to China)? (Chu, 2022). The documentary also has dialogue which may be challenging for learners not just as a listening activity but also in terms of content. For example, there are discussions with students at Glasgow University about experiences in the UK, where students describe “divisions between Chinese students and other international students” (Radio 4, 1:27, 2022) and “culture shock and life shock” (Radio 4, 1:38, 2022). He also talks about perceptions of Chinese students as “Pretty quiet, hardworking, largely stick together, or perhaps you’ve heard they are the sons and daughters of rich Chinese families or hard line supporters of the Chinese Communist Party” (Radio 4, 2:38, 2022). In addition the accompanying blog mentions “As the flows of Chinese students into the UK have grown in recent decades there’s been growing scrutiny of their impact” (Chu, 2022) and ‘Another growing theme is that so-called Crazy Rich Asians – the sons and daughters of rich Chinese industrialists – are swamping campuses and crowding out domestic British students.’ (Chu, 2022). As a second generation mixed race British-Asian he looks at these issues through a controversial lens. As such these ideas and statements as descriptive could be offensive or misinterpreted as an opinion I intend that by sharing this intervention within a safe space giving a perspective that can facilitate students to consider and critically analyse their own identity as learners as well as offer research analysis by examining the group I teach. The aim to ask students if they agree or identify with these sentiments will require careful handling presenting the lesson and a sensitivity to any subsequent discussion.

As a Language Development tutor developing an approach through critical discourse analysis leads to a certain amount of cultural awareness. Many of my colleagues and I may have taught and worked in countries where students come from, or have taught international students for several years and are familiar with learning tendencies and habits. This is not to say that we are the experts and year on year there continues to be much to learn as geopolitics and cohorts change. In addition, many course lecturers I collaborate with, having taught and witnessed the same changes, also have a familiarity with learner habits. However, facilitating and opening up conversations with colleagues about international students who are encouraged to seek language development support could give the opportunity for an improved collaboration and communication about this group. Added to this the aim for me as a Language Development tutor is the intention that by discussing and speaking to students directly has the potential for a raised- awareness of student experience as those coming from China as one of the largest cohorts, who themselves are a diverse group with diverse learner needs. Added to this is the importance of considering specifically this groups experience. Particularly, in connection with the current Anti- Racism policy and the important work to decolonize the curriculum at UAL.

The intervention also uses a task based learning approach, a common and often used method within English for Academic Purposes (EAP) to practice reading, listening, reading and writing tasks. Therefore my action research focuses on a cohort I am already teaching as part of their regular lessons. The intervention has been taken from the previous Inclusive Practices unit as an appropriate task as a lead to begin to practice these skills This is intended to act as the ‘learner centred holistic approach’ within my research question and also acts as an opportunity to ask students about their learner experiences and cultural perceptions thus far. The follow up to have a discussion around statements about speaking skills also has the potential to give the opportunity for further discussion as students consider the learning community. Following up by then asking individual students for one to one interviews with semi-structured questions as case studies can also give further insight into the learner experience. Both tasks, the listening and the reading, could be seen by students and lecturers alike as uncomfortable truths.

However, by opening up challenging and sensitive conversations for students to engage with as well as considering my position as a language development tutor within this could aid the process of re-evaluating my practice. Creating enquiry to consider a (potential) implicit bias within my role and potentially that of the institution also gives the chance to take a closer look at what may be seen as an ‘unspoken’ issue that is often a ‘spoken’ issue. This in turn could lead to progressive action for students in terms of social justice within my classes and potentially allow for those colleagues I collaborate with to re-evaluate the international Chinese cohort and improve the support for their learning as art and design students.

Reflections on Reading

To rationalise my research it is important to look at how as a teacher I regard my students. Considering that the largest cohort I teach are from China this is pertinent for many reasons, not least because the main aim as a teacher is to facilitate the development and improvement of the English language but also, and I believe importantly, to support learners used to a different learning culture. The construct of the ‘Chinese Learner’ within English Language teaching and beyond is problematic as a throwback to a hegemonic approach to learning English as a foreign language, now thankfully and preferably known as English as an additional language. The stereotypes abound and over the years the teaching experiences I have had mean making sense of of how different learning cultures view the classroom environment. This has also then led me to consider my own prejudices and biases towards students who may see the teaching and learning environment through a different socio-culture lens.

