Date of Award
Spring 6-13-2025
Document Type
Dissertation
Degree Name
Ph.D. in Teaching and Learning Sciences
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Rashida Banerjee
Second Advisor
Brette Garner
Third Advisor
Robyn T. Pitts
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Chinese international student, Identity, Language investment, Student experience, U.S. higher education
Abstract
This study used the hermeneutic phenomenology method to explore the meaning of Chinese international students’ lived experience as English language learners in the U.S. The study focused on three dimensions to examine their lived experience: experiences, perceptions of identity, and language investment in English learning. It specifically explored how culture, language, and race impacted Chinese international students’ lives in the U.S., how they perceived their cultural, linguistic, and racial identities, and how they engaged and perceived their language investment in English learning. Hermeneutic phenomenology emphasizes the importance of understanding an individual’s background, which constructs their ways of viewing the world and the power of language in revealing participants’ lived experiences. Therefore, I invited eight participants to complete a questionnaire to build a bridge to understand participants’ prior experiences in China and conducted two interviews to explore each participant’s experiences, perception of identity, and language investment in English learning in the U.S. The findings show that participants encountered and navigated differences in the U.S. regarding culture, language, and race, as well as associated challenges. While navigating life in the U.S., they developed more nuanced perceptions of their identities, including an awareness of their marginalized social status. This sense of marginalization promoted their language investment in English learning to enhance their sense of belonging and achieve professional success in the U.S. This study’s findings provide valuable practical insights for U.S. higher education institutions to enhance their capability to provide a more welcoming environment and better support for Chinese international students’ learning.
Copyright Date
6-2025
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Yating Zhu
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
215 pgs
File Size
1 MB
Recommended Citation
Zhu, Yating, "Chinese International Students’ Experiences, Identity Perceptions, and Language Investment" (2025). Electronic Theses and Dissertations. 2605.
https://digitalcommons.du.edu/etd/2605
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Higher Education Commons, Sociology of Culture Commons