University of South Florida (USF) M3 Publishing
Abstract
As numerous Chinese international students (CISs) are pursuing their master’s learning at Canadian universities, there is a growing interest in studying the factors and complexities that influence their academic achievement and classroom learning adaption during their learning at Canadian universities. This research investigated how master’s business CISs adapted to Canadian classes and strategies promoting CISs’ in-class engagement from CISs’ and teachers’ perspectives. Ten participants volunteered to participate in this study. The results reveal that most business CISs did not actively and spontaneously engage in classroom interactions. The influential factors to their engagement are various, including language proficiency, cultures, classroom environment, teachers and peers, personality, teaching content and approaches, and CISs’ backgrounds. CISs suggest their teachers and schools engage in assisting their adjustment to Canadian classes.
DOI
https://www.doi.org/10.5038/9781955833127
Recommended Citation
Liu, B. H., & Smith, C. (2024). Chinese international students’ classroom behavioral engagement in Canadian classes: A qualitative study of master’s business students’ silence. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 5, pp. 1–16). USF M3 Publishing. https://www.doi.org/10.5038/9781955833127
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
