Why do many students appear reluctant to participate in classroom learning discourse?

Liu, Ngar-Fun; Littlewood, William

doi:10.1016/s0346-251x(97)00029-8

Cited by 222 publications

(170 citation statements)

References 14 publications

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“…In other words, the term "autonomy", which is a notion of Englishspeakers' ideology (Holliday, 2003, p.111), can be understood differently by the learners because of their cultural backgrounds. Although learners' decision-making is supported in western cultures, Confucian values in the eastern cultures do not encourage students to question the learning (Liu & Littlewood, 1997). Instead, learners are expected to show obedience to their teachers in eastern cultures.…”

Section: Background To the Studymentioning

confidence: 99%

Perceptions of ELT Students Related to Learner Autonomy in Language Learning

Yiğit¹,

Yıldırım²

2018

IJHE

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This study mainly aims to investigate the perceptions of ELT (English Language Teaching) students related to learner autonomy in language learning. In order to have a deeper understanding of the perceptions of ELT students related to learner autonomy a total of 20 students are interviewed. The findings gathered are analyzed according to the year of study in the ELT program (from 1 st year to 4 th year) and gender of the participants. Content analysis is done for the qualitative data and the findings of the qualitative data are organized according to the students' study years and their gender. The findings indicate that the participants mainly state similar responsibilities, abilities, and activities in terms of their year of study. In addition, qualitative data reveal that although both female and male participants give importance to similar aspects related to responsibilities, abilities, and activities on learner autonomy, they state different reasons for giving importance to those aspects. Additionally, participants give some definitions related to learner autonomy and they prove how versatile the notion of learner autonomy is.

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Section: Background To the Studymentioning

confidence: 99%

Perceptions of ELT Students Related to Learner Autonomy in Language Learning

Yiğit¹,

Yıldırım²

2018

IJHE

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“…Students' low proficiency in English and passive learning style do not help matters. Student reticence and passivity has an Asian cultural interpretation (Liu & Littlewood, 1997). Although different perspectives exist (Cheng, 2000), many foreign teachers express a good deal of frustration in the face of student reticence and passivity (Song, 1995;Jin & Cortazzi, 1993).…”

Section: Related Studymentioning

confidence: 99%

Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers

Kun¹,

Ke²

2009

ELT

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This paper intends to explore how Taiwanese university students perceive their native-speaking English teachers (NESTs). Mutual expectations between the NESTs and students are also investigated. Collected data include questionnaires from 107 students and interviews with three NESTs and 19 students who have filled out the questionnaire. The result shows that students expect more encouragement and interaction with the NESTs, and more relaxed activities with fewer assignments and tests. A third of the students expect NEST with a standard accent, while a quarter do not care about accent at all. The NESTs reveal their dissatisfaction toward the students' passiveness and lack of responsiveness. While students expect their NESTs to be interactive, they themselves seem to give the NESTs an impression of unwillingness to participate. The discussion centers on this dilemma and offers some suggestions for English teachers.

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“…The silence of Chinese students in class has been variously interpreted as passiveness, laziness, selfishness, and a lack of confidence -with research focusing the 'issue of silence' onto the students (Li et al, 2002;Liu & Littlewood, 1997;Tompson & Tompson, 1996). Despite this research, strategies for both learners and teachers to address the situation are limited.…”

Section: No Wisdom Like Silence: Silence and Cultural Contextsmentioning

confidence: 99%

The Significance of Silence: Differences in Meaning, Learning Styles, and Teaching Strategies in Cross-Cultural Settings

Wilkinson

Olliver-Gray

2006

An International Journal of Psychological Sciences

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This exploratory study focused on a concern that is often expressed in New Zealand tertiary institutions about Chinese (and other Asian) students' lack of participation in classroom discussions. It explores the nature of silence in both Western and Chinese cultures and pedagogies, and relates the differences to the expectations teachers and learners bring to the classroom. To bridge these differences in expectations, a culturally synergistic model of workshops was proposed and trialled at a student learning support centre. Results showed that spontaneous oral participation by Chinese students was greater in the specially structured workshops, and that having structured activities within any workshop increased participation more than simply asking general questions and addressing the whole class. These findings suggest a need to further investigate wider classroom applications of the new workshop structure that scaffolds discussion and allows Chinese students to explore their understanding. The findings also suggest that too much weight is put on the expectation that Chinese students are silent because of their heritage.

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Why do many students appear reluctant to participate in classroom learning discourse?

Cited by 222 publications

References 14 publications

Perceptions of ELT Students Related to Learner Autonomy in Language Learning

Perceptions of ELT Students Related to Learner Autonomy in Language Learning

Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers

The Significance of Silence: Differences in Meaning, Learning Styles, and Teaching Strategies in Cross-Cultural Settings

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