A Case Study On The Influence Mechanism Of Learning Outcomes For Foreign Students In China

The most significant manifestation of the internationalization of higher education is the transnational flow of students.With the expansion of the scale of foreign students in China,the problems of the education for foreign students in China are constantly emerging.Many scholars pay much attention to their cultural adaptability and psychological adaptability,and there is little attention to t heir output quality through the experience of studying in china.Foreign students in China have the dual identity of “foreigner” and “student”.In the process of cross-cultural learning,the willingness of foreign students to stimulate their acceptance of cultural differences,that is,intercultural sensitivity,is an important factor affecting their learning outcomes.On the one hand,the study on how the intercultural sensitivity influence the learning outcomes can enrich student development theories.On the other ha nd,it can provide some reference for Chinese universities in formulating measures to improve the quality of education for foreign students in China.Based on the existing literature,this paper introduces the mediation variable of learning engagement.By conducting a questionnaire survey of foreign students from H university,this paper explores the mediating mechanism of learning engagemnet in intercultural sensitivity and learning outcomes.the main findings are as follows :(1)The self-perceived learning outcomes of foreign students in China are in the upper middle level.In the four dimensions,the improving in values are the most,and the harvest in langauage is the smallest.In the demographic variables,countries of foreign students have significant differences in their learning outcomes,others such as gender,how long in china,teaching mode,etc.only have significant effects on some items;(2)In the four dimensions of learning engagement,the frequency of student-student interaction is the highest,and the frequency of student-teacher interaction is the lowest;both types of interaction are mainly focused on the learning aspect;(3)The intercultural sensitivity of foreign students in China is in the medium level,in five dimension,the respect for cultural differences is the highest,the interaction attentiveness is the lowerest;some of the foreign students in china are still in the ethnocentrally level;they have the tendency to exaggrate their attitude,but the positive attitude can hardly turned into action;(4)The intercultural sensitivity of foreign students has a positive influence on their learning engagement,and the learning outcome is indirectly affected by this intermediary variable.(5)The full mediating role of learning engagement is reflected in the three dimensions,such as student-student interaction,student-teacher interaction,and deep learning.Among them,the intermediary effect of student interaction is the strongest.Based on the above findings,we have the following suggestions on how to improve the learning outcomes of international students in China:(1)Perfect the Chinese and cultural curriculum for international students in China to improve intercultural sensitivity(2)Increase effective student-teacher interaction to improve interactional narrowness between foreign students and teachers(3)Build the interactions Channels between students to improve social integration(4)Improve the effectiveness of teaching in the classroom for international students in China to promote deep learning(5)Build learning support centers for international students in China(6)Improve the management system for foreign students in China,and achieve the convergence management of Chinese and foreign students...