Department of Educational Studies

Institute of Leadership and Education Advanced Development
Xi'an Jiaotong-Liverpool University
8 Chongwen Road Suzhou Dushu Lake Science and Education Innovation District , Suzhou Industrial Park
Suzhou,Jiangsu Province,P. R. China,215123


1. The temporal dynamics of first and second language processing: ERPs to spoken words in Mandarin-English bilinguals

Author:Xue, J;Li, BB;Yan, R;Gruen, JR;Feng, TL;Joanisse, MF;Malins, JG


Abstract:The dynamics of bilingual spoken word recognition remain poorly characterized, especially for individuals who speak two languages that are highly dissimilar in their phonological and morphological structure. The present study compared first language (L1) and second language (L2) spoken word processing within a group of adult Mandarin-English bilinguals (N = 34; ages 18-25). Event-related potentials (ERPs) were recorded while participants completed the same cross-modal matching task separately in their L1 Mandarin and L2 English. This task consisted of deciding whether spoken words matched pictures of items. Pictures and spoken words either matched (e.g., Mandarin: TANG2-tang2; English: BELL-bell), or differed in word-initial phonemes (e.g., Mandarin: TANG2-lang2; English: BELL-shell), word-final phonemes (e.g., Mandarin: TANG2-tao2; English: BELL-bed), or whole words (e.g., Mandarin: TANG2-xia1: English: BELL-ham). Each mismatch type was associated with a pattern of modulation of the Phonological Mapping Negativity, the N400, and the Late N400 that was distinct from those of the other mismatch types yet similar between the two languages. This was interpreted as evidence of incremental processing with similar temporal dynamics in both languages. These findings support models of spoken word recognition in bilingual individuals that adopt an interactive-activation framework for both L1 and L2 processing.
2. Does Language Background Have an Effect on the Development of Psychological Well-Being During College?

Author:Liu, JJ;Pascarella, ET


3. Teaching for the future: a transnational university practice

Author:Wang, Q;Liu, JJ

Source:ON THE HORIZON,2020,Vol.28

Abstract:Purpose The purpose of this paper is to explore an innovative teaching design to teach accounting management that aims to foster students' technical and soft skills. The effectiveness of this new teaching design addresses current concerns for universities preparing students for the future. Design/methodology/approach The paper deploys the qualitative research methodology and applies multiple methods to gather data in a case study. The researchers collected data through pre- and post-surveys of individual students, three half-day observations on the five project teams and a one-hour long semi-structured interview with a focus group. Findings Five themes emerged in the research to support the effectiveness of the new teaching design. The study also showed that students' abilities in self-directed learning (SDL) link to their learning experiences. When students were more capable of initiating learning, such ability enriched their practices of soft skills in the team setting. Originality/value This empirical research extends current knowledge of teaching soft skills and calls for action on the development of students' SDL abilities.
4. Does culture or self-directed learning drive online performance?

Author:Wang, Q;Xiong, C;Liu, JJ


Abstract:Purpose The foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline. Design/methodology/approach The explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China. Findings The findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance. Research limitations/implications Data were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance. Practical implications The findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs. Originality/value This paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.
5. Onset Age of Language Acquisition Effects in a Foreign Language Context: Evidence from Chinese-English Bilingual Children

Author:Xue, J;Hu, XL;Yan, R;Wang, H;Chen, X;Li, M


Abstract:The present study examined the relationship between age of acquisition (AoA) and bilingual development for native Chinese children who learned English as a foreign language. A composite test measuring different aspects of language and cognitive skills in Chinese and English was administered on 85 Chinese native primary schoolers, who received bilingual instruction at different points of development (for Chinese, 0

Author:Yang, Y;Wang, KY;Liu, JJ;Zhang, ZM


Abstract:Consider a bidimensional risk model with two geometric Levy price processes and dependent heavy-tailed claims, in which we allow arbitrary dependence structures between the two claim-number processes generated by two kinds of businesses, and between the two geometric Levy price processes. Under the assumption that the claims have consistently varying tails, the asymptotics for the infinite-time and finite-time ruin probabilities are derived.
Total 6 results found
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