Introduction

As the rapid development of overseas education in China, more and

more Chinese students choose to study abroad. A report (ICEF
Monitor - Market intelligence for international student recruitment,
2016) reports that there were 523,700 Chinese students studying
abroad in 2015, and the number will increase. Obviously, more and
more Chinese students are willing to study abroad. On the other
hand, as Counsell (2011) noted, English is a favoured second
language. In fact, English as a global language, is a compulsory
foreign language subject in most area in Compulsory Education.
There is no doubt that English play a significant role in Chinese
education system.

All these this background shows that English-speaking country

would be relatively favoured destination. Indeed, the international
student statistics (Institutions.ukcisa.org.uk, 2017) show that there
are 91,215 Chinese students studying in UK, and a figure (Iie.org,
2015) shows that 74,921 Chinese students studied in Japan in 2015.
However, despite the fact that there are less fewer Chinese students
studying in Japan than UK, a research indicates that Japan is the
third favoured for Chinese students to study abroad (Colson, 2016).
Interestingly, there are plenty of students trying to learn a second
foreign language in order to study in that country. To understand the
motivations of studying abroad, this essay will aim to discuss the
reasons that Chinese students study abroad through collecting data
from Chinese students in UK.

Exist theory

Obviously, there are many factors that cause students choose to

study in a foreign country. One important factor is to develop
language skills. A research (Counsell, 2011) shows that the merit of
studying abroad is to develop foreign language skills. Studying in a
foreign country can be one of best approaches to improve language
skills. Counsell (2011) suggested that students who chose to study
in English countries believed English as the key to the world as a
global language and students can learn pure and real English.

Studying in a foreign country could not only gain language skills, but
also open minds. A considerable reason is that some students want
to be comfortable in the global world and become international
(Pyvis and Chapman, 2007). A survey (Counsell, 2011) reflects that
over half respondents wish to gain foreign country experience.
Counsell (2011) also mentioned that international students can
experience different cultures, broaden their views and thoughts, and
be more confident. The experience of overseas study can develop
an appreciation for diverse cultures and traditions.
Beyond learning language and experiencing the culture,
international education is a plan in students careers. For instance,
Counsell (2011) found that a number of respondents felt that
Chinese employers would consider the UK educational qualifications
more valuable than Chinese educational qualifications. A foreign
language such as English can be considered as having an impact on
employment and career development. Pan and Block (2011) noted
that a linguistic capital could have benefits for employees career
developments. An interesting finding is that international employers
preferred hire people who have international qualifications (Pyvis
and Chapman, 2007). As Bolton and Graddol (2012) pointed, people
who are good at English are more competitive than peers. Similarly,
Pyvis and Chapman (2007) stated that international educational
qualification would be a competitive advantage in the labour
market. Apart from those active reasons, there are some students
who have no choices to study abroad. Some oversea students may
performance less well than students who studying in their own
countries (Counsell, 2011).

Since there are many countries to choose, the destinations can be

cause by many factors. A report (Colson, 2016) examined the
countries where Chinese students most often choose to study, and
there are five English-speaking countries on the top ten lists.
Obviously, English as a global language, is crucial to the choice of
country. On the other hand, Pyvis and Chapman (2007) stated that
many students who wanted to study abroad consider quality as the
same important. A research (Counsell, 2011) found that two-third
respondents chose UK because of the relatively high reputation of
education.

Your language use is fairly clear, and I dont have too many corrections to
make, but its a bit difficult to talk much about the literature review section
because you havent included a bibliography. I would be interested to check a
couple of these sources that they have been interpreted correctly, especially
the claim made by Bolton and Graddol that students who have learned
English are more competitive than their peers; this sounds like a bit of a
sweeping statement!
The literature review section could probably do with being a bit more concise;
youre already on 450 words, and you havent even got to the methodology,
so maybe condense it down a bit?
Presumably your data collection surveys motivations for studying abroad?
Just remember to transition clearly between each section and link everything
back to the literature when you get to the discussion.