Based on a phenomenological exploration of Chinese students at a UK university business school, this article supports a growing body of research questioning the assumptions underpinning the putative Socratic/Confucian dichotomy of academic cultures. Beginning with a review of research literature on the experiences of Chinese students on Active Learning courses, the main part of the study is based on an analysis of qualitative interviews conducted in English and Mandarin. Findings suggest that, whilst Active Learning pedagogies are perceived as supporting their learning on these modules, for some students the "double-learning agenda" entailed by these pedagogies can make their classrooms an uncomfortable space. The conclusion makes a strong case for reconceptualising the 'language problems' reported by many international students as "conversational problems", and for recognising the nexus of language, relationships and meta-cognitive skills as legitimate areas for intervention by teachers in their role as facilitators of Active Learning.