Language Proficiency Perception of Chinese Graduate Students in an American Higher Education Institution

This paper examines the linguistic and cultural challenges of first-year, Mandarin-speaking graduate students from Mainland China who are studying at a higher education institution in the United States (US). Using questionnaires, the authors surveyed Chinese students' perceptions (n=46) of their English proficiency and cultural understanding. The research findings reveal the importance of different language skills, language difficulties, and corresponding reasons behind the challenges and provide suggestions and implications for college English teaching in China, as well as suggestions for American professors and ESL teachers.