Influence of Culture on Chinese University Students' Interaction with Feedback | International Journal of Changes in Education

<!DOCTYPE html> <html lang="en" xml:lang="en"> <head> <meta charset="utf-8"> <meta name="viewport" content="width=device-width, initial-scale=1.0"> <title> Influence of Culture on Chinese University Students' Interaction with Feedback | International Journal of Changes in Education </title> <link rel="icon" href="https://ojs.bonviewpress.com/public/journals/14/favicon_en_US.png"> <meta name="generator" content="Open Journal Systems 3.4.0.7"> <meta name="gs_meta_revision" content="1.1"/> <meta name="citation_journal_title" content="International Journal of Changes in Education"/> <meta name="citation_journal_abbrev" content="IJCE"/> <meta name="citation_issn" content="3029-133X"/> <meta name="citation_author" content="Vladislav Ilin"/> <meta name="citation_author_institution" content="Digital Media, Birmingham City University, UK"/> <meta name="citation_author" content="Jiaming Ke"/> <meta name="citation_author_institution" content="Digital Media, Wuhan Textile University, China"/> <meta name="citation_author" content="Sunantana Nuanla-Or"/> <meta name="citation_author_institution" content="Department of Landscape Architecture, Wuhan Textile University, China"/> <meta name="citation_title" content="Influence of Culture on Chinese University Students' Interaction with Feedback"/> <meta name="citation_language" content="en"/> <meta name="citation_date" content="2024/07/15"/> <meta name="citation_doi" content="10.47852/bonviewIJCE42022828"/> <meta name="citation_abstract_html_url" content="https://ojs.bonviewpress.com/index.php/IJCE/article/view/2828"/> <meta name="citation_abstract" xml:lang="en" content="Feedback is a powerful learning tool, however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom, however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness. Received: 13 March 2024 | Revised: 28 May 2024 | Accepted: 10 July 2024 Conflicts of Interest The authors declare that they have no conflicts of interest in this work. Data Availability Statement The data used to support the findings of this study are available upon request to the corresponding author. Author Contribution Statement Vladislav Ilin: Conceptualization, Methodology, Validation, Investigation, Data Curation, Writing - original draft, Writing - review &amp; editing, Visualization, Supervision, Project administration; Jiaming Ke: Investigation, Data Curation, Writing - original draft, Visualization; Sunantana Nuanla-Or: Investigation, Data Curation, Writing - original draft."/> <meta name="citation_keywords" xml:lang="en" content="feedback"/> <meta name="citation_keywords" xml:lang="en" content="Chinese"/> <meta name="citation_keywords" xml:lang="en" content="culture"/> <meta name="citation_keywords" xml:lang="en" content="university"/> <meta name="citation_keywords" xml:lang="en" content="higher education"/> <meta name="citation_keywords" xml:lang="en" content="learning"/> <meta name="citation_pdf_url" content="https://ojs.bonviewpress.com/index.php/IJCE/article/download/2828/1018"/> <link rel="schema.DC" href="http://purl.org/dc/elements/1.1/" /> <meta name="DC.Creator.PersonalName" content="Vladislav Ilin"/> <meta name="DC.Creator.PersonalName" content="Jiaming Ke"/> <meta name="DC.Creator.PersonalName" content="Sunantana Nuanla-Or"/> <meta name="DC.Date.created" scheme="ISO8601" content="2024-07-15"/> <meta name="DC.Date.dateSubmitted" scheme="ISO8601" content="2024-03-13"/> <meta name="DC.Date.issued" scheme="ISO8601" content="2023-10-20"/> <meta name="DC.Date.modified" scheme="ISO8601" content="2024-09-12"/> <meta name="DC.Description" xml:lang="en" content="Feedback is a powerful learning tool, however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom, however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness. Received: 13 March 2024 | Revised: 28 May 2024 | Accepted: 10 July 2024 Conflicts of Interest The authors declare that they have no conflicts of interest in this work. Data Availability Statement The data used to support the findings of this study are available upon request to the corresponding author. Author Contribution Statement Vladislav Ilin: Conceptualization, Methodology, Validation, Investigation, Data Curation, Writing - original draft, Writing - review &amp; editing, Visualization, Supervision, Project administration; Jiaming Ke: Investigation, Data Curation, Writing - original draft, Visualization; Sunantana Nuanla-Or: Investigation, Data Curation, Writing - original draft."