Differences Between International and American Students' Class Participation in an American Graduate Classroom Setting

Abstract

The purpose of this study was to investigate the differences between international and American students' class participation in a graduate classroom setting at a university in the State of New York. The research question addressed in the study was 'What are the differences between international and American students' participation in class discussions in a graduate classroom setting?'. The study followed a qualitative design using class observations and student interviews as the means of data collection. Participants of the study were seven students of the observed class, three Americans and four international students. Results of the study indicated three main differences between American and international students' class participation: differences in giving short answers and examples, differences in asking questions to the instructor and/or classmates, and differences in answering questions or making explanations assigned by the instructor. Results have been discussed in the light of possible effects of language competencies and cultural differences.