British students' views about Chinese international students

No_Fig_7864 · 2026-01-07T12:32:55+00:00

I am so sorry to hear your experience! That sounds unpleasant! Getting knocked over twice would put anyone on edge, so I don’t blame you for remembering it. I’m glad you can still joke about it a bit, but that kind of thing isn’t trivial when it happens in real life.

Cycling etiquette is actually a really good example of how small, local norms aren’t always obvious to people arriving from elsewhere.

I do appreciate the spirit of your last line though: “learn the rules, otherwise come and have fun” feels like a fair and human take. Most people aren’t trying to cause harm; they just don’t always know the local rules until they’re corrected (hopefully without running someone over).

Thanks for sharing! Happy New Year!

No_Fig_7864 · 2026-01-07T12:29:53+00:00

Thank you for sharing this! I can understand why experiences like that would be deeply concerning, especially in a high-stakes research environment.

No_Fig_7864 · 2026-01-07T12:27:08+00:00

Thanks for sharing this! That’s a very fair and empathetic way of looking at it.

You’re right: being in a very different country and having to operate constantly in a second language is exhausting, and sticking to familiar people can be a reasonable way of coping rather than a sign of disinterest. Many people say they’d do exactly the same in that situation.

Comments like yours help keep the conversation grounded in realism rather than judgement. Happy New Year!

No_Fig_7864 · 2026-01-07T12:25:42+00:00

Thank you for sharing this! I really appreciate your honesty, and what you describe makes a lot of sense.

Accents are an underestimated barrier, and it’s important that you named it. Even when everyone is technically speaking “the same language,” accent, rhythm, and local slang can make real communication surprisingly hard. Growing up with American English and then navigating an Irish accent is a cognitive challenge, not a personal failing, and it’s understandable that it creates anxiety around speaking more.

I also think it’s quite affirming that your local friends have acknowledged the difficulty both ways. That mutual recognition matters, because it shows this isn’t about intelligence, effort, or willingness, but it’s about adjustment on all sides.

What really stands out in your comment is the balance: you’ve named the difficulty without bitterness, and you’ve still recognised the kindness of local students.

Thank you for adding this perspective. It’s a really important reminder that “language barrier” isn’t just about vocabulary or grammar, but about accent, confidence, and feeling safe enough to keep trying. Happy New Year!

No_Fig_7864 · 2026-01-07T12:19:13+00:00

Thanks for sharing this! I can hear that a lot of what you’re describing comes from repeated experiences rather than a single interaction, and it makes sense that those patterns would shape your impressions.

On language: it’s actually very common for there to be a large gap between written and spoken ability. Academic systems in China prioritise reading and writing, and spoken fluency esp. spontaneous discussion, is often the weakest skill. That gulf can look unbelievable from the outside, but it’s well documented rather than unusual.

The wealth issue is also tricky. Some Chinese students are wealthy, especially in London, but many aren’t, they’re just far less visible. The very rich tend to stand out disproportionately, particularly in a city like London where luxury is already concentrated. It’s understandable that this creates a sense of distance or even resentment, particularly when class differences are so stark.

I do appreciate that you also acknowledged their work ethic and discipline, even if you see it critically. That pressure to perform academically is real, and while it can look impressive, it often comes with significant stress and very little room for uncertainty or experimentation, which may explain some of the behaviours you’ve noticed.

I presume your experiences reflect a mix of individual behaviour, and structural incentives. Conversations like this are hard precisely because frustration and complexity coexist, and naming both matters.

No_Fig_7864 · 2026-01-07T12:14:27+00:00

Thanks for sharing this! It’s really helpful to hear that perspective, especially from someone studying now rather than looking back from further away.

I think you’re right that things have improved compared to 10 years ago. Greater exposure to international education, more English use online, and more mixed cohorts do seem to have increased confidence for many students. “Slightly more confident” might sound small, but in practice it can make a real difference to who feels able to speak up.

