The NUS Learning Context
The English as a Second Language and English as an International Language learning context at the National University of Singapore, in terms of both curriculum and community, has influenced the learning journeys of the seven case study participants such that their competence and confidence, beliefs and strategies, motivation and identity, and affective domain, all showed evidence of transition to varying degrees. The different phases in the curriculum and their related communities provided opportunities and empowerment for learning, hence leading to development along new paths. This is significant for teachers, curriculum designers and institutions as we are encouraged by the fact that our efforts do make a positive difference. We can then draw pedagogical implications from these findings to refine our teaching strategies, curricular designs and institutional policies to better support our Chinese students.