肖聰穎

Abstract：This study explores the challenges and changes of full-time students who had formal work experiences before taking part in postgraduate program in Tianjin Foreign Studies University. Qualitative data were gathered through a preliminary observation, semi-structured interviews and field notes. Findings call for further research examining the challenges and changes of full-time ESL students who have had full-time work experiences.

Keywords：ESL students, full-time graduates, full-time work experiences, learning environment

Introduction

Since the full-time ESL graduates with full-time working experience has been considered as a rare phenomenon compared to those who enter postgraduate program directly from undergraduate program in China, the attention has been centered on those who enters postgraduate program directly from undergraduate without full-time work experience. Therefore, almost none of the support services and structural changes which have been added for older learners affect those adults who enter regular full-time postgraduate programs. Generally universities and colleges have continued to treat these occasional full-time graduates with full-time work experiences in the same manner as the majority of traditional-aged students are treated. Predictions are that the number of them returning to universities will continue to increase. Recent awareness of this increase in the older learners has resulted in a growing interest by some scholars who recognize their presence, at least economically. Both governmental and educational planners have been considering the impact of these older learners on post secondary education. For universities and colleges seeking to meet the needs of a growing population of them, there is much yet to be learned.

Literature Review

The theoretical perspective most often associated with qualitative researcher is phenomenology. Ashenden (1990) appears to have had a similar experience in writing his monograph only a single reference from the 1970s, with the remainder covering the 1980s. Since then, there has been a substantial increase in the number of official reports and academic studies on the school-to-work transition and the dual role of many young people as school students and workers. Phenomenology, in Husserls conception (2003), is primarily concerned with the systematic reflection on and study of the structures of consciousness and the phenomena that appear in acts of consciousness.

Methodology

Design

The intent of the proposed study is to learn about full-time ESL graduates who have had full-time work experiences, their circumstances, learning experiences in the English environment, and the nature of their social world. The focus will be on selected Older ESL postgraduates who have had full-time work experiences and are enrolled full time at TJFSU during the academic years of 2017-2018.

Study Setting

This study took place in the Tianjin Foreign Studies University, it specializes in foreign language and culture studies. It has kept its tradition as a liberal arts university while preparing students for a lifetime of careers. Students in this university have a variety of options for foreign languages such as English, Japanese, German, French, Russian and Korean.

Procedures

Data Collection

The data collected in a qualitative study includes more than words; attitudes, feelings, vocal and other behaviors are also involved. The data which may consist of interview transcripts, field notes from observations, a wide variety of records and memos are treated to ongoing analysis. Three processes are blended throughout the study: collection, coding and analysis of data. This approach encourages the kind of flexibility the qualitative researcher can change a line of inquiry and move in new directions, as more information and a better understanding of what are relevant data are acquired.

Data Analysis

1.Data from the semi-structured interviews were transcribed, and the researcher identified categories through a process of recursive reading.

2.The results of field notes were recorded.

3.Individual case studies were created by combining the information gathered on each participant.

Findings

This section presents one of the case studies, including transcription of interviews and the observation results of field notes in English proficiency improvement class, information on the participants attitudes and behaviors about former work time and now study time in English learning environment.

Guo

Attitude Towards Former Full-Time Job

In her interview, Guo explained concisely that she has worked for several years thus easeful postgraduate time sometimes is boring even disappointing:

Basically about the job it's quite satisfying, but after a few years of work I got a little bored, and then I was in a bottleneck, I wanted to change my lifestyle, and the other reason is that I wanted to improve myself.

Motivations to take part in the postgraduate entrance exams:

Because I was a student majored in science in university, and always quite like English, the previous work was also related with English, so hope to improve in this respect, and I took the English major graduate student.

Changes between job time and postgraduate time:

Of course, the content of everyday life is different, but it is not the same as I expected. Because the life that I yearn for is the kind of MTI, pay more attention to practice, but I find that we study mainly or learn the thing of theory, perhaps the opportunity of practice is less, exercise is less. Id like to see if I can as endeavor as taking part in the postgraduate entrance exams now, of course it is hard, and I feel sometimes I am wasting my time.

Supports from rapport:

My parents are not very strict with me, they are not ask me to live according to their ideas, so I? have more choices. My friend was not success in her graduate school entrance examination before, but they still quite support me. I don't know if it's because my friends support me, or because the friends I've chosen for a long time are more consistent with what I think. They're all post-80s, and then they're all more liberal and self-fulfilling. So they agree with me.

Challenges on interpersonal relationship:

In addition to frequent contact with roommates, the relationship between other classmates and teachers is weak, not particularly close. I don't seem to have a lot of social connections. And I wasn't in Tianjin in the past. I still feel that there is a bit of cultural difference with Shanghai. I thought Tianjin was relatively closed, unlike when I was in Shanghai, I met more people. Perhaps the school environment itself is more closed than my former work place.

Learning English in postgraduate program:

I think the English proficiency upgrading course and the western ideological and cultural course is more helpful, is my preferred teaching method and teaching content, I think it is more helpful to me. Because I am the international information major, so the other classes, and English is not too direct touch, so there is not much help.

Discussion

The study is important to examine some more basic issues, such as the nature and purpose of higher education, and the role of educational institutions within the community and society. To adequately serve these learners, universities and colleges need to look beyond their demographic characteristics to see these individuals, their perceptions, social worlds, and experiences from their own perspectives.

This study will help call attention to the differences between full-time older students who have had full-time work experiences and students who primarily traditional-aged and no full-time work experiences. When older learners report that they feel uncomfortable in the campus community, universities or colleges need to ask themselves what role and responsibility they have and if there are ways they could influence the nature of the “fit”.

Conclusion

It is anticipated that based on the findings, those universities and colleges administrators interested in meeting the needs of students of all ages will explore different structural and educational approaches to encourage the development of informal social interactions and networks on the campus among postgraduates, older and younger students, and undergraduates and faculty. They also may be willing to explore new ways to recruit, teach, and support faculty who work with the full-time ESL graduates who have had full-time work experiences.

References

[1]Ashenden, D. (1990), The Student-Workers: The Extent, Character, [2]Consequences and Possibilities of Part-time Work by Secondary Students, AGPS, Canberra.

[3]Zahavi, Dan (2003), Husserls Phenomenology, Standford: Stanford University Press.