How do International Students Reconstruct their Identity as Readers when they Transition into Canadian Post-Secondary Education?
Bibliographic record
Abstract
With increased numbers of Chinese international students in the Canadian higher education system and their growing needs to transition into a new cultural reading environment, this study endeavours to explore the difficulties that four Chinese students encountered, and figure out how they experienced, responded to, and transformed to a new cultural reading environment. With data from semi-structured interviews and journal entries, this study brings each individual participant’s experiences, perceptions, and feelings of reading in English to the fore. I analyzed participants’ unique experiences in order to understand their reading difficulties and readers’ identities. Through these examinations, this study shows that participants’ identities as readers are reconstructed in a new cultural reading environment, based upon their Chinese culture, academic fields, a new English cultural background, and their personalities. Moreover, data analysis reveals that, while reading in English, participants constructed the meaning of different language reading materials through the different lens of their identities as readers. Based on my findings, second language reading is discussed regarding the second language reader’s cultures and identities. The present study highlights the importance of social dimensions in second language reading. It concludes that readers’ identities reflect readers’ different cultural memberships. As Chinese international student cross cultural boundaries, their identities as readers shape how they interpret and understand the meaning of reading materials. When readers apply different reader’s identities while reading, they have the potential to interpret reading materials differently.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".