Common misconceptions about academic discussions: a guide for international students

I was motivated to write this blog post by my current students to whom I dedicate it. Its main aim is to empower all students by addressing the most common fears and misconceptions and to provide strategies for effective participation in academic discussions! 

Introduction 

Discussion skills are usually least developed among international students, yet they are an essential skill in higher education because of the many benefits they bring, in the academic but also personal development realms. For example, they are an excellent opportunity to see other’s perspectives and approach problems from different angles which encourages or leads to innovative solutions. Discussions are also great at promoting learning because you have to actively engage and ask questions, which leads to better comprehension of the concepts you are working with and better retention of information. However, not surprisingly, many international students fear or are anxious about the prospect of taking part in a discussion. From my observation and more than 10 years’ experience of working with international students and my own experience of studying at a UK university (with diverse student population), I can tell that international students are as adept at discussion skills as home students. What international students fear is that they won’t add value to the discussion because of their language skills. In reality, in academic discussions what matter is not just language proficiency (read: ‘perfect’ fluency, pronunciation, grammar), but the diverse perspectives and critical thinking (Hayes and Devitt,  2008) that all participants bring to a discussion. In this blog post I hope to address the latter point and I have organized it as follows: first I will first address the misconceptions about academic discussions among international students that hold them back in actively participating in discussions. Then I will present a list of strategies that these students can use to be more confident participants in academic discussions.  

Common Misconceptions about participating in academic discussions 

1. Only native speakers of English can contribute meaningfully 

I will begin with the most obvious misconception (from my experience) that I feel comes from the language background of the students. There is a general belief about native English speaking students being better off because they speak the language natively. Partly, this is true; these students are at an advantaged position. However, what they do not have is a perspective that a second language can bring. And this is what academic discussions are about, as mentioned in the introduction, they value diverse perspectives, understandings of topics. Majority of international students that I come across with in my teaching but also from my studies, are at a linguistic level where they are able to speak in groups and in fact, once they get used to working in groups, they do really well. They are more open once they discover that there is not just one way at looking at a topic. A point that I now turn to. 

2. The teacher’s opinion is the only one that matters 

Students who come from different education background, in my experience Chinese students (here is my blog post about differences between Chinese and UK higher education systems), often hold this belief that the teacher’s perspective is a definitive answer. In fact, I was the same when I first began my postgraduate programme here in the UK. I was put into rigid frames by my educational background that I did not dare question the teacher’s opinion. In reality, and I learnt this during one of the seminar discussions on intercultural communication (!), we all have a different cultural, educational and even linguistic baggage that is an invaluable resource that we can draw on in academic discussions. The teacher’s position/ opinion is also one of them – not superior to anyone else’s. I find this article by Caetano et al. (2020) as really thought provoking in this respect (even though the article does not relate exactly to Higher education study) it mentions relations between teachers and students. This leads me to the next point: cultural differences. 

3. Cultural differences are a barrier  

Many international students assume that their cultural background and perspectives are not relevant or valued in a Western academic setting. I, too, held this misconception. I felt that my experiences and viewpoints, shaped by a different cultural context, might not align with the norms here, and therefore, might not be appreciated. And I observe the same fear among my international students. However, as I engaged more in academic discussions during my studies, I discovered that my international perspective actually enriched the conversation. By bringing in experiences from different cultural contexts, I believe, international students allow for a richer, more nuanced dialogue that benefits everyone involved. Your unique background is not only relevant but also highly valuable in academic discussions! 

4. It’s best to stay quiet if you are not sure 

This point is also connected partially to the above two points: teacher’s opinion is definitive and the cultural differences, in the respect that many international students consider letting others in the group to share their opinions first as polite. However, even sharing partial ideas or asking simple questions can stimulate discussion and lead to a better understanding of the topic and better understanding of others’ viewpoints.  

5. Participation is about quantity, not quality 

While the pervious point focused on under-participating, this point refers to the other extreme: the need to speak often. Another variant of this is also taking the turn to just state all the point that a student prepared and consider this as ‘job done’.  

In reality, what counts more are your contributions to the discussion that are relevant, logical, thoughtful and well supported. These may be less frequent but are much better than superficial comments that do not enrich the discussion at all. 

6. You must all the answers 

I cannot tell you how many times I have seen this: the international students that I met during my time at university or in my teaching career feel that they can only contribute to the discussion when and if they have all the answers. This is not possible! Think about the constraint you put on yourself here, if you hold a similar belief about academic discussions. Discussions are more about exploring ideas, being creative about solutions (mind that I used plural here). They are also about asking questions AND, most importantly, learning from others. Don’t hold your creativity back by such beliefs!  

7. Fear of being judged for (language) mistakes 

I saved this point till the end of the misconceptions, because I feel that I have the most expertise and experience here than in other points, plus this is one of my favourite belief to debunk. Making mistakes is a process of learning, when we think about the content mistake, like understanding a concept or theory. Group discussions are an excellent way to learn actively, as I tried to illustrate above, so even when you misunderstood a concept, a group discussion is an excellent opportunity to check everyone else’s understanding of it! This is your chance to grow.  

