During the spring of 2024, I carried out a study consisting of 529 instructors and 109 students of English for academic purposes (EAP) at 28 transnational higher education programmes in China to inquire into their challenges, coping strategies and suggestions for teachers in order to create professional development (PD) sessions for lecturers (Bradford, 2025a:285–304; Bradford 2025b:305–328). Difficulties related to cultural differences between the students and those of their teachers (and/or that of their institutions which often adopt a Western style of education) along with linguistic dissimilarities between English and Chinese were found to be a . . .
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