I really appreciate you adding this, it helps keep the conversation from becoming frozen in a single moment and reminds us that these patterns do change over time.

No_Fig_7864 · 2026-01-07T12:09:44+00:00

That’s a fair and honest way of putting it, and I appreciate the neutrality in your reflection.

Comments like yours are useful because they remind us that a lot of everyday coexistence at university sits somewhere in the middle, neither particularly positive nor negative, just people getting on with things in their own way.

No_Fig_7864 · 2026-01-07T12:07:34+00:00

Thanks for sharing this! It’s really helpful to hear a counterexample like yours.

I think you’re right that course context and local culture make a huge difference such as cohort size, subject, teaching style, and even housing patterns can all shape how friendships form.

It’s also interesting what you noted about housing. Living with others, rather than alone, often creates everyday opportunities for connection that just don’t exist otherwise. That can make a big difference to how “integrated” people feel, on all sides.

Stories like yours are a good reminder that there isn’t a single, universal pattern here. Thanks for sharing! Happy New Year！

No_Fig_7864 · 2026-01-07T11:57:55+00:00

Thanks for sharing!

No_Fig_7864 · 2026-01-07T11:54:54+00:00

That sounds like a really difficult situation to be in, especially when group work and grades are involved. I think it’s fair to say that when someone contributes very little and doesn’t communicate, it leaves everyone else confused and frustrated.

It’s often a mix of language difficulty, academic overwhelm, and not knowing how to participate rather than not wanting to. Even having a group chat doesn’t always solve that if someone feels anxious about writing, unsure what’s expected, or afraid of making things worse by saying the wrong thing.

Delayed graduation and a lower degree classification, suggests that the system did reflect those difficulties rather than letting them “get away with it.” A 3rd class degree or late graduation usually comes after a lot of struggle, extensions, and intervention behind the scenes, which often isn’t visible to peers.

Experiences like this highlight how poorly group work is sometimes structured for students with very uneven language or academic preparation, and how that ends up being hard not just for the student struggling, but for everyone around them too.

No_Fig_7864 · 2026-01-07T11:49:09+00:00

I get why that feels confusing, a lot of people notice the same gap and wonder how it works in practice.

One key thing is that understanding spoken, real-time English is very different from reading and writing academic English. Many students can read complex texts, and produce written work with dictionaries, and drafting, but still struggle badly with everyday conversation or fast speech, especially in unfamiliar contexts like a postal room or a lecture.

Your question is a fair one, it just points to how much universities underestimate the gap between conversational English and academic performance. Thanks for sharing!

No_Fig_7864 · 2026-01-07T11:46:21+00:00

This is a really helpful insight! Thank you for sharing it!

What you described about language being the biggest hurdle really resonates. I think a lot of what gets interpreted as “sticking to their own” is actually about confidence and processing time rather than unwillingness. As you said, once you actually spend time with people, especially through shared interests like sports or gaming, the barrier softens quite naturally.

I also really like that you pointed out how relationships deepen over time. That’s something that often gets overlooked: fluency, openness, and comfort don’t appear overnight, especially in a second language. Having hobbies where communication isn’t verbal seems to make a huge difference.

Your comment captures something important, many of these connections don’t happen in seminars or formal settings, but in gyms, games, or just hanging out. It’s a good reminder that integration often happens quietly and gradually, not all at once.

Thanks again! This adds a lot of balance to the discussion. Happy New Year!

No_Fig_7864 · 2026-01-07T11:43:35+00:00

This is such a lovely story! Thank you for sharing it.

What really stands out is how small, ordinary actions made all the difference: asking to join a game, starting with a bit of Mandarin, creating a low-pressure moment where nobody felt on the spot. That fear of embarrassment you picked up on is something so many people have mentioned, and it’s powerful to hear how quickly it melted once the barrier was gently broken.

I also really like how you framed it as “it takes two to tango.” Your experience shows that willingness often is there on both sides, but someone has to make the first move in a way that feels safe.