It is well documented that students from East Asian students are socio-culturally used to ‘Face’ culture. As defined by Hu (1944:45) as seen through two different sets of criteria ‘mien-tzu’ as ‘a reputation achieved through getting on in life through success and ostentation’ and ‘lien’ as ‘respect of the group […] with a good moral reputation; […] fulfil […] obligations regardless of the hardships involved’. However, I argue that this fact can often be overlooked in favour of a tendency for cultural or racial stereotypes rather than viewing students as a diverse group who have individual learner habits and needs. Students can also be regarded as quiet, hard-working, obedient and efficient. On one end of the scale this idea is at times in fact the case, and potentially a plus in terms of students completing assessments and coursework by appearing to focus on the tasks at hand. On the other this becomes normalised rhetoric when discussing this cohort when faced with large numbers and perhaps lack of time within course schedules to be able to develop a progressive approach when facing the communicative challenge. Consequently, this cohort can then become problematised. Students can be described as ‘quiet’, ‘they don’t speak’, ‘they don’t appear to understand’ or lack critical thinking skills.

Alongside this is the ‘concurrent marketisation of educational provision constructs students as customers’ (Clark & Gieve, 2006:57). Accepting the status quo as educators, whereby this group are part of the business strategy of a university and therefore a large part of course admissions, who by paying large tuition fees are adding much needed funds to universities can then add to a sense of the fact that student’s are ‘customers’. In turn this leads to the student as ‘consumer’. This aspect, also due to the geopolitics of this marketisation, and the cultural capital invested on the part of students and their families who may be funding attendance to a UK university. As a result this can (and does) combine into potential frustration for both actors. Lecturers may feel a course is ‘dumbed down’ or may or may not often be fully equipped to deal with the issues at hand due to delivery of course assignments, assessments, general workload, time constraints and possibly a lack of training and/or information about the cohort. Students as the ‘consumer’ may in turn want their ‘moneys worth’ or conversely may be attending university for the kudos as cultural capital and are expecting a ‘service’ without full knowledge of what the ‘service’ will entail at a UK university.

At UAL as a Language Development tutor this adds a challenge to my teaching practice raising ethical and moral questions as a professional. Teaching within an increasingly monetised education system which has been constructed to teach those who have English as a first language not, it could be argued, in general terms one constructed to accommodate large cohorts of international students with English as another language. Within my role this therefore requires careful analysis and consideration. Educators keeping apace with changes over the years through CPD or own research can add to an ongoing awareness of this group and much research has been conducted. However, there is still a tendency; despite a level of understanding that may be dependent on the amount of time available to learn about this group, to view students from China as a large generic cohort with misunderstood habits and cultural differences. The result of this then creates a challenging intercultural dynamic for all.

As a result this group can at times be misinterpreted and problematised rather than actively encouraged and embraced as part of the teaching and learning community. Many from a teaching and learning culture such as the Chinese one, where to be educated is viewed from a different perspective to that of the UK can therefore be expected to adapt quickly to UK ‘standards’ and teacher expectations. Student perceptions or expectations are then not necessarily considered or examined as part of the teaching and learning space. As a result, this situation can be at odds to the given learner-centred holistic teaching and learning spaces inhabited. It can also call in to question the social justice aspects of these spaces.

“In the banking concept of education, knowledge is gifted bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing” (Friere, 1970:45).

As Friere (1970:43) notes the ‘banking concept of education‘ relies on what could be seen as a top down didactic hegemonic approach, this is one that many Chinese students are familiar with seeing this as what it means to be educated, again this is at odds with the holistic approach and particularly the approach to the teaching of art and design subjects. Added to this when considering the student teacher relationship ‘The relationship involves Subject (Teacher) and patient listening objects (the students)’ (ibid), for the cohort I teach there are many questions in relation to Frieres’ theories. How do I overcome the notion that the ‘banking concept‘ with Chinese students is perfectly acceptable to them but at odds with how I prefer to teach, particularly when considering the education model from their country’s system? What is Confucian/Collective learning? Are Confucian Heritage Learners really the ‘oppressed’, or is this adding to a cultural and racial stereotype? The UK FE/HE system is possibly unfamiliar and yet a student is making the decision to study in the UK, based on gaining the expertise of those from the UK, once here does the UK system meet expectations? Does it deliver? Are students gaining this knowledge? Is the increasing dominance of technology helping those to manage English as another language through machine translation replacing my role? Does the nature of the holistic approach appear to be confusing at times for those used to a didactic approach? And, how is this change perceived? There are many issues to deal with, however by focusing on learner centred holistic teaching methods I hope that I can gain some insight.

