More Than Language: The Learning Experience of Chinese International English Language Learners (ELLs) at a Canadian University

This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance during Winter 2021 at University Toronto Mississauga (UTM). By analyzing qualitative and quantitative data collected from self-report pre- post- surveys (n=587), we review general (n=30) in comparison to other (n=34) domestic (n=523). Our shows support, but same time undermines some prevailing notions about student experiences studying Western universities. suggests that while many may feel lack English language proficiency is barrier their learning, it does not significantly impact performance when compared with students. The preliminary results suggest educational research policy makers should move beyond focus on examine role factors developing strategies facilitate supportive environments for Language learners (ELL) university setting.