Findings (1): positive comments RQ1: consistently positive in responding to the question “the pedagogic value of simulation as a learning tool” General descriptions (Positive affects): e.g. “of great value/importance/very good/wonderful experience” “a good/precious opportunity/a good method/enjoying it

Findings (1): learning outcomes thru simulation A summary of their learning outcomes (LO): Capable of operationalizing and testing knowledge acquired from classrooms Able to achieve the negotiation goals by their standards, through joint efforts in solving problems encountered Enhance self-awareness of their strengths and weaknesses, and understanding of their classmates Demonstrate their ability to monitor their learning Develop their ability to collaborate with in-group or out-group members, of different gender and personal traits Develop skills in sensing out, living with, and managing conflicts, including opinion differences and emotional conflicts Made aware of the visible role of English in facilitating intercultural communication

Findings (2): more benefits of simulation realized In answering to RQ2, students substantiated 5 perceived benefits of active learning demands active learning students cannot avoid involvement provides an opportunity to test theory and experts’ advice students gain insightful observations through their personally-meaningful negotiation simulation provides a unique insight into the world of decision-making that cannot be replicated by any other teaching situation

Findings (2): Evidence Active learning . Example 1 “Our interesting or somewhat childish negotiation has a happy ending. We acted as real businessmen, earnestly prepared, fiercely contended with one another on each issue and came to terms finally. Quite childish apparently, but I indeed acquired a lot during the course” (S28) (of negotiation).

Findings (2): supporting evidence The presence of non-Chinese nationals can add realism to the simulation Quote 2: I admire my Chinese classmates for their confidence and courage. Their English, though better then mine, was clearly not so good as, if not worse than, the Dutch student. But they managed well to communicate in English. My poor English. My nervousness added to my silence as a result. (S1, p.1)

Findings: active learners deep involvement: Quote When a deadlock set in, Nicholas, a chief negotiator on the Nigerian team, happened to get a phone call. When he was back at the table, he was assumed to leave the table and the negotiation would thus go aborted. Contrarily, he spread the ‘phone call news from the Nigerian government’ that he was not allowed to come back empty-handed. Followed was a bursting fit of laughter, which was reported to have changed the tense atmosphere as a result (S1: pp.2-3).

Findings (2): learning motivation enhanced Developing self-awareness: Quote 1: The simulation motivated me to improve my English in listening and pronunciation, and business terms (S27, p.2) Quote 2: I need more courage to have my voice heard. (S11)

Enhance self-esteem and satisfy the need to be achievers Findings (2): Quote Enhance self-esteem and satisfy the need to be achievers Example 1 (direct quote) I was bombarded by four counterparts, but I wasn’t defeated. In the course of negotiation, my mind worked faster than usual. …The wonderful thing … is that I solved a difficult problem. (S12, p.2)

Findings (2) : problems encountered Sometimes, we forgot our interests and did not know how to achieve our goals. Our strategies were easy for the other party to spot out. (S24, p.5) Things turned out to be unexpected, which defied my assumption of being well-preparedness. (S17, p.1)

Findings (2): A fuller understanding of classmates A silent student in class but a tough negotiator at the “negotiation table” (S17, p.2) In one group of all Chinese students, differences in individual characters were reported to be visible at the negotiation table. One girl, with a decisive character, was quick at making decisions while another talked about one term again and again without losing patience. (S33, p.2)