EAS Listening DVD 1.4 Listening to Lectures

Summary

In this video, the speaker explores the differences between academic cultures in China and the UK, focusing particularly on lectures. The speaker discusses how students in both countries approach their studies, what teachers expect, and how lectures are structured. Drawing on interviews with 12 Chinese students studying in the UK, the speaker highlights differences in lecture organization, presentation, and overall academic structure. Despite the small sample size, the speaker emphasizes the commonalities observed among the students, suggesting that their experiences may reflect broader trends in the Chinese education system.

Takeaways

• 😀 The speaker is comparing academic cultures in China and the UK, focusing on the structure and delivery of lectures.
• 😀 The key interest is in how lectures are organized, presented, and their place within the overall academic program in both countries.
• 😀 The speaker has conducted a 'tracking study' to understand the differences between lecture styles and academic expectations in the two countries.
• 😀 The study involved interviewing 12 Chinese students studying different Master's courses at the University of Reading over a year.
• 😀 Interviews were conducted three times during the year—once in the Autumn term, Spring term, and Summer term—to track the students' experiences.
• 😀 Each interview lasted around an hour and focused on the students' academic experiences both in the UK and China.
• 😀 The sample size of the study is small (12 students), and the results may not be fully representative of Chinese students as a whole.
• 😀 The students interviewed were from different regions of China, with an equal mix of men and women, providing a diverse range of experiences.
• 😀 Despite the small sample, the students’ responses were consistent, suggesting that their experiences may reflect broader trends in Chinese education.
• 😀 The speaker acknowledges the limitations of the study but feels the findings may offer valuable insights into Chinese academic practices.

Q & A

What is the main focus of the speaker's research?

The main focus of the speaker's research is to compare academic cultures in China and the UK, particularly how lectures are organized, presented, and their role in the overall academic program.

How did the speaker gather information about lectures in China?

The speaker gathered information by conducting a tracking study, where they interviewed 12 Chinese students studying at the University of Reading. These students were asked about their experiences with lectures both in China and the UK.

How many students were involved in the study, and how were they selected?

The study involved 12 Chinese students, selected from different parts of China. The students were also chosen to ensure an equal gender distribution, and they were all enrolled in different Master's courses at the University of Reading.

What is a tracking study, and why was it used in this research?

A tracking study involves following the same group of individuals over a period of time to gather in-depth data about their experiences. In this research, it allowed the speaker to track the students' academic experiences and how their views on lectures evolved over the course of an academic year.

How many times were the students interviewed during the study?

The students were interviewed three times during the year: once in the Autumn term, once in the Spring term, and once in the Summer term.

What is the limitation of the study mentioned by the speaker?

The main limitation of the study is the small sample size of only 12 students, which may not be fully representative of the wider Chinese student population. However, the speaker notes that the students' responses were consistent, which might suggest broader trends.

How did the speaker ensure diversity in the student sample?

The speaker ensured diversity by selecting students from different regions of China and by maintaining an equal number of male and female participants. Additionally, the students were enrolled in a variety of Master's programs, providing a range of academic experiences.

What is the significance of the students' responses being consistent?

The consistency of the students' responses suggests that their experiences may not be unique to them but could reflect broader trends in the academic culture in China. This consistency helps to support the validity of the insights gathered from the interviews.

Why is the speaker specifically interested in the comparison of lectures between China and the UK?

The speaker is interested in how lectures are structured and how they fit into the broader academic program in both countries. The goal is to understand the organizational differences, the expectations placed on students, and the overall role of lectures in academic life.

What does the speaker hope to achieve by presenting the findings of this study?

The speaker hopes to present their findings on the differences between academic cultures in China and the UK, particularly regarding lectures, and receive feedback to refine their conclusions and improve the accuracy of their analysis.