A Comparative Analysis Using Reciprocal Questioning With College Students in China and the United States

• In Event: Global Issues in the Assessment of Learning

Abstract

This study investigates differences in the perspectives of college students in China and the United States on their learning, and motivation to learn, academic content when engaged in a Reciprocal Questioning learning activity. Research subjects included 87 Chinese students who were English majors at a Chinese college and approximately 500 students in educational psychology classes at a U.S. college. Reciprocal Questioning is based on Vygotsky’s theory that one understands the world and is influenced by one’s socio-cultural background and that this influences one’s view about learning and motivation and their learning behaviors. Findings suggest students at a Chinese and a U.S. college perceive learning both similarly and differently via the U.S. developed learning/instructional strategy of Reciprocal Questioning.

Authors

• James D. Allen, College of Saint Rose

• Yan Dai, Nanxun High School