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Chinese International Master’S Students’ Reticence In Engagement Within Business Classrooms, Bohui Liu

Electronic Theses and Dissertations

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 …