From silence to voice

Chinese University students' classroom participation when studying abroad at a US University

Abstract

This qualitative study examines reticence among Chinese university students in English-Medium Instruction (EMI) classrooms during study abroad at a U.S. university. Using semi-structured interviews with 21 Chinese students and reflexive thematic analysis, six core influences on reticence are identified: cultural norms, language anxiety, classroom environment, psychological pressures, longitudinal adaptation, and pedagogical incentives. Findings show that participation bonuses are the dominant motivator of engagement; students prefer small-group discussions to reduce anxiety; and participation increases progressively from the freshman to the senior year. Students proposed contextually attuned interventions, including graded participation bonuses, gentle questioning, and anonymous digital tools. The study demonstrates that reticence is a malleable response rather than a fixed cultural trait, offering culturally responsive strategies that balance Western interactive norms with Eastern values of harmony and face preservation. Implications for international educators include engineering supportive classroom environments tailored to Chinese study-abroad students.