Influence of Culture on Chinese University Students' Interaction with Feedback

Abstract

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 & editing, Visualization, Supervision, Project administration; Jiaming Ke: Investigation, Data Curation, Writing - original draft, Visualization; Sunantana Nuanla-Or: Investigation, Data Curation, Writing - original draft.