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Strengths: rich details
Weaknesses: having many small talks with participants

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- What possible solutions the school can have to encourage Chinese students to express themselves?
- If students do not consider that participations in tutorials are important, should the tutors push them to participate?
- For the final essay, should I talk about all the analysis I have done, or just pick one or two point to discuss?

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Four cultural clashes that are holding East Asian employees back

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The Cult of Face in China _ What it is and How to Deal with it - China Mike

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For undergraduate students:

1. Why did you choose this major(s) AND/OR this minor?
2. Why did you want to come to Australia for tertiary education and Why University of Melbourne?
3. What do you think about the design of the courses and functions of lectures and tutorials?
4. What are the meaning/functions of university education?
5. What expectations do you have to the university?
6. What plan do you have after graduation?

For graduate students:
1. What is your major in undergraduate study?
2. What discipline are you in right now?
3. Why did you want to be back to school and why this discipline?
4. Why did you choose Australia and Why University of Melbourne?
5. What are your comments on the design and structure of the courses?
6. What is the meaning/functions of university education?
7. Do you think that taking graduate study is helpful for your career?
8. What is your plan after graduation?

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More specific questions after the initial interview

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More specific questions after the initial interview

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1. What are the advantages and disadvantages of UniMelb?
2. Does your experiences at Uni have any differences with your expectation before becoming a college student?
3. What was the most challenging assessment you have done? Why they are challenging?
4. Do your parents give you any suggestions on your majors, post-graduate studies and career? Do they give you any pressure on what you need to learn or do?

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Chinese students' silence in the classroom

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Chinese students' silence in the classroom

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Rethinking silence in the classroom Chinese students experiences of sharing indigenous knowledge

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Participant Observation - A seminar of Presenting Academic Discourse (LING90002)

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Participant Observation - A seminar of Presenting Academic Discourse (LING90002)

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https://handbook.unimelb.edu.au/2019/subjects/ling90002

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Interview 1 - Rachel - Undergraduate - Third Year - Majoring in Japanese and minoring in French

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Interview 1 - Rachel - Undergraduate - Third Year - Majoring in Japanese and minoring in French

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25th April

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Informal Conversations with students from LING90002

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Informal Conversations with students from LING90002

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Interview 2 & 3 - Wendy & Emily - Graduate - First Year - Applied Linguistic

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Interview 2 & 3 - Wendy & Emily - Graduate - First Year - Applied Linguistic

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25th April

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Interview 4 - Nancy - Undergraduate - Second Year (Second Semester) - Majoring in History and minoring in Sociology

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Interview 4 - Nancy - Undergraduate - Second Year (Second Semester) - Majoring in History and minoring in Sociology

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28th April

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Interview 5 - Y - Undergraduate - Second Year - Majoring in Anthropology and minoring in Philosophy

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Interview 5 - Y - Undergraduate - Second Year - Majoring in Anthropology and minoring in Philosophy

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29th April

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Interview 6 - Kelly - Undergraduate - Second Year - Majoring in Politics and International Relations, and Economics

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Interview 6 - Kelly - Undergraduate - Second Year - Majoring in Politics and International Relations, and Economics

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1st May