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Chinese students represent an increasing proportion of the student body inCanadian postsecondary institutions (Citizenship and Immigration Canada,2015). While studying abroad, many of these students face linguistic andsociocultural challenges (Zhang, 2016), resulting in calls for Westerninstructors to provide linguistically and culturally sensitive instruction (Lin& Scherz, 2014). In this qualitative study, we utilized a form of reflexiveethnography (Enfield & Stasz, 2011) to outline our experiences teaching arequired research methodology course to Chinese graduate students.Specifically, we discuss our pedagogical efforts in context of utilizingstudents’ reported research experiences, facilitating their acquisition ofsubject-specific vocabulary, and fostering a collaborative learningenvironment. We conclude by offering instructional suggestions to otherswho teach research methodologies to Chinese students

Instructional Insights Gained From Teaching a Research Methods Course to Chinese International Graduate Students Studying in Canada