According to 71 percent of respondents, flexible teaching methods (such as case study analysis, small group-based assignments or individual oral presentations) are used infrequently in the CIAP. The low incidence of such methods hampered students’ ability to engage in critical thinking. While students found face-to-face lecturing (90 percent) to be crucial, they acknowledged the importance and potential benefits offered by other modes of teaching, including enterprise internships (64 percent), case analyses (50 percent), tutorials (50 percent) and self-study (48 percent). The ratio of available teaching time that lecturers in the CIAP use to teach in English was assessed to be low: less than 10 percent (indicated by about one-third of respondents); and between 10 and 30 percent (indicated by about half of respondents). According to 58 percent of respondents a more suitable ratio of time spent teaching in English would be 30-50 percent of available time. Many students also thought that the CGA should provide more English-speaking instructors from Canada to conduct lectures to help Chinese student better absorb professional knowledge. A slight majority of the students (52 percent) believed that the class time devoted to such lectures should be equal to the time devoted to tutorials by Chinese tutors.