31 Papers
38 Citations
Bin Ai is an academic researcher from Shanghai University of Finance and Economics. The author has contributed to research in topics: China & Context (archaeology). The author has an hindex of 8, co-authored 17 publications. Previous affiliations of Bin Ai include Zhongnan University of Economics and Law & Beijing Institute of Foreign Trade.
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Papers
Living in-between: A Narrative Inquiry into the Identity Work of a Chinese Student in Australia
TL;DR: This paper explored small stories from diaries as narrations of the changing nature of selfhood, as reflected in my academic learning, part-time work, homesickness and my emotional attachment to Australia.
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A Study of the EFL Writing of Chinese Learners: A Critical Narrative
TL;DR: In this article, an auto-ethnographic study of English as a Foreign Language (EFL) learners in Australia is presented, where the primary challenges of EFL writing encountered by a cohort of Chinese international students studying in Australia are narrated from the perspective of a Chinese EFL researcher.
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Student presentations as a means of teaching and learning English for Specific Purposes: an action research study
TL;DR: With China's rising role in the global economic market, both local and international employers seek graduates with well-developed communication skills in at least one additional language to be employed as discussed by the authors.
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The communication patterns of Chinese students with their lecturers in an Australian university
TL;DR: This article explored the experiences of seven Chinese students in a multicultural educational context, with a focus on their communication practices and relationships with their lecturers in Australia, and contributed to understandings of how student-teacher communication practices affect learning experiences for Chinese students.
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Experiencing Different Identity Prototypes in Learning and Teaching English: A Chinese Learner’s Autoethnography
TL;DR: This paper presented a picture of the practices of learning and teaching English in mainland China from the bottom up, and proposed a pedagogy for teaching English effectively and invite university teachers of English learners of mainland China to consider whether and how this could be applied in their future practice.
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