In recent years as classes taught at UAL within Language Development, tend to be predominantly with Chinese students due as previously mentioned to the ongoing marketisation within Higher Education. Occasionally there has been students from Korea, Japan, Taiwan or India. Perhaps now other countries as economic geopolitics shift, though less so at the current time of writing. Using the EAP approach which is teaching students to ‘use language appropriately for study and research‘ involving communication to acquire and develop language with ‘the starting point as the learner and their situation rather than the language‘ (British Council, 2024) requires careful adaptation within an art and design context, as this is specific it can then be defined as English for Specific Academic Purposes (ESAP). The student’s study and subject context is therefore key to understanding how best to support students, and as such this leans towards considering students as not only international learners using English as another language but also as individual learners within a creative discipline. It is worth noting that this is the same for home students who I would argue tend not to be regarded as a generic whole. The identity of a student is what drives this research and leads to consideration and examination of the cultural communication and study skills valued by this group (British Council, 2024) and more specifically as art and design students.

Identity

Many students coming from China may have been taught through the Community Based Art Education (CBAE) approach developed and promoted since the 1990s until now, in that time there have been changes and developments within this approach with recent developments originating ‘from a call to incorporate students experience of their particular communities into their formal and informal education’ (Luo and Lau, 2020:446). This approach encourages art education through local communities economies and lives. For example primary school children looking at silk embroidery, traditional mould-making and other traditional local art practices. However, once students attend secondary education art subjects become a ‘minor’ subject and no longer a priority with preference to traditional academic subjects in order to pass the highly competitive Gao Kao (the Chinese National Annual College Entry exam). Those who wish to enter an art university take the Yi Kao. Every year the ‘China Academy of Art receives around 80,000 applicants per year, enrolling just 1,600. The Central Academy of Fine Arts in Beijing averages over 40,000 applicants per year, 13,000 of whom sit for the exam; the school only accepts between 700 and 800 national students each year‘ (Forman, 2018). This exam tests skills such as drawing, life painting and sketching, with scores given. It is no surprise that many students faced with this challenge may choose to study art and design subjects in other countries such as the UK, where institutions are more than willing to accept large numbers of talented diverse students, some who may have failed this exam or are unwilling to take it as an extra area of study. Enrolment within the UK is therefore beneficial for all.

From my experience supporting this group of students, the identity of a student as someone who wishes to study in the UK is something I wish to explore. How does a student view the transition from one highly competitive learning environment to another? Having less stress from high pressure exams could explain how when students come to study art and design in the UK there may be a sense of either relief or conversely a sense of feeling lost without this pressure despite a new found sense of ‘freedom’. As well as challenges with language and comprehension (in particular within written briefs and lectures) to also understand and have an awareness of what is expected from the institution; for these students it could be argued that if a student is more used to an ‘abc’ style of learning in order to achieve an expected high standard and high grade, this adds another layer of confusion for them within the new learning environment.

In other words the investigative exploratory approach students are now asked to think about by considering their intellect through critical analysis, emotions and how this can add to an artistic creative potential can be a ‘learning’ shock. Added to an already experience of culture shock. Whilst the hope is for an enriching learning experience, what is the impact for how this is managed from day to day, week to week and through the academic year? It could be stated that through CBAE for example, since 2020 as per policy in China, to have an enriching, educational learning experience is ‘to not only enhance […] art skills, but also other, transferable skills, such as those of collaboration and communication’ (Luo and Lau, 2020:447). There is then a sense of a the necessity for a rapid shift within learner identity as students are unused to this sense of ‘freedom’, preferring guidance that will lead to a successful outcome with hard work and effort by the student to achieve an end goal. The challenge within the research is to not only to gain an understanding of this for both its positive benefits as well as negative implications, but also how best to support the student’s transition from one learning environment to another.