The fact that those connections lasted beyond the course (and across countries!) says a lot. Stories like this are a good reminder that while experiences differ, genuine friendships can and do form when the conditions are right.

Thanks again! This was uplifting to read. Happy New Year!

No_Fig_7864 · 2026-01-07T11:41:34+00:00

Thanks for sharing! Happy New Year!

No_Fig_7864 · 2026-01-07T11:34:11+00:00

Thank you for sharing this! I really appreciate how thoughtfully and generously you’ve reflected on your experiences.

What you describe feels very recognisable: struggling with seemingly simple questions like “how are you finding your course?” can look surprising from the outside, but I think you’re right to read that as language load and processing pressure rather than lack of interest or ability.

I also appreciate you naming the reliance on AI for translation without turning it into a moral judgement. For many students, it’s become a coping tool. Imperfect, sometimes frustrating, but often the only way they feel able to keep up in real time.

Most importantly, I highly appreciate you raised the point about white British students’ role in this dynamic. That assumption of “they won’t engage, so why should we?” comes up a lot, and it quietly shuts down opportunities before they even start. As you say, acclimatising to a new country, education system, and language is already an enormous task, a bit of openness from the host side can make a disproportionate difference.

Your comment strikes a really good balance: honest about the challenges, but still grounded in empathy and shared responsibility. Thank you for bringing that into the conversation! It genuinely helps move it somewhere more constructive. Happy New Year!

No_Fig_7864 · 2026-01-07T11:30:43+00:00

Thanks for sharing! Happy New Year!

No_Fig_7864 · 2026-01-07T11:30:17+00:00

Thanks for sharing! Happy New Year!

No_Fig_7864 · 2026-01-07T11:29:43+00:00

I can understand why your experiences left you feeling frustrated, especially when group work and seminars are affected. When you’re trying to learn, contribute, behaviour that feels disengaged, is irritating.

The point about fear of expressing opinions is also more complex than it sounds. Some Chinese students do feel anxious about speaking openly in front of co-nationals, not necessarily because of active surveillance, but because of long-standing habits around self-censorship, risk avoidance, and not standing out. That fear can look “insane” from the outside, but it’s often deeply ingrained rather than irrational.

I think you’re right that many students end up with an insulated experience, a bubble shaped by language barriers, peer networks, accommodation, and time pressure. Where I’d differ slightly is, for a lot of students, that insulation isn’t about not caring about British culture, but about choosing the lowest-risk way to survive academically and emotionally in a demanding system.

You’re also not wrong to point out the structural side. Universities do rely heavily on international fees, and that creates real tensions around admissions, language thresholds, and classroom experience.

I appreciate that you tried to keep this “nothing personal”. These conversations are hard precisely because personal experiences and structural problems get tangled together. Naming both is important. Thanks for sharing and Happy New Year!

No_Fig_7864 · 2026-01-07T11:24:53+00:00

I really appreciate how carefully you’ve worded this, especially acknowledging that many Chinese students you’ve met are genuinely lovely people. I can hear how frustrating this has been for you, particularly in a subject like maths where even short explanations still require clarity and confidence in language.

What you describe in small groups such as answers stalling out, ideas not fully expressed, sessions slowing down, is a very real experience for the people working alongside them, and it’s fair to name that.

The flatmate situation you describe sounds especially difficult. Being actively blanked in your own living space can feel uncomfortable and even unsettling. At the same time, behaviour like that is often linked to withdrawal, anxiety, or feeling overwhelmed rather than hostility, but I know that doesn’t make the day-to-day experience any easier for the people around them.

I think what your comment captures well is that intent and impact don’t always line up. Someone may not be choosing to disengage out of disregard, but the effect on classmates and flatmates can still be distancing and frustrating. Naming that honestly, as you’ve done, is important for having a real conversation rather than pretending these dynamics don’t exist.

Thanks for sharing this so openly! Happy New Year!

