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Analysis of German-based studies reveals a common interpretation of Chinese students’ adaptation to German academia, depicting them as learners with limited participation and critical thinking capacities. This perception stems from the perceived contrast between Confucian values, which emphasize social power distance and collectivism, and German academic expectations that prioritize values such as critical thinking and direct communication of personal perspectives. To challenge these assumptions, this study employs a transcultural analysis that explores quantitatively and qualitatively the oral discourse socialization of Chinese students in German universities. By applying Hofstede’s cultural dimensions, the research reinforces the presence of cross-cultural disparities in Oral Academic Presentation (OAP)-related expectations between China and Germany. Furthermore, by centering the voices of this student cohort and their transcultural perspective, the study presents a novel insight into their silent participatory approach and critical thinking mode, thereby challenging the prevailing generalized assumptions within German academia. This study underscores the necessity of moving beyond binary dichotomies that may inadvertently overlook the diversity of interpretations. Furthermore, the research underscores the importance of academic staff recognizing and legitimizing the diversity of students from the same culture and adjusting their teaching practices to address their evolving needs and interests in multicultural classroom settings.

Expectation-practice discrepancies: a transcultural exploration of Chinese students’ oral discourse socialization in German academia