Silence in Teaching and Learning: Perspectives of a Nepalese Graduate Student

Bista, Krishna

doi:10.1080/87567555.2011.633943

Cited by 27 publications

(13 citation statements)

References 29 publications

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“…Studies indicate that both cultural and educational background and lack of English communicative skills are traditional causes of students' silence in their classroom. Majority of the Asian non-native English speaking students has a set of drawbacks which act as stumbling blocks to their progression in learning (Bista, 2012). Multiple proportions of silence have been found from the experiences of non-native English speaking students in their academic courses in Tatar's study.…”

Section: Analysis Of the Causes Of Learners' Silencementioning

confidence: 99%

A Critical Review of Sibel Tatar’s Article “Why Keep Silent? The Classroom Participation Experiences of Non- Native- English-Speaking Students”

Khatun¹

2019

IJLC

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This study explores Sibel Tatar's contribution to the field of language teaching and learning. The main focus is to understand the functions and interpretations of silence from learners' insights through the prism of multidimensional factors such as learners' cultural, psychological and contextual perspectives to ensure a smooth teaching and learning. Tatar's interview with Turkish learners made us understand that there's more to silence than the word's literal meaning suggests-it is revelatory. Turkish learners have their own interpretations for their silence and to them, silence is logical. This study basically addresses the needs of the Turkish students and will help instructors to comprehend the background of learners' silence. Undoubtedly understanding the underlying causes of silence can come in handy in teaching. It also aims to elaborate the impact of learning behavior in the field of second language acquisition. It unfolds silence as an effective learning process. The study traces out the significance of learners' silence and found both silence and activity as quintessential learning tools. In order to clarify the connection of silent learners with their society and culture, I have taken ideas from Vygotsky's socio-cultural theory of cognitive development and quoted from different other journals and books of the related areas. I have tried also to justify the meaning and function of silence in Tatar's study based on my classroom observation in secondary schools and in tertiary level institutions. I have compared among the findings of learners' silence from many studies, analyze them and evaluate learners' needs.

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Section: Analysis Of the Causes Of Learners' Silencementioning

confidence: 99%

A Critical Review of Sibel Tatar’s Article “Why Keep Silent? The Classroom Participation Experiences of Non- Native- English-Speaking Students”

Khatun¹

2019

IJLC

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“…While English comprehension in the southeast is challenging, the anxiety created by the language barrier drastically increases when students are asked to participate in formal oral discussions (Bista, 2012). However, research has shown that informal conversations, such as those found with patients and peers in clinical practice, can greatly increase communication skills (Lee, 2016;Mesaroli et al, 2015).…”

Section: Communication Challengesmentioning

confidence: 99%

“…To further combat various communication issues, faculty should pay special attention to student participation levels during group discussions or patient interactions. Although international students typically study English for years prior to studying abroad, many are apprehensive and reluctant to participate in discussions due to their perceived (or realistic) shortcomings (Bista, 2012). However, studies show that communication skills greatly increase with extended use, so students should be encouraged to practice these skills (Lee, 2016;Mesaroli et al, 2015).…”

Section: Communication Challengesmentioning

confidence: 99%

Three Levels of Push-Pull Dynamics Among Chinese International Students’ Decision to Study Abroad in the Canadian Context

Chen

2017

jis

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The extant literature on student migration flows generally focus on the traditional push-pull factors of migration at the individual level. Such a tendency excludes the broader levels affecting international student mobility. This paper proposes a hybrid of three levels of push-pull dynamics (micro−individual decision-making, meso−academic marketing, and macro−national marketing) to paint a more accurate picture of student migration flows. A case study of 15 semi-structured interviews with Chinese international students at a Canadian university was conducted to illuminate the underresearched reality that universities and Canada as a nation offer additional incentives, in conjunction with individual/familial reasons, for study abroad. The paper concludes with recommendations for new research directions arising from the present study.

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“…International students with a lower level of English proficiency often experience difficulties in class participation. In addition, international students often struggle with cultural differences, including social expectations of interaction, educational values, and teachercentered pedagogies (Bista, 2012). Moreover, some international students spend more than 5 hours per day studying.…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Efficacy Reduces Impediments to Classroom Discussion for International Students: Fear, Embarrassment, Social Isolation, Judgment, and Discrimination

Maëda¹

2017

IAFOR J Educ

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Approximately one million international students were enrolled at U.S. universities in the academic year 2015-2016, and the number has been steadily rising since. Although these students aim to increase intercultural communication skills, international knowledge, and critical thinking skills, some international students experience difficulty participating in class discussion. Several studies have revealed a range of obstacles to full participation in in-class discussions, including language, cultural differences, academic differences, and social isolation. Among these barriers, some studies have identified emotional factors that significantly affect learning. This study was an in-depth exploration of the adverse emotional factors that impede discussion participation. Using a qualitative approach, twenty-three international students at one university were interviewed, and their responses analyzed. Students reported that fear, embarrassment, social isolation, judgment and discrimination were barriers to participation. These findings are discussed in the context of a framework for reducing negative emotional states, employing self-efficacy theory. This framework was applied to the interview results and the author's observation of international students' behavior in dormitories and university offices. These findings suggest a possible intervention approach for educators to help international students express themselves in the classroom.

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Silence in Teaching and Learning: Perspectives of a Nepalese Graduate Student

Cited by 27 publications

References 29 publications

A Critical Review of Sibel Tatar’s Article “Why Keep Silent? The Classroom Participation Experiences of Non- Native- English-Speaking Students”

A Critical Review of Sibel Tatar’s Article “Why Keep Silent? The Classroom Participation Experiences of Non- Native- English-Speaking Students”

Three Levels of Push-Pull Dynamics Among Chinese International Students’ Decision to Study Abroad in the Canadian Context

Self-Efficacy Reduces Impediments to Classroom Discussion for International Students: Fear, Embarrassment, Social Isolation, Judgment, and Discrimination

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