/> <meta name="DC.Format" scheme="IMT" content="application/pdf"/> <meta name="DC.Identifier" content="2828"/> <meta name="DC.Identifier.DOI" content="10.47852/bonviewIJCE42022828"/> <meta name="DC.Identifier.URI" content="https://ojs.bonviewpress.com/index.php/IJCE/article/view/2828"/> <meta name="DC.Language" scheme="ISO639-1" content="en"/> <meta name="DC.Rights" content="Copyright (c) 2024 Authors"/> <meta name="DC.Rights" content="https://creativecommons.org/licenses/by/4.0/"/> <meta name="DC.Source" content="International Journal of Changes in Education"/> <meta name="DC.Source.ISSN" 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Department of Landscape Architecture, Wuhan Textile University, China </span> </li> </ul> </section> <section class="item doi"> <h2 class="label"> DOI: </h2> <span class="value"> <a href="https://doi.org/10.47852/bonviewIJCE42022828"> https://doi.org/10.47852/bonviewIJCE42022828 </a> </span> </section> <section class="item keywords"> <h2 class="label"> Keywords: </h2> <span class="value"> feedback, Chinese, culture, university, higher education, learning </span> </section> <section class="item abstract"> <h2 class="label">Abstract</h2> <p>Feedback is a powerful learning tool, however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom, however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.</p> <p> </p> <p> </p> <p><strong>Received:</strong> 13 March 2024 <strong>| Revised:</strong> 28 May 2024 <strong>| Accepted:</strong> 10 July 2024</p> <p> </p> <p><strong>Conflicts of Interest</strong></p> <p>The authors declare that they have no conflicts of interest in this work.</p> <p> </p> <p><strong>Data Availability Statement</strong></p> <p>The data used to support the findings of this study are available upon request to the corresponding author.</p> <p> </p> <p><strong>Author Contribution Statement</strong></p> <p><strong>Vladislav Ilin:</strong> Conceptualization, Methodology, Validation, Investigation, Data Curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration; <strong>Jiaming Ke:</strong> Investigation, Data Curation, Writing - original draft, Visualization; <strong>Sunantana Nuanla-Or:</strong> Investigation, Data Curation, Writing - original draft.</p> </section> <br /><div class="separator"></div><div class="item abstract" id="trendmd-suggestions"></div><script defer src='//js.trendmd.com/trendmd.min.js' data-trendmdconfig='{"website_id":"89273", "element":"#trendmd-suggestions"}'></script> </div> <div class="entry_details"> <div class="item cover_image"> <div class="sub_item"> <a href="https://ojs.bonviewpress.com/index.php/IJCE/issue/view/59"> <img src="https://ojs.bonviewpress.com/public/journals/14/cover_issue_59_en_US.png" alt=""> </a> </div> </div> <div class="item galleys"> <h2 class="pkp_screen_reader"> Downloads </h2> <ul class="value galleys_links"> <li> <a class="obj_galley_link pdf" href="https://ojs.bonviewpress.com/index.php/IJCE/article/view/2828/1018"> PDF </a> </li> </ul> </div> <div class="item published"> <section class="sub_item"> <h2 class="label"> Published </h2> <div class="value"> <span>2024-07-15</span> </div> </section> </div> <div class="item issue"> <section class="sub_item"> <h2 class="label"> Issue </h2> <div class="value"> <a class="title" href="https://ojs.bonviewpress.com/index.php/IJCE/issue/view/59"> Online First </a> </div> </section> <section class="sub_item"> <h2 class="label"> Section </h2> <div class="value"> Research Articles </div> </section> </div> <div class="item copyright"> <h2 class="label"> License </h2> <p>Copyright (c) 2024 Authors</p> <a rel="license" href="https://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons License" src="//i.creativecommons.org/l/by/4.0/88x31.png" /></a><p>This work is licensed under a <a rel="license" href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.</p> </div> <div class="item citation"> <section class="sub_item citation_display"> <h2 class="label"> How to Cite </h2> <div class="value"> <div id="citationOutput" role="region" aria-live="polite"> <div class="csl-bib-body"> <div class="csl-entry">Ilin, V., Ke, J., & Nuanla-Or, S. 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Influence of Culture on Chinese University Students' Interaction with Feedback | International Journal of Changes in Education