Language, Cultural and Pedagogical Factors Influencing International Students’ Participation in Moodle Discussion Forums

Online discussion forums in learning management systems have become an important tool for supporting interaction and collaborative learning in higher education. However, international students often demonstrate varying levels of participation in these online environments. This study investigates the language, cultural, and pedagogical factors influencing international students’ participation in Moodle discussion forums at one of Australian universities. Using a qualitative case study design, semi-structured interviews were conducted with five international master’s students from the Faculty of Education. The findings reveal that several factors influence students’ engagement in online discussion, including language barriers, cultural learning backgrounds, and pedagogical practices such as tutor feedback and assessment incentives. Participants also reported concerns about grammatical accuracy, fear of negative evaluation, and the lack of immediate interaction in online forums. In addition, students expressed a preference face-to-face discussion due to the availability of instant feedback and non-verbal communication cues. The study highlights the importance of effective instructional design, timely instructor responses, and supportive learning environments in encouraging international students’ participation in online discussions. These findings contribute to a better understanding of how learning management systems can support inclusive and interactive learning experiences in higher education.