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Chinese international students;classroom communication;master’s business program


Clayton Smith



Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.


The current literature shows that a large number of Chinese international students (CISs) encounter challenges in academic learning, in which their participation in classroom communication is an outstanding problem for these international students. Zhou et al. (2021) demonstrate that many CISs learning in a master of education program at a comprehensive university in Ontario Canada did not actively engage in classroom interaction and communication, and the causes for their passive performance in classroom communication can be various. This study was built on their research to examine Chinese international master’s business students’ classroom learning experience at the same Ontario university to test whether CISs perform the same way in classroom communication in another academic program. This qualitative study used semi-structured interviews to collect data. Eight student participants and two instructor respondents were recruited via purposeful sampling and random sampling. Ultimately, this study discovered that although most business master’s CISs confirm the value of in-class communication, their performance in classroom interactions was not active. The factors influencing their willingness to communicate (WTC) in class are various and mainly cover three aspects: classroom teaching, CISs’ perception of learning and communication, and their satisfaction with Canadian education. Meanwhile, participants provided varying suggestions to increase the CISs’ participation rate.

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