Critical Race Theory

How does student identity link to my research? Considering students as one generic cultural group who have one fixed outlook on education is not helpful. Critical Race Theory comes to mind when considering this perception, there is much to explore in terms of what this means for Chinese learners. When discussing white fragility, Diangelo (2018:1) describing specifically whiteness within a separate, unequal society as she describes this in North America argues as ‘white people are the beneficiaries of that separation and inequailty‘ despite our different sociocultural level of inequality this relates to the identity of the teacher-student relationship. It could be argued her ideas resonate here in the UK and prevail within universities and other institutions. She continues that we as we are ‘Socialized into a deeply internalized sense of superiority that we are either unaware of or can never admit to ourselves, we become highly fragile in conversations about race‘ (Diangelo, 2018:2). The ideas here are pertinent for me within my role as an English Language tutor and all that this brings in terms of the historical context of how the English language has spread across the world dominating communication across the globe since colonialism and imperialism mainly since the late 18th century. It is not lost that the irony of teaching a language which has dominated globally for hundreds of years comes with a sense of ‘internalized superiority‘. As a way to re-address the identity of the teaching ‘self’ as a white woman with English as my first language teaching primarily (in this case as part of my study) Chinese students with English as a second language leads to a further look at the teaching context. Firstly, that of facilitating my students to develop linguistically and, secondly, how to encourage a sense of awareness for my students around the UK teaching and learning environment that tends towards continuing this hegemonic concept.

Guiterrez & Zahler (2017:196) state that ‘In the field of TESOL, as in other educational settings, an important dimension of the multilingual and multicultural landscape is race.‘ Through their research looking at the development and implementation of an eight week Academic Literacy Course through ‘the central theme of history and culture’ with a ‘fluency first‘ and ‘content based approach‘. The core text ‘A Lesson Before Dying’ (1993) by Ernest. J. Gaines. This book is a fictional account of an African American man sentenced to death in the Jim Crow 1940s era for a crime he did not commit (Guiterrez & Zahler, 2017). The article was inspirational when thinking about pedagogy and how even though the context is different it is relevant in terms of how students are encouraged to think critically and move beyond the familiar as art and design students. The multi-literal environment within specialism is a holistic approach so it is therefore important to look at how students experience multi-literacy and how a new different learning environment can lead to questioning how students now engaged in a culturally linguistic diverse environment; whilst also using technology and other media as a means of communication, what does this mean in terms of an awareness of race and culture?

Previous research at UAL in 2009 conducted by the Centre of Excellence in Teaching and Learning (CETL) which is now the Teaching and Learning Exchange Employability Exchange, focused on a project to explore issues of engagement for international students. The aim of the project was as follows:

‘to assess the extent to which international students integrate and adapt to a different teaching and learning environment, predominantly in the creative arts disciplines

to identify the causes of obstacles to such integration and adaptation

to propose ways in which these can be eased.’

(Blythman & Sovic, 2009)

This project employed 14 social science post-graduates employed by UAL from the School of Oriental and African Studies and the London School of Economics Institute of Education who conducted semi-structured interviews asking 16 questions of interviewees (Blythman & Sovic, 2009). This project informs my own research project and whilst this previous research was extensive within the cohort interviewed my aim is to now consider the outcomes and recommendations of this project by looking at how the current international cohort at UAL now much larger than in 2009. According to the Overseas Report UAL Data Summary 22/23 (2023) there were 11,712 overseas students of which 5,793 were from China. As Blythman and Sovic (2009) state ‘many scholars and university staff often ascribe the problems of international students to ‘cultural differences’, which can be seen an ‘easy option’ that allows them to disengage with the complexity of the situations international students have to face in their new educational environment.’ The aim of my action research is therefore to examine this ‘easy option’ and is it still an issue today? At the risk of maintaining a cross-cultural comparison within the research I intend to conduct instead by considering students as individuals above all could mean the findings of this project remain valid today, as can be seen below.

Project conclusions were as follows:

‘a better match between language support for international students and the language requirements to be a successful student, including working in groups with home students

language awareness staff development activities for academic and support staff

staff development activities that aim to enable participants to experience what it might feel like to be an international student awareness-raising activities with all staff that we operate in a global environment and that this requires cross-cultural understanding and empathy

enhanced activities for students in induction/orientation to make as explicit as possible what is expected of a successful student in the UK

work with home students to raise awareness that they too are joining a global world of employment, and that successful communication in English with people who do not have English as their first language is as much their responsibility as it is of the international group’

(Blythman and Sovic, 2009)

These findings led me to consider that many of these issues are still unresolved at UAL and has added to informing my action research. Despite initiatives such as Intercultural Communication Training offered by the Language Centre through workshops and online resources that offer ‘creative activities, critical and reflective thinking and group discussion‘ (UAL, 2024). Sessions are offered in partnership with degree courses and have a dedicated team successfully addressing staff development for academic and support staff. Yet, I would argue in a large institution such as UAL this should be offered as part of induction training for staff and as part of orientation for international students as it could be stated that this merely touches the surface in terms of support for both staff and the large cohorts of international students taught.