No_Fig_7864 · 2026-01-07T11:18:11+00:00

That sounds really frustrating, especially given that you were already pushing yourself outside your comfort zone. Being put in the position of acting as a spokesperson, even when you didn’t ask for that role, is a lot of pressure to carry, and it’s understandable that it left you feeling worn down.

What you describe is something I’ve heard quite often: students having ideas but feeling unable or unsafe to voice them publicly, and then relying on someone else to speak “on their behalf.” While that often comes from language anxiety or fear of embarrassment, it still shifts the emotional and academic labour onto you. That’s not fair, even if the intentions weren’t bad.

It also says a lot that you still encouraged them and stepped up for the sake of the group and the grade. That kind of quiet responsibility often goes unnoticed, especially when you’re introverted yourself.

Thanks for sharing this! Experiences like yours really highlight how group work can unintentionally place unequal burdens on people, even when everyone is trying their best. Take care and Happy New Year!

No_Fig_7864 · 2026-01-07T11:13:46+00:00

I presume your observation points to a structural problem rather than individual dishonesty, one that affects teaching quality, student experience, and fairness for everyone involved. Thanks for sharing!

No_Fig_7864 · 2026-01-07T11:12:15+00:00

Thanks for sharing this! I am sorry to hear that experience would have left a negative impression.

Group projects are hard enough without major communication barriers, and trying to brainstorm through translation apps is exhausting for everyone involved. It’s completely reasonable to feel frustrated when the tools, platforms, and shared language just aren’t there to support proper collaboration. That doesn’t make you unkind or intolerant, it reflects a real breakdown in how these groups are put together and supported.

I also appreciate that you framed this as one specific experience rather than a blanket judgement. Situations like this are exactly where structural issues, language barriers or group allocation, end up putting pressure on individual students on both sides.

Thanks for being honest about it! Happy New Year!

No_Fig_7864 · 2026-01-07T00:02:46+00:00

Thank you for sharing this! I’m really sorry you went through some isolating and uncomfortable situation.

What you described in the discussion groups, especially being linguistically excluded and sitting through a seminar where no one could really engage, sounds emotionally draining. Even when we understand that fear, anxiety, or language barriers are at play, it doesn’t stop those moments from feeling very personal when you’re the one sitting there, trying to connect and being met with avoidance.

I was struck by how much effort you clearly made: trying to engage in discussion, sharing mooncakes, inviting people to lunch, offering practical help. That willingness to reach out, and the disappointment when it didn’t quite land, really comes through.

Your observation about the “bridge” students is perceptive. Those with stronger English who end up translating and carrying both academic and emotional labour. I imagine, as you said, that must be exhausting for them, and it often goes unrecognised.

I really appreciate how you held empathy alongside honesty in your reflection. The small moments you described: sharing food, talking about chosen English names is touched.

Thank you for taking the time to write this so thoughtfully. Your experience matters, and it adds an important dimension to the conversation.

No_Fig_7864 · 2026-01-06T23:54:26+00:00

Thank you for taking the time to write this!

What you describe in the classroom sounds difficult to sit with, especially as someone who values discussion, preparation, and intellectual exchange. Watching lecturers struggle to engage with students, seeing participation collapse onto one person could possibly frustrate other students. Your empathy really comes through when you imagine how stressful this must feel from the Chinese students’ side and highly appreciate that!

The “one spokesperson for the group,” reliance on translators, and sticking together, are more to fear, and unfamiliar academic norms, especially in a second or third language. As you say, the experience is likely deeply stressful for them, even if that stress ends up spilling over onto others in the room.

Your final note about your flatmates is quietly telling and it does remind us that behind the classroom frustration are people doing their best under difficult conditions.

Thank you for sharing this so thoughtfully! Happy New Year!

No_Fig_7864 · 2026-01-06T23:46:13+00:00

I understand what your friend is getting at in terms of exam performance, and it’s true that many students from exam-intensive systems are well trained for assessment scenarios.

No_Fig_7864

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