Language mistakes, as I mentioned in point 1 above, are also a source of embracement for many international students, if not all of them. Discussions offer a great opportunity to practice your speaking skills, to practice pronunciation, to get used to different accents and ways of expressing ideas. Language is a living thing; its beauty lies in its flexibility and unlimited ways of expressing a thought. I understand that this particular belief of making language mistakes is difficult to overcome. After all it is coming out of the comfort zone, but that is where language learning happens. 

In making this particular belief explicit, I hope that I helped you see this in a different way. In addition, if you are worried that you will be penalised for your language mistakes, I can tell you already that more than half (if not the majority) of you future lecturers, if you come to study in the UK, will not be native speakers of English. And, regardless of whether your lecturer is a native speaker of English or not, their main focus is on your ideas and perspectives that you bring. 

So now that I have covered (some) misconceptions about participation in academic discussions, I move on to tips and strategies that you can employ to prepare and take an ACIVE role in discussions.  

Preparation Tips 

1. Understand the Discussion Topic 

Thoroughly read and annotate any assigned readings or in my teaching listening materials related to the discussion topic. 

Look up additional sources such as academic papers, articles, or videos to gain a broader understanding of the topic, if you are not fully familiar with it. 

2. Take Detailed Notes 

Write summaries of the main arguments and evidence from your readings. 

Write questions based on your reading (and listening)  that you can bring up during the discussion. 

Use bullet points or mind maps to organize your notes for quick reference during the discussion. 

3. Watch and Learn from Others 

Watch videos of academic discussions or debates to understand how participants present their ideas. 

Pay attention to how speakers build their arguments (positions) and how they respond to others. 

4. Practice Speaking in English 

Practice summarizing your main points out loud in English to improve fluency. You may do this with a friend. 

5. Prepare for Common Discussion Scenarios 

Think about possible counterarguments and prepare responses. 

Prepare how to respectfully disagree or challenge ideas during the discussion. Use useful language. I find this resource particularly handy. 

6. Relaxation Techniques 

Use deep breathing techniques to calm nerves before the discussion. 

Tips for Taking an Active Role During the Discussion 

1. Start with a Small Contribution 

Begin by agreeing with a point or asking a clarifying question to build confidence. 

Start by sharing a point you've prepared in advance, which can help you feel more secure. 

2. Listen Actively 

Pay close attention to what others are saying so you can build on their ideas. 

Note down important points during the discussion to help you remember and refer back to them. 

3. Engage with Different Perspectives 

Ask Questions: show interest in others’ viewpoints by asking thoughtful questions. 

Acknowledge Others’ Contributions: before sharing your own thoughts, acknowledge what someone else has said, then add your perspective. 

4. Speak Clearly and Confidently 

Speak at a moderate pace, ensuring your words are clear and easy to understand. 

Don’t worry about using complex vocabulary; focus on clarity and coherence. 

5. Stay on Topic 

Keep your contributions focused and avoid going off on tangents. 

Regularly tie your points back to the main topic to keep the discussion relevant. 

6. Use Non-Verbal Communication 

Make eye contact with others to show engagement. 

Use hand gestures naturally to emphasize points, but avoid overdoing it. 

7. Participate Even When Unsure 

It’s okay to share ideas you’re still forming; frame them as questions or hypotheses. 

If you don’t fully understand something, ask for clarification—it shows you’re engaged and willing to learn. 

8. Handle Disagreements Diplomatically 

Use phrases like “I see your point, but I think…” or “I would like to offer a different perspective.” (refer to this resource for more useful phrases). 

9. Leverage Your Unique Perspective 

Use your background to offer a unique viewpoint that others might not have considered. 

If relevant, relate the discussion topic to your personal or cultural experiences. 

10. Stay Positive and Keep Learning 

Treat each discussion as an opportunity to improve, rather than a test of your abilities. 

Acknowledge and celebrate your progress, even if it’s just making one confident contribution.   

Conclusion  

In this post I have addressed some of the most common misconceptions about academic discussions and I provided some tips and strategies for effective and active participation. I hope this post exposes the misconceptions and will impact change. I strongly believe that international students have unique perspectives and that overcoming the beliefs listed in this blog post will lead to celebration of diverse and rich perspectives that international students bring with them. I encourage all my students to challenge any doubts they may have about participating, and to embrace beliefs that empower them to engage creatively, confidently, and successfully in academic discussions. 

References:  

Caetano, A.P., Pimenta Freire, I. & Biscaia Machado, E. Student Voice and Participation in Intercultural Education. J. New Approaches Educ. Res. 9, 57–73 (2020). https://doi.org/10.7821/naer.2020.1.458  

Hayes, K.D. and Devitt, A.A., (2008). Classroom discussions with student‐led feedback: a useful activity to enhance development of critical thinking skills. Journal of Food Science Education, 7(4), pp.65-68.