Eye Contact and Body Language

Teachers’ body language–like eye contact, facial expressions, and gestures–can affect how students learn and take part in class. But these signals don’t mean the same thing in every culture. 

Non-verbal behaviours such as posture, facial expressions, and eye contact offer insight into students’ emotional state and engagement. Research indicates teachers who maintain open and confident posture, as opposed to closed or tense, encourage greater student participation and engagement. (Ismail et al, 2024). Studies also show that positive body language, upright posture, eye contact, gesturing, leads to improved student motivation and participation. (Kucuk, 2023). Notice reserved body language, such as slumped posture or avoiding eye contact, and offer alternative participation methods, like written responses or small-group discussions, to create a welcoming environment.

Indirect Agreement or Uncertainty. Students from cultures that value respect for authority or group harmony may not say “I disagree” directly. Instead, they might pause, hesitate, or use soft words like “Maybe…” or “I’m not sure…” to show they think differently. Teachers can help by teaching polite ways to disagree and by offering other ways to share opinions, such as writing or small-group discussions.

Seating, Silence, and Cultural Traditions

Seating and speaking behaviour also reflect cultural comfort. Gao et al. (2021) found that students who selected closer seating and actively participated showed higher engagement, as evidenced by both physiological signals and classroom involvement. Students from hierarchical cultures may remain silent or defer to authority, especially early in the term (Niu, 2025). Low participation, such as frequent silence or avoiding questions, can indicate discomfort or cultural difference, especially in high power-distance contexts. Observing seating patterns: who sits in front of or engages in group tasks can reveal engagement dynamics.

Also, acknowledging cultural events or holidays strengthens trust and signals cultural awareness. Use either a random or a structured participation system to ensure that all students are invited to speak. Provide written or anonymous ways for students to contribute, ensuring the voices of quieter students are heard. Compared to spoken words alone, non-verbal cues offer essential insights. Scherr (2007) highlights that students’ gestures often reveal understanding or confusion alongside their verbal responses, enriching comprehension of their learning process.

Encourage students to sketch ideas, use gestures during explanations, or point to relevant content–observing these behaviours can help you gauge their confidence and cultural comfort in participation.

Seeking support

Students from cultures that emphasize respect for authority or self-sufficiency often hesitate to seek assistance, even when struggling academically. 

Cultural determinants such as self-reliance, concern for "saving face," or preserving hierarchy significantly inhibit help-seeking behaviours. These behaviours manifest as delayed queries, preference for independent problem-solving, or silence in class–even when students are visibly confused. 

To support these students, lecturers can:

• Explicitly state that seeking assistance is an essential academic skill, not a sign of inadequacy. 

• Offer anonymous question boxes, one-on-one check-ins, or online forums to give students less intimidating ways to ask for help. 

• Share instances when you needed support or consulted peers, reinforcing that everyone benefits from collaboration. 

• Use exercises where students practice asking questions or requesting feedback in supportive settings to build confidence. 

Structured guidance versus independent learning

Cultures vary in their preferences for structured guidance versus independent learning, and lecturers must adapt accordingly. In Hong Kong, students often favour teacher-led frameworks and clear roadmaps, while UK students typically exhibit greater comfort with learner autonomy (Lo, 2024). Lo’s comparative study of British and Hong Kong university students highlights differences in self-direction, with Hong Kong students relying more on guided approaches, an effect of societal expectations and educational systems. (Jukes et al, 2021). Additionally, Samuels (2018) notes that culturally responsive teachers tailor classroom support to match students’ cultural learning styles, offering clear benchmarks and scaffolded assignments in structured settings or open-ended tasks in autonomy-valuing contexts. 

For students needing structure: 

• Break tasks into clear steps. 

• Use checklists or templates. 

• Provide milestone feedback to guide progress. 

For independent learners: 

• Offer open-ended projects with flexible deadlines. 

• Encourage self-set goals and peer critique. 

• Use exploratory prompts to foster creative thinking. 

Differentiated classroom approach: 

• Offer parallel task versions–structured and independent. 

• Allow students to choose formats aligning with their strengths. 

Culturally Responsive Feedback and Assessment in Higher Education. Adapting feedback and assessment methods to align with students’ cultural backgrounds is vital for ensuring fairness, clarity, and engagement in diverse learning environments. Traditional feedback practices, which often assume direct communication and individual autonomy, may conflict with students' culturally shaped expectations.

For instance, in many East Asian or Middle Eastern contexts, indirect communication, high respect for authority, and a collective orientation influence how students interpret instructor feedback (Hofstede, 2011). In these settings, direct criticism may be viewed as discouraging or even disrespectful. Conversely, in low power-distance cultures, students may expect clear, candid feedback to guide their academic growth.

Nelson-Barber and Trumbull (2019) emphasize that culturally valid assessments reflect students’ real-life experiences, communication styles, and knowledge systems. Culturally responsive assessment includes adapting not just the content but also the format and tone of feedback. 

To support all students, lecturers should diversify assessment and feedback approaches. This includes offering multimodal feedback (oral, written, digital), involving peer review with guided protocols, and providing reflective opportunities for students to reflect on how feedback relates to their learning. Importantly, faculty should create a classroom culture where help-seeking and revision are normalized, helping reduce stigma around mistakes in cultures that associate academic struggle with personal failure. 

Interpreting Common Student Behaviours Across Cultures: A Comparison Table

Considering Intersectionality When Interpreting Student Behaviour

When interpreting student behaviour, it is important for educators to look beyond culture alone and consider intersectionality – the ways in which multiple aspects of identity (such as gender, age, disability, neurodiversity, religion, and socio-economic status) interact with cultural background. While cultural norms influence communication and participation, they never operate in isolation (Crenshaw, 1989; Collins & Bilge, 2020). 

To create inclusive learning environments, educators should combine cultural awareness with recognition of how diverse identities and lived experiences shape classroom communication and engagement (Gay, 2010; Paris & Alim, 2020).