This study explores Thai university students’ perceptions of their reluctance in verbal classroom participation especially in situations where English is used as the medium for instruction. It is generally perceived that non-native learners particularly from high context cultures such as Thailand have the tendency to remain silent during discussion sessions or when they are asked to participate in activities related to expressing their opinions. By investigating this phenomenon through focus group meetings with Thai university students, this study reveals reasons that cause students to be hesitant speakers in class through the eyes of students themselves. The results confirm that though students agree to the common perception of Asian students being quiet learners, they did not agree that they were passive learners; they emphasized the fact that they used ‘silence’ as a tool to quietly yet attentively participate. The study also highlights that students’ silence can be seen as a way to harmonize with the environment and situation which is the cultural norm in the Thai context.

This study aimed to explore English language teachers’ perceptions and their classroom practices toward the application of teaching the ‘common good’ by incorporating a moral and ethical side of education to English Language Teaching (ELT). The data were collected by using a mixed-method approach consisting survey questionnaire, semi-structured interview, and class observations. Thirty teachers who taught English language at an international university located in Thailand participated in this study. The results revealed that the English language teachers do have a positive perception of the significance and value of cultivating students to achieve the common good in order to help them grow as virtuous citizens. However, their practices in classroom did not match the general perceptions as their behaviors were more focused towards linguistic effectiveness rather than wise guidance. It is recommended that language teachers raise awareness of the holistic aspect of education by valuing the social role of language in ELT.

In the tourism sector leaders need a clear, speedy, and practical style of communication to handle rapidly changing situations. This article investigates this perception in South Korea, a highly context-based society. The author deploys the systems model of leadership communication to explore how tourism employees perceive leaders’ communication styles and behaviors. Qualitative data were analyzed using concepts of cultural characteristics and a leadership communication model. The findings highlight that respondents draw upon cultural beliefs and prefer leaders who exercise communicative elusiveness, despite the merits of clear communication in tourism. This discussion illuminates that leadership communication is affected by cultural variations. The embeddedness of cultural values in leadership behaviors is demonstrated, with traits shaping perceptions of effective communication in different cultural contexts.