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Why Don't They Participate in Class?: A Study of Chinese Students' Classroom Participation in an International Master of Education Program

Why Don't They Participate in Class?: A Study of Chinese Students' Classroom Participation in an International Master of Education Program
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Author(s): George Zhou (University of Windsor, Canada), Zongyong Yu (University of Windsor, Canada), Glenn Rideout (University of Windsor, Canada) and Clayton Smith (University of Windsor, Canada)
Copyright: 2021
Pages: 21
Source title: Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education
Source Author(s)/Editor(s): Vander Tavares (York University, Canada)
DOI: 10.4018/978-1-7998-5030-4.ch005

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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.

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