In Western universities, curiosity and classroom discussion are often regarded as essential to learning. In these contexts, educators encourage students to express opinions and challenge ideas. Such behaviours are at odds with learning traditions in many Asian educational contexts, which place greater emphasis on listening, respect for teachers’ authority and avoiding mistakes in public.
Classroom silence is therefore a common challenge in Sino‑foreign cooperative higher education, a format that involves primarily Chinese students enrolled on to English-taught programmes that follow both Chinese and Western academic standards.
English language proficiency is not necessarily the main barrier to classroom participation in such contexts. It is often anxiety about speaking and making mistakes in public that prevents even students with strong English language skills from contributing. Previous educational experiences also play an important role. Years of teacher-centred pedagogy, where incorrect answers can lead to criticism or embarrassment, have contributed to passive learning behaviours. An active participant in primary school may gradually become more silent in secondary school after his or her answers are criticised for not aligning with teachers’ expectations. In this case, silence may become a protective strategy rather than indicate disengagement.
While in some cultural contexts speaking up is seen as a sign of confidence and engagement, in hierarchical cultures, such as China, it may be perceived as arrogance or disrespect. In these cultures, asking questions and challenging ideas risk disrupting student-teacher power dynamics.
For Chinese students, therefore, classroom silence most commonly reflects the knock-on effects of teacher-centred learning or a desire to save face, a concept that is especially important for navigating personal and professional relationships in Chinese culture.
The “silent paradox” theory highlights two types of silence: reflective and strategic. Reflective silence supports cognitive processing during academic discussions, whereas strategic silence is a result of discourse suppression, cultural conflict or social insecurity. Therefore, encouraging participation requires more than simply asking additional questions or introducing interactive elements into class. Appropriate scaffolding strategies can help students participate more confidently. The following strategies may help.
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Set expectations and upskill staff
Provide orientation sessions before the start of term to explain classroom, assessment and discussion norms. These sessions should emphasise that asking questions, expressing uncertainty and making mistakes are expected parts of classroom learning rather than reflective of ability. Early clarification helps reduce uncertainty and allows students to adapt more confidently to interactive learning environments.
Provide training on culturally responsive teaching: faculty who understand the cultural reasons behind classroom silence are less likely to interpret quietness as disengagement or lack of interest in the learning content. The right training will better equip educators to balance Western participation expectations with diverse educational backgrounds and make them more patient during students’ transition into a new academic context.
Classroom interventions
Build confidence by scaffolding participation: rather than asking students to respond immediately in front of the class, begin with pair or small-group discussions and then invite volunteers to share. Activities such as “think-pair-share” can reduce the pressure by allowing students to rehearse their ideas with peers. As students become more comfortable, instructors can gradually increase opportunities for whole-class discussion.
Give students a chance to think: pause after asking questions instead of expecting immediate responses. This gives students time to organise their thoughts, translate ideas and build confidence before speaking. It also signals that thoughtful responses are more important than quick answers.
Use technology as a bridge, not a substitute, to participation: anonymous response tools such as Padlet and Mentimeter can lower barriers to participation by allowing students to contribute without fear of public embarrassment. However, view these tools as a starting point rather than a means of ending the classroom interaction. Encourage students to explain selected responses verbally or facilitate follow-up discussions that gradually build speaking confidence.
By combining supportive classroom practices with greater cultural understanding, we can gradually bridge participation gaps and create learning environments in which students feel both intellectually challenged and psychologically safe. Don’t just view silence as a problem to solve, recognise its implications and support students to develop the confidence to participate at their own pace.
Zhou Ge is a postgraduate student and Irina Shcheglova is an assistant professor. Both work at the Academy of Future Education at Xi'an Jiaotong-Liverpool University in China.
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