Speaker
Abstract section 5: References
Bao, D. (2023). Silence in English language pedagogy: From research to practice. Cambridge University Press.
King, J. & Harumi, S. (2020). East Asian perspectives on silence in English language education: An introduction. In J. King & S. Harumi (Eds.), East Asian Perspectives on Silence in English Language Education (pp. 1–16). Multilingual Matters. https://doi.org/10.21832/9781788926775-006
Nakane, I. (2007). Silence in intercultural communication: Perceptions and performance, (Vol. 166). John Benjamins Publishing.
Abstract section 3: Content/method
The study was conducted with 42 Japanese undergraduate students enrolled in university EFL courses. Data were collected through questionnaires administered after 5-minute speaking activities across four sessions over a three-week period. The questionnaire explored students’ interpretations of their personal feelings, task performance, and the value of their silent behavior. Descriptive analysis was used to examine patterns in students’ responses across the repeated sessions.
Abstract section 2: Contribution/research questions
This study investigated university student perspectives on silence in Japanese EFL classrooms. The research addresses the main question with sub-questions:
1. How do students interpret the use of silence in the same speaking task across four sessions?
a) How do students perceive their personal feelings?
b) How do students perceive their task performance?
c) How do students perceive the value of silent behavior?
Abstract section 1: Relevance
The silent behavior while acquiring proficiency in English language has often been interpreted as a negative sociocultural trait of Asian classrooms (King & Harumi, 2021). However, recent scholarship suggests that silence may serve multiple pedagogical and affective functions rather than indicating disengagement (Bao, 2023; Nakane, 2007). Little contemporary research has inquired about learner perspectives on silence in an English as a Foreign Language (EFL) context where oral participation was emphasized and how students interpreted their own silence across multiple sessions.
Abstract section 4: Outcomes/results
The findings revealed balanced student perceptions of silence across three attributions: negative, neutral, and positive. Over the three-week period, students reported increased affective engagement and greater courage when participating in speaking tasks. However, perceptions of speaking performance quality fluctuated across sessions, suggesting varied self-evaluation of classroom participation. These results highlight the situational and dynamic nature of silence in Japanese EFL classrooms. Rather than indicating disengagement, silence may reflect different affective states and participation strategies. Recognizing this complexity may support educators in adopting more flexible interpretations of classroom silence.
| Title | Exploring University Students’ Perspectives on Silence |
|---|---|
| Teaching Context | College and university education |