Abstract
This study explores how Chinese international graduate students participate in Canadian classrooms, what factors promote and inhibit their participation, and what approaches can help to improve their participation. Eight student participants and two of their instructors were interviewed individually. Data analysis revealed that all participants appreciated the significance of classroom participation for their learning, but they were quieter than domestic students. Many factors were mentioned that possibly influenced their participation including their English language ability, differing education context and pedagogy between Canada and China, class environment, their personal work experience, part-time job commitments, personal interest, and emotional state. It is critical for instructors to distinguish and observe why their students participate less, then adjust their teaching practice in different situations to improve the participation level.
TopLiterature Review
At the beginning of this century, Liu (2002) pointed out that Chinese international students tend to keep silent in North American classes. There are many possible explanations for Chinese students’ silence, but “it is unclear whether their lack of classroom participation is due to their unwillingness, or inability to speak up in class, or a combination of both” (p. 38). He warned that “the speculation that Chinese students are likely to be silent in classrooms could be plainly erroneous and dangerously misleading if the types of social contexts in which silence regularly occurs and the silence is derived from are not taken into consideration” (p. 37). Following Liu’s observation, some research has been conducted to explore Chinese students’ class participation, which will be reviewed below.
Cultural Differences
Past studies indicate that cultural differences influence Chinese international students’ classroom participation. Huang and Brown (2009) pointed out that teachers in China were models for their students, not only in terms of knowledge, but also in terms of virtuosity. ‘One day’s teacher, a lifetime master.’ This Chinese proverb illustrates that students should always respect the teacher no matter how long he/she teaches them. Challenging teachers in classroom is considered impolite in traditional Chinese culture. On the other hand, Huang and Brown (2009) noted that Chinese students often feel shameful when they cannot understand what the teacher is talking about in class. Therefore, it is quite natural for them to keep silent or simply agree in order to pretend they understand everything (Xiang, 2017).
Chinese students attempt to have good relationships with others. They seldom criticize each other, even from a purely academic perspective (Holmes, 2006; Huang & Klinger, 2006). They preferred to simply praise others and their opinions. Grez, Valcke, and Roozen (2012) studied the assessment of oral academic presentations and found that peer assessment by Chinese students was typically much higher than teacher assessment. Coming from such a cultural and educational context, Chinese international students were often noticed to lack the critical thinking experience and spirit found in western classes (Huang & Brown, 2009).
Key Terms in this Chapter
Oral Academic Presentations (OAPs): They are among the most popular activities in post-secondary classrooms. It requires students to share their understanding of an article that was pre-assigned by the instructor as well lead a class discussion on the article.
Language Barriers: International students have a mother tongue that is different from the main language in the host country. Often, their inadequate proficiency in the main language can cause many challenges for their academic and socialization efforts.
Cultural Differences: For international students who grew up in their home countries, many cultural aspects they get used to are often different from what they will experience in the host country.
International Cohort: Refers to international students who join a program as a group. They follow the same curriculum path for their study program.
Classroom Participation: Classroom participation refers to the behaviours that students engage themselves in class. This behaviour can take many formats, such as raising questions, responding to others’ questions, participation in discussions, providing feedback, and so on.
Life Management Skills: These skills refer to students’ ability to look after themselves when they live away from home. Life management can be about academic, individual, or social matters.
International Students: These are students who left their home country and come to the host country for their education.
Micro-aggression: Although most universities in North America have policies in place in regards to equity, diversity, and inclusion, international students can suffer from some discrimination or hostility at the micro level, which often take place in their daily life context. For example, international students can be stereotyped and ignored by mainstream faculty and students.