{"id":1413,"date":"2026-04-13T21:45:00","date_gmt":"2026-04-14T04:45:00","guid":{"rendered":"https:\/\/commons.royalroads.ca\/maiicconference\/?page_id=1413"},"modified":"2026-04-16T21:25:50","modified_gmt":"2026-04-17T04:25:50","slug":"paper-details-jeena-thomas","status":"publish","type":"page","link":"https:\/\/commons.royalroads.ca\/maiicconference\/paper-details-jeena-thomas\/","title":{"rendered":"Paper Details – Jeena Thomas"},"content":{"rendered":"\n
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Communication Challenges in Classroom Participation: International Students in Canadian Universities<\/h1>\n<\/div>\n<\/div><\/section>\n\n\n\n
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About the topic<\/h2>\n\n\n\n

This research examines how classroom participation in Canadian universities is shaped by cultural expectations rather than being a neutral measure of student engagement. Focusing on international students’ experiences, it reveals that participation isn’t simply about speaking. Rather, it reflects deeper issues of identity, confidence, and belonging. The study highlights how everyday classroom interactions turn into complex settings where students navigate language, cultural norms, and academic expectations.<\/p>\n\n\n\n

The Paper<\/strong><\/p>\n\n\n\n

This paper critically explores the communication challenges international students face in participation-based classrooms. Drawing on identity negotiation theory and non-Western perspectives on communication, it argues that commonly valued practices\u2014such as directness, spontaneity, and verbal assertiveness\u2014are culturally specific rather than universal. Analyzing classroom examples, the paper reveals how factors such as processing time, fear of negative evaluation, accent awareness, and varying cultural interaction styles shape how students participate. This challenges the idea that silence means disengagement. Instead, it suggests silence can be a meaningful, strategic response in intercultural settings.<\/p>\n\n\n\n

Relevant implications<\/strong><\/strong><\/p>\n\n\n\n

This research suggests a fresh perspective on how we understand and evaluate participation in higher education. It suggests that current practices may unintentionally privilege certain cultural communication styles while marginalizing others. By recognizing participation as culturally constructed, educators can develop more inclusive approaches that value different forms of engagement, ultimately supporting equity, confidence, and belonging among international students.<\/p>\n<\/div>\n<\/div><\/div>\n\n\n

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Check out her poster<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n

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