Explaining the Silence in Seminars among Chinese Undergraduate Students in UK Universities

Lingxi Peng

doi:10.54254/2753-7048/2/2022571

Research Article

Open access

Published on 1 March 2023

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Peng,L. (2023). Explaining the Silence in Seminars among Chinese Undergraduate Students in UK Universities. Lecture Notes in Education Psychology and Public Media,2,902-909.

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Explaining the Silence in Seminars among Chinese Undergraduate Students in UK Universities

Lingxi Peng *^,1,

¹ Center for Education Studies, University of Warwick, Coventry, CV4 7AL, United Kingdom

* Author to whom correspondence should be addressed.

https://doi.org/10.54254/2753-7048/2/2022571

Abstract

Recently, Britain is becoming the second most popular choice for international students, particularly, the Chinese students make up the largest proportion. The most common issue of Chinese students is silence in classrooms, that lead to negative engagement and academic performance. Four main factors to silence includes language proficiency, language anxiety, accent, and previous learning experience. However, only a few studies explore the impact of the current learning experience on silence. Therefore, this study will address this gap via a small-scale questionnaire study. The results show that language proficiency is the most crucial obstacle for Chinese students to actively engage. Anxiety also contributes to the silence in seminars, while the accent is less relevant. Moreover, the prior learning experience has an impact on students' engagement as expected. These findings disclose some theoretical evidence for UK universities’ policymakers.

Keywords

Chinese international students, silence, language proficiency, language anxiety, accent, learning experience

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References

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Cite this article

Peng,L. (2023). Explaining the Silence in Seminars among Chinese Undergraduate Students in UK Universities. Lecture Notes in Education Psychology and Public Media,2,902-909.

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About volume

Volume title: Proceedings of the 3rd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2022), Part I

Conference website: https://www.iceipi.org/

ISBN：978-1-915371-07-2(Print) / 978-1-915371-08-9(Online)

Conference date: 4 August 2022

Editor：Abdullah Laghari, Nasir Mahmood

Series: Lecture Notes in Education Psychology and Public Media

Volume number: Vol.2

ISSN：2753-7048(Print) / 2753-7056(Online)

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