In STEM fields of higher education, complex content and low rates of student persistence have led to the use of active learning practices to help students engage with and understand course material. Although research indicates that these practices are generally effective, there is cause for concern that they may be ill-suited to second language users of English who are international students (ISs), particularly if these students prefer traditional instruction or lack confidence in their speaking skills. To investigate this concern, this mixed-methods, classroom-based study examines the case of a large undergraduate introductory biology course characterized by the use of such active learning components as open discussion, clickers, peer instruction, small group work, and collaborative quizzes, all supported by a highly structured course design and multiple online and face-to-face supplementary resources. Course enrollment included dozens of first-year ISs, many of whom were from China.
Drawing on institutional data, grades, survey responses, interviews with students and instructional staff, field notes, and other data, this study investigates the impact of active learning on ISs’ content and language development. Comparison of grades reveals that ISs performed approximately as well as their non-IS peers in this context, but multiple linear regression analysis shows that ISs’ grades were low relative to their non-linguistic academic ability as represented by their SAT math scores. Language skill appeared to have had an impact on their achievement, as there was a significant positive relationship between IS’s TOEFL scores and their grades. Constructivist analysis of open-ended data suggests that ISs generally found active learning beneficial, but that reluctance to speak could impact their participation. They reported that the greatest language challenges were related to vocabulary, speaking, and reading, and that such course components as pre-lecture lists of key terms, supplementary reading guides, peer instruction, and collaborative quizzes helped them learn the content and develop language skills. In addition, Chinese students accessed valuable extra-curricular support within their L1 community by communicating via the social media app WeChat. Taken together, the analysis suggests that active learning practices hold potential benefits for ISs, but that adaptations may be necessary to maximize their effectiveness.
