Chinese Students’ Experiences Transitioning from an Intensive English Program to a U.S. University




acculturation, Chinese Students, intercultural communication, intensive English programs, pathway programs


The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students’ sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming.

Author Biography

Jill Fox, Creighton University, USA

JILL FOX, PhD, is the Director of the Intensive English Language Institute at Creighton University. Her major research interests lie in the areas of intensive English programs, social and cultural capital in U.S. higher education, and multiculturalism.


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How to Cite

Fox, J. (2020). Chinese Students’ Experiences Transitioning from an Intensive English Program to a U.S. University. Journal of International Students, 10(4), 1064–1086.



Research Articles (English)