The impact of 'face culture' on Chinese international students' identity as learners and speakers of English

Globalization in higher education has led to an increase in a large number of internationalstudents moving to and studying in English-speaking countries, with Chinese internationalstudents making up a significant proportion of that number. This study explores the relationshipbetween ‘face’ culture, a key facet of Chinese social dynamics, and the evolving identities ofChinese international students as English language learners and speakers. The concept of ‘face’,deeply rooted in Chinese culture and people’s daily lives, represents Chinese Confucian valuesand emphasizes social reputation, harmony, and preservation of dignity. In the context ofEnglish language acquisition, this cultural element of ‘face’ can have a profound influence onhow Chinese students perceive, adopt, and adapt to the English language and its associatededucational environment.This research employs a qualitative approach: a pilot study as well as semi-structuredinterviews to collect data and analyse the contents in order to unravel the multilayeredconnections between ‘face’ culture and the linguistic and socio-cultural identities of Chineseinternational students in their social and academic life in the UK. Through the perspectives ofChinese international students and the lecturers who have or have had experiences withteaching Chinese students in the UK, and analysis of relevant literature, this study exploreshow ‘face’ culture impacts Chinese international students as English learners and speakers. Italso examines how ‘face’ affects their interactions with the lecturers, as well as theirparticipation in classroom activities and discussions. Moreover, the research also delves intothe influence of ‘face’ culture on Chinese international students’ development of interculturalcommunication skills, which play a vital role in fostering effective cross-cultural exchangesand shaping their own identities.The findings of this study highlight the complex relationship between ‘face’ culture andChinese international students’ perceptions towards it. Chinese international students may findthemselves struggling with a tension between the cultural norms of self-confidence in Westernacademic contexts and their innate tendency to maintain ‘face’ or not ‘lose face’”. As a result,their learning experience in the UK may have more challenges that extend beyond simplelanguage competence, and gender can also be considered as one of the challenges. The desireto ‘maintain face’ or not ‘lose face’ can lead to a preference for more passive language use,hindering authentic engagement in communication within or outside of the classroom andlimiting opportunities for linguistic development. Moreover, the fear of ‘losing face’ maydiscourage students from seeking help or clarification from their peers or lecturers, inhibitingtheir comprehensive language development.Conversely, ‘face’ culture can also function as a motivational factor. Chinese internationalstudents might strive for linguistic excellence to enhance their social standing and pursueapproval from other Chinese students and native speakers in the UK. Some Chineseinternational students may also feel ‘face’ has minimal or no influence on them. This dual roleof ‘face’ culture in language acquisition underlines its impact on learners’ identities andhighlights the need for educational approaches that recognize these cultural differences.Educators or lecturers can play a crucial role in creating classroom environments, as also notedand agreed by many of the participants in this research, where they should be aware of diversecultural perspectives, fostering a safe environment for students to navigate the challenges posedby ‘face’ culture. In conclusion, the intertwining of ‘face’ culture and the development of Chinese internationalstudents’ identities as English language learners and speakers can be a challenging phenomenon,but also full of opportunities. The researcher intends that the findings of this thesis willunderscore the importance of awareness and promoting cultural sensitivity in English languageeducation, enabling a more encouraging and effective language learning experience forChinese international students. By acknowledging the involved interaction between ‘face’culture and identity, lecturers and institutions can foster a safer environment that encouragesstudents to embrace academic and social challenges while honouring their cultural differences.