Study on Reticent Students in the ESL Classrooms

Shing, Soo Ruey; Goh, Hock Seng

doi:10.9734/bpi/mplle/v10/12195d

Cited by 1 publication

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“…The study by Soo and Goh (2013) research, along with Baktash & Chalak (2015), have been duplicated, showing the same results. All studies have found that a teacher's pedagogical approach leads to student 'tension and nervousness', the same results that have been found in this study, although they did not give reasons for this, such as what was causing the anxiety.…”

Section: Literature Reviewmentioning

confidence: 69%

“…For example, a study by Baktash & Chalak (2015) explored a mixed method study to investigate the extent to which students experience silence in the EAL classrooms and to understand the contributing factors of reticence. Reticence in the literature is synonymous with psychological silence Soo & Goh, 2013) and not connected to proficiency-oriented silence; anxiety is seen as the cause, but rather it is the effect of lacking proficiency-oriented silence (Ekici, 2022). The participants in their study were 104 Iranian undergraduate male and female EFL students who enrolled in EAL courses, all majoring in English and studying at Islamic Azad University in Iran.…”

Section: Literature Reviewmentioning

confidence: 99%

“…All studies have found that a teacher's pedagogical approach leads to student 'tension and nervousness', the same results that have been found in this study, although they did not give reasons for this, such as what was causing the anxiety. The data similarities in these studies are all conducted in mixed methods methodology drawing from Competent Bilinguals' experiences, not from psycholinguistic theories of what educators think of silence (see, for example, Soo & Goh, 2013;Baktash & Chalak, 2015;Zuraidah, 2007). This may be because of the influence of EAL literature, which does not project this, and studies usually see silence as the representation of "denial, … frequently deemed as a sign of zeal, ignorance, boredom, and uncooperativeness" (Granger, 2004, p.445).…”

Section: Literature Reviewmentioning

confidence: 99%

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Understanding proficiency-oriented silence in the context of EAL

Ekici

2024

J. Silenc. Stud. Educ.

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This mixed methods, case study focuses on adult second language learning and their silences in a pre-intermediate level class, where they experience a potentially difficult time reaching the point of Target language proficiency. The findings of this study respond to the paucity of research on the problem adult student silence in a pre-intermediate language classroom by investigating the pre-intermediate language learning experiences of competent bilingual adults reflecting back on learning English as a second language (EAL) in Australia. The findings give reason for why students are silent in class. Analysis of student reflections combined with the EAL teachers’ interviews identified a pedagogical barrier. These barriers caused them to be silent because most of the teachers teaching content at this level were not trained to teach students who approximately break their silence at this level, and need a particular teaching approach to help them. The findings show that there needs to be a reform in approach during adult silent period which happens to be approximately at pre-intermediate level (Ekici, 2022). The need for teacher professional development on being able to adapt their English language classroom talk to foster spoken interactions was seen as priority. Finings have shown that the nuanced dynamic between what teachers think they are doing and what students know they are trying to achieve in many cases fail to match. Teacher and learner confusion about each other’s' styles, the struggle to teach and learner in which both pedagogy and silence are mutually problematic, and above all else, the need for empathy for student learning and the need to customise a pedagogy to suit it to avoid untreated proficiency silence which can be detrimental (Ekici, 2022).

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Section: Literature Reviewmentioning

confidence: 69%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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