Exploring Academically Transitioning Students' Ongoing Experiences with Textbook-Based Learning: A Semester-Long...

Area of Science:

• Education
• Linguistics
• Psychology

Background:

• Academic transition presents unique challenges for students entering higher education.
• English-as-a-foreign-language (EFL) learners face specific hurdles in adapting to new learning environments.
• Textbook-based learning is a common pedagogical approach in many university settings.

Purpose of the Study:

• To explore the ongoing experiences of EFL students during their academic transition.
• To understand the complexities of textbook-based learning in a new academic context.
• To identify factors influencing student adjustment and learning progression.

Main Methods:

• Qualitative study involving first-semester EFL students at a Chinese university.
• Data collection through student interviews, written reflections, and field notes.
• Analysis focused on the non-linear nature of learning experiences and adjustments.

Main Results:

• Student learning paths were not linear, showing periods of both progress and regression.
• Initial learning enthusiasm shifted due to differences in prior/current experiences and language demands.
• Student agency and adapted instructional methods facilitated adjustment.

Conclusions:

• The academic transition and textbook-based learning experiences of EFL students are complex and dynamic.
• Students demonstrated resilience and a capacity for adjustment in response to challenges.
• Findings highlight the importance of supporting student agency and instructional adaptation.