Second language acquisition (SLA) researchers have not adequately explored English as a Second Language (ESL)
students’ use of English in academic settings other than the language classroom. Social contexts of language learn-
ing, such as students’ content course classrooms, affect not only the amount and the type of input learners receive,
but also the extent to which learners are able to engage in meaningful real-life communication in the target language. An
increasing educational concern in American academic settings is some ESL students’ minimization of the
importance of verbal communication in their content courses. To challenge the linguistic explanation of the inability of
ESL students to adapt to active oral participation modes in their content courses, this study, by focusing on Asian graduate
students in different majors in a US university, examined multiple pertinent factors affecting their oral participation modes
via both classroom observations and interviews. Sociocultural, linguistic, cognitive, affective, and pedagogical/
environmental factors were found to influence these students’ oral communication in their content courses, with
socio-cultural factors exerting the largest influence on students’ classroom reticence. Directions for further research
are recommended.
2024. Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context. Social Psychology of Education
Meng, Hui, Jing Qi & Derong Leng
2023. A networked-hutong siwei for developing Australia’s pedagogical strategy for International Research Education: intellectual interconnectedness and theoretical alternatives. Higher Education Research & Development 42:3 ► pp. 714 ff.
Lubbers, Sue
2021. Problems for Teachers of Culturally Diverse Classes: Investigating Strategies and Activities to Embed Intercultural Metalanguage in an Australian ‘Internationalized’ University Context. In Intercultural Competence Past, Present and Future [Intercultural Communication and Language Education, ], ► pp. 67 ff.
Goh, Alexis P. I. & Peirchyi Lii
2017. Examining Leader–Follower Interactions through the Lens of Chinese Politeness. China Report 53:3 ► pp. 331 ff.
Ranta, Leila & Amy Meckelborg
2013. How Much Exposure to English Do International Graduate Students Really Get? Measuring Language Use in a Naturalistic Setting. The Canadian Modern Language Review 69:1 ► pp. 1 ff.
Singh, Michael & Hui Meng
2013. Democratising western research using non-western theories: Rancière and mute Chinese theoretical tools. Studies in Higher Education 38:6 ► pp. 907 ff.
Granger, Colette A.
2012. Silence and Participation in the Language Classroom. In The Encyclopedia of Applied Linguistics,
Mack, Lindsay
2012. Does every student have a voice? Critical action research on equitable classroom participation practices. Language Teaching Research 16:3 ► pp. 417 ff.
Nakane, Ikuko
2012. Silence. In The Handbook of Intercultural Discourse and Communication, ► pp. 158 ff.
ELLWOOD, CONSTANCE & IKUKO NAKANE
2009. Privileging of Speech in EAP and Mainstream University Classrooms: A Critical Evaluation of Participation. TESOL Quarterly 43:2 ► pp. 203 ff.
Brown, Alan V.
2008. Effectively Educating Latino/a Students. Journal of Hispanic Higher Education 7:2 ► pp. 97 ff.
Liu, Jun & Randall W Sadler
2003. The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes 2:3 ► pp. 193 ff.
This list is based on CrossRef data as of 4 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.