A Learning-Belief Evolution Model of Chinese International Students in Culturally Diverse Classrooms

Abstract

This study explores how Chinese international students’ learning beliefs evolve during their first academic year in Malaysia’s culturally diverse classrooms. As part of a broader research project, it addresses the central question: How do learning beliefs develop over time in culturally diverse settings? Twelve first-year Chinese students, studying abroad for the first time, participated in semi-structured interviews, focus groups, and participant observations. A two-stage thematic analysis revealed four key themes: (1) learning shock and expectation gaps, (2) experimentation with new learning ways, (3) integration of new learning ways, and (4) becoming intercultural learners. These themes form the basis of a learning-belief evolution model, grounded in an integrated framework of Vygotsky’s sociocultural theory and Mezirow’s transformative learning theory. The model illustrates how students integrate familiar and new learning ways through the dual processes of social interaction and critical reflection, shaped by cognitive reflection, emotional challenges, and cultural interaction. The findings offer practical, culturally grounded insights for educators and institutions seeking to better support international students’ learning experiences.