In conclusion

Through my action research question and by using a multimodal holistic approach the intention, with participants from a small sample group of students; is to challenge the discourse by and about this group. Alongside this by further questioning and re-evaluating my strategies and methods whilst also considering a potential implicit bias within my identity as a white female middle aged educator, with more than twenty years teaching experience, can add value to an exploration of my practice. Added to this by further consideration of how the learning experience is viewed by students and, how styles of cultural communication shapes their perceptions of the art and design learning community within higher education, can hopefully also develop how students are supported. The potential for further insight into a group often under-represented and yet ever present in turn could also lead to learning more about how students can be better supported by UAL.

Ethical Approval

There were many considerations when looking at the ethics of my action research, in particular maintaining an awareness of the sensitivity of the content for the initial action workshops and the implications in respecting for students anonymity as well as maintaining a professional identity. Feedback from my tutor Lindsay was that my ethical enquiry form was ‘thoughtful and detailed, and demonstrates a deep, nuanced understanding of the complex nature of your intervention and the interactions that it entails.‘ However, I had not detailed how I would recruit students and so the form was amended to include this. I also wanted to makes sure that I had referenced some readings and this was added (see ethical enquiry form attached).

Question 1. What has been a positive learning experience for you at university?

Question 2. What has been a negative learning experience for you at university?

Question 3. Can you think of one thing that would improve your experience at university?

Word cloud results from 10 respondents:

Further responses

As can be seen by the word clouds from Question 1 (positive experiences), the main key word and a running theme is ‘workshop’

Added to this were some of the following comments:

‘I always stay in ceramic workshop this term and I learned a lot from James. Sometimes I don’t understand what he said but he always explain very patiently‘ 

‘There are many workshops I can explore‘

‘learning in workshop from technicians‘ 

In Question 2 (negative experiences) this theme of ‘workshop’ continues as a main key word, however responses regarding negative experiences with communication were prevalent:

‘Sometimes you don’t connect with your classmates well which result in misunderstand and such‘

‘most of time we are learning it by ourself instead of tutor making clear or actual teach us stuff, and course leader is not replying to our email all the time’

‘Yes, stereotypes about Chinese still exist, I can feel it when I talk to some local students‘

And, finally Question 3 (improvements), students become more self-critical yet also give useful well-thought out ideas:

‘I need to overcome my language difficulties to make good use of the school’s resources.‘

‘I hope that tutors could send the questions to be discussed in advance before the class, so that students with language barrier could prepare in advance, it will increase the enthusiasm of the discussion.‘

‘a dynamic forum that allows students share thoughts and information‘

The findings here give a detailed view of student views that would otherwise not be voiced. Focus on improving through workshops is important, this is something often reflected when I have classes or tutorials in that students have a clear aim for development within their crearive skills. The students are also aware of the disadvantages within their situation, stereotyped as the ‘Chinese Learner’ (as previously mentioned in reading reflections). As this is something I was keen to discuss with students it is encouraging that a student felt confident enough to write this in the survey. Added to this is perhaps a sense of frustration with the learning process as language and communication is challenging.  

Interviews 

Student 1 (Tom, male)

He was the first student I spoke to via Teams who did not in fact participate via the initial MA group and is a student from another MA who has been studying in the UK for two months. I had been teaching him in one-to-one bookable tutorials and as such we had had many conversations regarding his student experience as he had initially booked a tutorial to ask for support with speaking and participation in class, and how best to develop his confidence with English as his second language. In these conversations he often spoke about his previous study habits and how he was finding it a challenge to adjust to expectations in terms of assessment and what he saw as his desire to achieve the best he could without an awareness of what is expected. I therefore decided as part of his ongoing development to play the Ben Chu Radio 4 documentary for one of our sessions and ask for his responses. His focus throughout went back to his immediate situation and how he could manage the current situation he was in with group work, which proved to be frustrating for him as he found that he was the only student in the group putting in the most effort due to his skill set. Below is a poetic analysis of the transcription in two stages, one has lines taken from the transcript with my questions and comments added, the second is a final full poem with my questions and comments removed to create a final poem:

1.	be quite a hard thing to listen to

2.	people have the same problem with the same problem

3.	in the UK for two months, three months? 

4.	Two months

5.	have a little reflection on it

6.	how the university could help you?

7.	tired

8.	group project

9.	especially the team work

10.	Maybe only me

11.	the other student there not there, but they're friendly

12.	not school as I imagine.

13.	group work is challenging

14.	like you said, there are  some people who do more than others

15.	You know that I said that? No, people didn't work

16.	my group member, that man he is from Iran. He actually he do a lot. But thinking make can't use OK.

