The Question-asking Behavior of Asian Students in an American University Classroom
Document Type
Article
Publication Date
2013
Keywords
question-asking behavior, passive listeners, Asian, university
Abstract
Using individual face-to-face interviews, this study investigated five Chinese graduate students’ perceptions of asking questions in the American classroom. It identified three concerns, shared by the participants, that had the most significant influence on their habits and feelings about asking questions: 1) respect for the teacher, 2) the value of the question, and 3) English proficiency. The study showed that although Asian students did not ask questions as frequently as did their American counterparts, the Asian students were not “passive listeners” or “inactive learners.” Interviews revealed that the students were listening to the lecture attentively, thinking about the learning materials actively, and paying attention to their classmates’ questions carefully. Their learning preference was not to ask questions in class, but to save them until later, or to solve the problem themselves before seeking help from the professor. The findings suggest instructors should recognize differences in the learning style of Asians and adjust their teaching methods to maximize the achievement of all students.
Citation / Publisher Attribution
Journal of English as an International Language, v. 8, issue 2
Scholar Commons Citation
Chu, Yiting and Masel Walters, Lynne, "The Question-asking Behavior of Asian Students in an American University Classroom" (2013). Language, Literacy, Ed.D., Exceptional Education, and Physical Education Faculty Publications. 6.
https://digitalcommons.usf.edu/lleepe_facpub/6
Was this content written or created while at USF?
No
