13 Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English

King, Jim

doi:10.21832/9781783092383-014

Cited by 19 publications

(41 citation statements)

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“…In a large, multi-site investigation into the silent behaviour of over 900 Japanese learners of English who were studying within a higher education context, King (2013a, b) discovered that over the course of 48 h of structured classroom observation, students were responsible for less than one per cent of initiated talk, while over a fifth of observed class time was characterised by silence during which neither staff nor students spoke. King found that silence had multiple forms and functions within Japanese university classrooms and its causes were manifold and interrelated, with inhibition and socio-psychological factors proving particularly influential (see also King 2014). Nakane (2007) also investigated the silent behaviour of Japanese learners but her research focused on the seminar interactions of sojourners attending mainstream courses at a university in Australia.…”

Section: Silence In Educationmentioning

confidence: 99%

Talk, silence and anxiety during one-to-one tutorials: A cross-cultural comparative study of Japan and UK undergraduates’ tolerance of silence

King

Aono

2017

Asia Pacific Educ. Rev.

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Section: Silence In Educationmentioning

confidence: 99%

Talk, silence and anxiety during one-to-one tutorials: A cross-cultural comparative study of Japan and UK undergraduates’ tolerance of silence

King

Aono

2017

Asia Pacific Educ. Rev.

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“…Concerning the influence of peers in the Japanese context, peer attitudes towards speaking in class can affect anxiety (Effiong, 2016;Lee-Cunin, 2004). As demonstrated in King's (2014) model, some students worry about being negatively evaluated by their classmates. Not just their speaking ability, but fears of bothering their classmates with their performance -not being understandable, being too loud, or choosing uninteresting topics that would not be enjoyable (Greer, 2000;King, 2013;Nakane, 2007).…”

Section: Negative Emotions In Foreign Language Classroom and Foreign mentioning

confidence: 99%

“…As well as the washback effect, socio-cultural and socio-psychological elements also play a role in FLA in the Japanese context. King's (2014) investigations into Japanese language learners' silent behaviour and anxiety have found that socio-psychological factors in the classroom inhibits students from speaking as demonstrated in his cognitive-behavioural model of a silent L2 learner's social anxiety (Figure 2) (King & Smith, 2017). King (2014) defines the foreign language classroom as a social situation that can trigger social anxiety which can lead to silent behaviour due to the social performances that occur in this context.…”

Section: Negative Emotions In Foreign Language Classroom and Foreign mentioning

confidence: 99%

“…King's (2014) investigations into Japanese language learners' silent behaviour and anxiety have found that socio-psychological factors in the classroom inhibits students from speaking as demonstrated in his cognitive-behavioural model of a silent L2 learner's social anxiety (Figure 2) (King & Smith, 2017). King (2014) defines the foreign language classroom as a social situation that can trigger social anxiety which can lead to silent behaviour due to the social performances that occur in this context. King and Smith (2017) explain that social anxiety is "not an entirely separate phenomenon to foreign language anxiety, rather it represents a deep seam running through the latter construct" (p. 91).…”

Section: Negative Emotions In Foreign Language Classroom and Foreign mentioning

confidence: 99%

“…The next few questions were to find out whether the participant had experienced this situation and the frequency of experiencing it. This item was to help us consider whether these situations could be 'feared predictions' or 'direct experiences' (King, 2014). Finally, we asked what coping strategies they had used.…”

Section: The Questionnairementioning

confidence: 99%

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Identifying Emotions and Thoughts Related to Speaking Anxiety: Laying the Groundwork for Designing CBT-based Support Materials for Anxious Learners

Curry

Maher

Peeters

2020

JPLL

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Students describing feelings of anxiety and a lack of confidence for speaking in a foreign language can be a common phenomenon in the context of Japanese higher education. We believe that cognitive-behavioural therapy (CBT) techniques can be used to help such learners overcome these feelings. A scenario-based questionnaire, adapted from Gkonou and Oxford’s MYE (2016), was designed in order to examine a number of speaking situations which were thought to induce anxiety, the emotions students associate with these situations and why they feel them, whether there are any situational factors influencing their perceptions, and what coping strategies they may or may not use. Using data collected from 85 first-year English-language majors, we found that ‘You want to say something in English in class, but you don’t’ was the most negatively rated scenario. This was reported as a frequent occurrence and was also a scenario where they lacked coping strategies to deal with their negative emotions. The data also show that there are notable, significant correlations between how frequently students experience any of the given scenarios and how they rate their emotions, with the more frequently a scenario is experienced, the more negatively it is evaluated. This data will be utilised to design CBT-based activities to reduce anxiety in the foreign language classroom.

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Silence behind the Veil: An Exploratory Investigation into the Reticence of Female Saudi Arabian Learners of English

Al‐Ahmadi

King

2022

TESOL Quarterly

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This study explores the complexity of language learner silence in the female Saudi Arabian university English as a foreign language (EFL) classroom. To this end, a combination of two methodologies was used. First, a total of 296 students from 12 EFL classrooms were observed using the COPS structured observation scheme (King, 2013a, b) to measure the extent of silence and to identify relevant patterns of learner reticence. Second, to gain deeper insights into the participants' attitudes and feelings about silence in the EFL classroom, we used two complementary qualitative methods: semistructured interviews and stimulated recall sessions. The results suggest the existence of three interrelated groups of factors associated learner silence in the study's research context -(i) factors related to prevailing EFL teaching styles in Saudi Arabia; (ii) sociopsychological factors; and (iii) underlying cultural factors associated with the value of silence and the role of women in Saudi society. The findings highlight the complexity of Saudi Arabian female students' silence and emphasize the need to view language learner silence as a multi-dimensional phenomenon.

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13 Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English

Cited by 19 publications

References 0 publications

Talk, silence and anxiety during one-to-one tutorials: A cross-cultural comparative study of Japan and UK undergraduates’ tolerance of silence

Talk, silence and anxiety during one-to-one tutorials: A cross-cultural comparative study of Japan and UK undergraduates’ tolerance of silence

Identifying Emotions and Thoughts Related to Speaking Anxiety: Laying the Groundwork for Designing CBT-based Support Materials for Anxious Learners

Silence behind the Veil: An Exploratory Investigation into the Reticence of Female Saudi Arabian Learners of English

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