17.	the way he designed it? The way he thought about it didn't work.

18.	*Nods*

19.	that also is quite common in real life when you're working, isn't it?

20.	The big problem is in our group also have the other Chinese student but they just didn't come.

21.	I have to do the job for the two guys jobs

22.	very tired.

23.	The actually our school, the Saint Martins, the workshop. I really like the workshop

24.	very easier for you to designs and make the detail mode

25.	And then in terms of like preparing you for being a student in the UK?  What do you think they could do to help you there?

26.	read more, maybe write more e-mail to ask our teacher tutor

27.	more communicate with different students from different country

28.	some of the guys student even asked me quite teach them Chinese

29.	I also can learn language from the from the Italian and France also learn their from their student

30.	You know also design to look more. It's very important.

31.	The design is the main point is to transfer communicate with the customer

32.	maybe that for people, you know, some guys, even my friends, like customer who in our group the guys they go to play the bowling ball every day is spending nearly £3000 a month.

33.	they just find the Chinese people or who could speak Chinese

34.	they didn't want to try to, you know, use the language different language like English to communicate with and make friends with the foreign people

35.	comfortable area

36.	They didn't want to try the new thing.

Final Poetry 

people have the same problem with the same problem
Two months
Tired
Group project
Especially the team work
Only me

people have the same problem with the same problem
the other student there not there, but they’re friendly
not school as I imagine
group work is challenging
that man he is form Iran, he actually do a lot
people didn’t work
other Chinese student but they just didn’t come

people have the same problem with the same problem
Big problem
other Chinese student but they just didn’t come
I have to do the job for the two guys jobs
Very tired

people have the same problem with the same problem
I really like the workshop
Make the detail
More communicate with students from different country
Some of the guys even asked me teach them Chinese
Learn language from the Italian and France
The design is the main point 

people have the same problem with the same problem
the guys they go play the bowling ball every day is spending nearly £3,000 a month
just find the Chinese people or who could speak Chinese
didn’t want to try
use the language like English to communicate
make friends
foreign people

Detailing the participants words in this way has allowed me to ‘hear’ the student better. It can be seen that he is unhappy with group dynamics, this is something he had not detailed so much in the previous (unrecorded as data) conversations. A theme running through his discourse is his analysis that ‘people have the same problem with the same problem‘. Despite this seemingly simple take on the ‘problem‘. It can be seen that he finds there is a common thread with his story and possibly that of other students despite this he finds his contemporaries (those  from his own culture and country) at times frustrating preferring to work with other international students. He prefers to try to communicate with other international students so that he can have meaningful exchanges and develop his design skills. The main aim and another theme is his overall focus on his studies over and above all ‘The design is the main point‘. This is unsurprising as the main purpose of coming to study in the UK is to achieve by gaining a good degree that will bring him success as a designer. When looking at his work together in tutorials (undocumented here) he would often speak to me at length about his design process, often I would gently ask him to take a step back so that we could look at his use of language and work on this. This interview and our exchange gave me an awareness of this focus on studying and as such enabled me to then move into how he feels about the wider concept of socialising and recognition of his culture as part of the university community, something that could be of benefit if feeling isolated.

Interviewer: So, what do you think about like for example, if the university every term they offered sort of, you know, like cultural activities sharing food or celebrating your own festivals. I mean, there are a lot of festivals across the world, but I think for example, you know, there’s always the Chinese New Year, Full moon. You know, these are big occasions, aren’t they? And I don’t know. I personally. I don’t know if I’ve ever really seen it advertised as a big event at the university. I think they put posters up. […] Do you think that would be a really nice thing to do and maybe celebrate other cultures? You know, have just have a big event where it’s like everyone comes along. They maybe cook something, they share stories. You know something really sociable like that with games? Do you think that would help? And do you think people would go?

Interviewee: Maybe for me. I will, you know, the holiday in Chinese is totally different now it’s different. Then before now. Now the holiday for people, just for a few days, they didn’t have work to just have a rest for sleep for a whole day with others, you know, because you know, it’s so tired for everyone. They just want to find some time to rest and stay today that they didn’t want to celebrate because you know. Every is also tired.

One theme is that he is ‘tired’ and from my awareness this is because of the habit of studying for long hours (as previously mentioned). He has become worn out and potentially lost interest in the additional social and cultural aspects of what it means to be a part of a learning community in the UK. Is this something that can be facilitated, better? Do students want this social interaction? Is it better to offer better subscribed study support that is just for international students or would this lack inclusivity? As it stands students are offered not only extensive English Language support as well as Academic support yet activities connected to inclusivity within the university community are limited to the student union, where it is for the student to find out about and participate or not. 

