| This qualitative case study explores the level of Chinese international graduate students' classroom engagement and participation in Canadian university classrooms. It also examines whether or not there are gender-based differences in the level of Chinese international graduate students' engagement and participation in classroom activities. The data was collected through one-on-one interviews from sixteen participating students (eight males and eight females) drawn from various faculties in a Canadian university. The findings of the study show that factors such as language barriers, cultural differences, student motivation, and instructors' teaching methodology contribute significantly to the level of Chinese international graduate students' classroom engagement and participation. Based on the perceptions of the participants, the study did not find particularly significant gender-based differences in the students' level of classroom engagement and participation. Overall, the findings of this study provide valuable insights into ways of supporting and encouraging Chinese international graduate students with regards to increasing their level of classroom engagement and participation. |
