With an increasing number of students of ethnic minority in the Education University of Hong Kong, a new Massive Open Online Course (MOOC) for learning spoken Cantonese was designed in 2020 and was completed in 2022. The platform aimed at providing additional support to Non-Chinese Speaking (NCS) students. The researchers were the principal project leaders. An exploratory study was conducted to examine the challenges encountered and the solutions implemented. It was comprised of three parts: a self-reflective study, a questionnaire survey and an in-depth individual interview. It was found that there were five main challenges: learners’ difficulty in learning Cantonese as a tonal language (Chan & Li, 2000), a diversity of their ethnicities, a wide gap of learning differences, a low level of motivation, and finally a limited budget and labour for the creation of the MOOC (Barak et al., 2016). To address those issues, a bundle of solutions was implemented. Topics and learning objects were plotted on a scale of difficulty. After students had practiced pronunciation of items ranging from mono-syllabic words to poly-syllabic words or phrases, they had to practise multi-levelled tasks in different real-life situational contexts. Motivation was enhanced by the use of visuals, audios, learning videos and a scoring mechanism incorporated in the platform. During the production of the learning videos, students also played the roles of characters and hence provided them with more guided and authentic learning experiences. It was concluded that those methods were mostly effective in addressing the challenges. Copyright © 2023 ACCS.

This paper reports findings of a qualitative study that explored international students' identity negotiation during their cross-border studies against the backdrop of the internationalisation of higher education in Asia. Through a comparative narrative-based case study of two Burmese international students' experiences during their studies in a Hong Kong university, the paper reveals both similarities and differences in their negotiation of (i) identities as 'non-local'/'international' students in the university context and (ii) national identities in relation to the local community and the imagined global/international community. In particular, the findings illustrate the divergent ways in which the two international students negotiate the meanings they attach to the 'non-local' student label, respond to local students' (mis)recognition of their national identities, and perceive the (in)compatibility between their national and global identities. Overall, the findings point to the diversity and heterogeneity in international students' experiences which appear to be variably shaped by differential dispositions and capacities in exercising strategic agency for identity (re)construction. The case study also calls for the need to problematise the reification and over-simplification of the so-called 'international student experience' and argues for the importance of paying attention to the complexity of international students' identity negotiation in the context of international education. Copyright © 2022 Routledge.

This paper examines contested meanings of international student mobility in Hong Kong and Taiwan. The study tries to understand why policy makers and university managers find it difficult to diversify student bodies in these jurisdictions. In particular, problems with the conceptualisation of international student mobility are discussed. In practical terms, the paper delineates key boosters and barriers for inbound flows which received little attention in the previous literature that primarily focused on the outbound mobility. Finally, the researchers discuss important policy leverages that could enhance the value of engagement of international students in transcultural learning. Copyright © 2019 James Nicholas Publishers.

• COVID-19 pandemic significantly decreased international student mobility. • Mainland China and Hong Kong university students lack interests in overseas study. • East Asia countries and regions become popular studying abroad destinations. • Health and safety become students' primary concerns for studying abroad. • Post-pandemic management becomes a key factor in attracting international students. The study critically examines how students in Mainland China and Hong Kong conceive overseas studies plans against the COVID-19 crisis. Amongst the 2739 respondents, 84 % showed no interest to study abroad after the pandemic. For those respondents who will continue to pursue further degrees abroad, Asian regions and countries, specifically Hong Kong, Japan and Taiwan, are listed in the top five, apart from the US and the UK. The pandemic has not only significantly decreased international student mobility but is also shifting the mobility flow of international students. This article also discusses the policy implications, particularly reflecting on how the current global health crisis would intensify social and economic inequalities across different higher education systems. Copyright © 2021 Elsevier.

Existing research on the psychosocial and academic experiences of China-born students studying outside of China has primarily been conducted in English-speaking countries using acculturation models. Such research has generally indicated the importance of various personal and interpersonal resources in understanding China-born and other international students' cross-cultural adaptation. Using a similar coping resources framework, we investigated factors in both the psychological and academic adaptation of a survey sample of 2,201 mainland Chinese students (74% female) studying in universities in Hong Kong, China's Special Administrative Region. We found that academic self-efficacy, social support, and a low level of perceived discrimination predicted both psychological and academic adaptation, while proficiency in English and Cantonese further contributed to mainland Chinese students' academic adaptation. Implications for future research and higher education policies and practices are discussed. Copyright © 2019 The 11th IAIR Biennial Conference and the 15th CAFIC Annual Conference.