Student 2 (Mingxuan, male)

This student came from the original participant MA group workshops. He had also been in the UK for two months at this stage of his studies. He was a quiet thoughtful student in classes with a keen desire to participate when asked to and practice his English skills. He had responded with some valid thoughts on Padlet and he was willing to be interviewed further. Once again the interview was online via Teams, we were limited with time so the interview focused on reflecting on his positive and negative experiences. Once again I have used poetic analysis with the transcription in two stages:

1.	It's a big change and that kind of thing, so that my first question really is, can you tell me about positive experiences you've had?

2.	I think London used very diverse city

3.	I live in Lewisham

4.	there's a lot of community

5.	a lot of different countries like South Asia, East Asia, maybe Europe.

6.	is very diverse and it's very good to learn their culture and this kind of thing.

7.	richness of different places

8.	in my country

9.	Or like more than 90% people came from the same and the city.
Ethnic or something?
So it's a brand new like experience.

10.	there is a festival.
It's an Indian festival is called Diwali

11.	I never heard it before

12.	And there is some events hosted by our accommodation

13.	Expectation will uh, actually it's a little bit negative

14.	there is a Chinese social media.
Uh is called uh Shangshu, which is the Little Red book

15.	students, they post their life on their social media.
They will say, whoa, maybe it's a little bit unsafe here.
Maybe you will lose your phone or something,

16.	So do you think so in China, because a lot of students come from your country, there's a lot of chatter before you get here?

17.	social media help helped me a lot because when I apply for the for my course of, there's a lot of information and from even from the official like account in Chinese social media.

18.	Do you feel that you were prepared for what was going to happen in the first few weeks?

19.	it's very free.
I think it's not like Chinese course.
UM, the teacher will tell you exactly what things are going to be, you know.
Then I think the UAL just give your goal or a general goal to guide you how to do in this week.

20.	before you came, were you given any examples of what a brief would look like or or the way the study culture is anything like that?

21.	Yeah, there's no this kind of thing.
Before I came here.

22.	holistic approach

23.	I wouldn't say it's good or bad, because for now I'm just learning, you know, learning the new approach to absorb observe the knowledges.

24.	For me, I personally not very good at like time management, you know.
So it's a little bit challenging.

I live in Lewisham
there's a lot of community
different countries like South Asia, East Asia, maybe Europe.
Diverse, very good to learn
culture and this kind of thing

I live in Lewisham
in my country,
more than 90% people came from the same and the city.
Ethnic or something?
It’s a brand new experience

I live in Lewisham
There is a festival,
it's an Indian festival is called Diwali
I never heard it before.

I live in Lewisham
actually it's a little bit negative.
There is a Chinese social media
which is the ‘Little Red book’
students, they post their life on their social media.

I live in Lewisham.
They will say, whoa, maybe it's a little bit unsafe here,
maybe you will lose your phone or something.
When I apply for the for my course,
there's a lot of information
even from the official account.

I live in Lewisham
it's very free.
I think it's not like Chinese course.
UAL just give your goal
a general goal to guide you
I wouldn't say it's good or bad.

Here this student was more positive about his experiences and living in Lewisham. He has been exposed to different cultures with the theme here that he is having a ‘new experience‘ that is helping him to feel part of a community despite information gathering prior to arrival he is embracing the new environment. Another theme is of safety which is understandable given that students as young people are often moving to another country far from home.’The Little Red Book’ or ‘Xiaohongshu’ is a popular social media platform similar to Instagram or Pinterest. I had a look at this and could see the appeal, in particular with a generation accustomed to information sharing via social media. A search of the website showed various places were discussions may happen and where students feel comfortable sharing stories and information about life at UAL and in the UK. In terms of his thoughts on study, he like Tom took somewhat of a pragmatic approach in that he is aware that it will not be the same in China and that he is comfortable accepting this as neither ‘good or bad’. He continued to say “For me, I personally not very good at like time management, you know. So it’s a little bit challenging.” In this sense like any student he is reflecting on his ability to focus on his studies.

Reflecting on the Project Findings

https://miro.com/app/board/uXjVNYUGNU0=/

This project went through a few changes as I realised that my initial idea to ask specific questions that were to be listened out for in relation to the actual words spoken in the Radio 4 documentary were maybe too ‘pertinent’ and could be misinterpreted or misunderstood as unacceptable as  part of a listening task. For example, ‘What do you think of the term ‘cash cow’? Could be seen as fairly ‘pointed’ and thus a student could be easily offended. After discussions with my tutor group I realised it would be better to change these and they could be deemed as in fact racist, despite this obviously not being my intention. Later, as participation via Padlet was not so successful deciding on a survey proved to be a useful and in fact backed up some of what had been revealed through the interviews with Tom and Mingxuan. Overall, I did not change too much and stayed within the parameters I had set myself in the Action Plan.

With regard to my Action Plan, as a plan it went more or less as I wanted it to. However, I chose to use several data collection tools which added a complication when analysing the data and may have been too much as I realised each source of data gave me plenty to analyse and consider in response to my question. As I felt time was limited by using various tools the intention was to cover all bases in case one collection tool did not provide enough data to analyse. However I have realised that each data set has in fact provided rich insight and results that gave much to work with to answer my question. I have also learnt that it is possible to rely on one data tool and this will be enough. For example, interviews alone and more of them could have given me further valid stories that would have added to the narrative, rather than different tools which in the end complicated my findings as I tried to connect these different pieces of the jigsaw.

Within that jigsaw, classroom workshops worked well, as I am familiar with the group and they were prepared for the workshop. In that sense conducting action research with a class already known is potentially fraught as on the one hand students are willing to participate so as to please the teacher and, on the other an effective tried and tested reliable lens to look at my own practice. Nevertheless, I was concerned that students would be offended or concerned about the listening task. It was a relief that students were not and on the whole did not appear to be, upset or offended by the Radio 4 documentary. However, I would argue that and as previously mentioned mianzi ‘face’ culture means that it would be unlikely for me to know if students were upset or not. Observing the class reactions to the first class meant that I had the idea other than from appearances some were concentrating on understanding meaning rather than content. However, once engaged in conversation some could easily relate to the experience of students and the sentiments of the Radio 4 piece whilst others were not so keen to give a personal reaction (as expected and perhaps understandably so). As many students were also not willingly add to the Padlet after both workshops it is possible that this was in fact a glaring an indication of mianzi ‘face’ culture and the sessions going well meant it was just another class for the group. Even so, the activities and tasks given, in particular the second session, where the focus was on speaking; did from my observations appear to go well and students who had agreed to be a part of the research were not fazed or as unwilling to add opinion or share ideas.

Speaking to a student who has the confidence, despite any challenges with language, to communicate their thoughts on learning and experiences studying and living in the UK was joyful and inspires me as a teacher and tutor. Too often it is easy to feel jaded or frustrated when teaching Language Development skills. Students are not obliged to attend and so the issue here is motivation and a willingness to improve important useful skills. When there are people in a room who are keen to learn and even more so keen to participate, even in a small way, with a research project this makes it worthwhile and has encouraged development for my teaching practice.

The following summarise final overall findings as recommendations to support Chinese students and as part of an inclusive approach not exclusive to this group as many other international students from other groups could also benefit:

1. Students from China require pre-course preparation either through examples of course work and briefs to videos before arriving in the UK. Or a pre-sessional course regardless of university offer. Raising  awareness of what is expected from students who will be taught through a holistic approach within art and design education would facilitate orientation to study.
2. Students from China are given orientation and induction literature and guidance that is in both in Chinese and English with clear expectations detailed regarding improvement and development linguistically as well as creatively. Allowing students to observe how the two are linked and do not stand alone as separate areas of study. 
3. Students from China seen as a heterogeneous group would and should have better representation through UAL literature, either with a group or forum that allows for the student voice to be heard as individuals and thus part of a learning community.
4. Staff are trained to have an awareness of how students study in their home country and what this means for the lecturer – student relationship in terms of expectations, delivery on campus and progression.
5. Staff have training directly from Language Centre tutors linked to English Language Support with methodology and teaching strategies that can raise awareness of how to further improve communication within the lecturer – student relationship.

Finally, there is still much work to be done with and for all international students across UAL  not only those from China. Added to this is further training and support for us as educators and those in a supporting roles. The experiences of international students in my research may not be unique or unexpected. However, as the cohort from China; as well as those from other countries, continues to grow as part of the student body, investment and time will be paramount for educators and students. Continuing conversations and research in order to learn from student experiences can offer relevant and adequate support for international students creating a socially just inclusive teaching and learning space for all.

References

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Final Presentation

ARP