Relevant bibliographies by topics / Study learner silence

Academic literature on the topic 'Study learner silence'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Study learner silence"

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Lakshmi, Suvarna, Udaya Mutyala, and Ramamuni Reddy. "Investigating Indian ESL Learners’ Silent Behaviour in Response to Oral Tasks in Online and Offline Classes." Journal of Silence Studies in Education 1, no. 2 (July 10, 2022): 46–55. http://dx.doi.org/10.31763/jsse.v1i2.24.

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As teachers and researchers, we are intrigued by learner silence and wonder how to understand silence in the classroom, particularly when silence prevails as we request a response to an oral task. In Indian ESL contexts, reasons for learner silence are less investigated as it is considered juxtaposed to classroom interaction. This study explored reasons for undergraduate level learner silence in online and offline language classrooms in relation to teacher questioning. It further tried to surface the reasons for learners’ silent behaviour. Though the nature of the study is qualitative, as the data collected is from 125 students, it is quantified. The implications of the study suggest that online and offline teachers focus on the quality of speaking tasks in the classroom with a better understanding of learners’ silent behaviour and prudent planning of classroom interaction activities resulting in effective learning.
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Bao, Dat, and Yongde Ye. "Investigating Learner Silent and Verbal Responses to Tasks." International Journal of Language Teaching and Education 4, no. 1 (July 31, 2020): 61–72. http://dx.doi.org/10.22437/ijolte.v4i1.10469.

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This article reports a study on EFL/ESL learner perceptions of classroom tasks with reference to verbal or non-verbal participation, that is, how much speech and silence would be employed in response to a rage of task types. Data were collected from 260 learners from Indonesia and the Philippines. The article begins by explaining why silence and speech are the focus of the discussion. Secondly, it shares the literature review on how silence works in language learning and why it deserves a place in classroom teaching. Thirdly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.
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Duran, Leslie. "Distance Learners’ Experiences of Silence Online: A Phenomenological Inquiry." International Review of Research in Open and Distributed Learning 21, no. 1 (January 1, 2020): 82–98. http://dx.doi.org/10.19173/irrodl.v20i5.4538.

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Although learner silence in face-to-face classrooms has been the topic of considerable research interest, relatively little investigation has been done into learners’ experience of silence in distance education. Guided by a phenomenology of practice approach, this study explores the lived experiences of online silence, using interview data gathered from 12 graduate students who were engaged in cohort-based distance learning. Iterative rounds of a whole-part-whole interpretive process were used to identify key themes that emerged regarding the participants’ lived experiences. The findings highlight that silence is a complex, multifaceted phenomenon that was both enacted and received by the participants. Speaking out online was done carefully, sometimes with partial voice and sometimes in fuller voice, sometimes as an obligation and other times with a sense of spontaneity and connection. The six themes that emerged were as follows: (a) learners enact purposeful silence; (b) learners absorb silence from others; (c) learners perceive, and use, silence as demarcation; (d) learners experience silence within voice; (e) learners use deliberate, complex strategies while engaging in online discourse; and (f) learners hear each other in a trusted community. These six themes give new understandings to the experience of online silence. They reflect the multifaceted and nuanced aspects of the phenomenon and have implications for distance education instructors, learners, and curriculum developers.
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Xu, Fenghua, Yanru Yang, Junyuan Chen, and A.-Xing Zhu. "Behind the Silence of the Professional Classroom in Universities: Formation of Cognition-Practice Separation among University Students—A Grounded Theory Study in China." International Journal of Environmental Research and Public Health 19, no. 21 (November 1, 2022): 14286. http://dx.doi.org/10.3390/ijerph192114286.

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Classroom silence is a negative form of classroom performance that is particularly prominent in the Chinese learner population. Existing research has mainly explored the silence phenomenon among Chinese university students in two types of learning contexts: overseas university classrooms and foreign language classrooms at local universities, without focusing on the Chinese undergraduates’ reticence in courses mediated by native language at domestic universities. However, the last type is the most common habitat for Chinese university students’ learning in higher education. Therefore, a sample of Chinese undergraduates majoring in education (n = 394) was recruited to determine the mechanisms of silence formation in professional classrooms. This study was based on grounded theory and in-depth interviews, and the recorded material was processed using NVivo 12. After a series of steps including open coding, axial coding, selective coding, and theoretical saturation testing, the core feature of the phenomenon of silence in professional classrooms of Chinese university students majoring in education was found to be the separation of students’ cognition and speaking practice. Then, a theoretical model of the formation and development of the phenomenon of classroom silence in professional classrooms of these undergraduates was constructed. The study showed that these university students had professional perceptions of classroom silence and displayed strong opposition to it, but they continued to maintain silent classroom behavior under the combined influence of individual characteristics, classroom experience, and learning adjustment. Following this, implications for existing research and suggestions for future practice are discussed.
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송재환 and Song,Un-Suk. "The Study on the Development of Learner Silence Indicator in Participatory Competency Development Programs." Korean Review of Organizational Studies 13, no. 2 (July 2016): 93–121. http://dx.doi.org/10.21484/kros.2016.13.2.93.

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Zafarina, Nabella Fariza. "Silent Learners’ Voices: Exploring the Silence Behavior in Indonesian EFL Classroom." Journal of English Language Teaching and Linguistics 7, no. 2 (August 27, 2022): 349. http://dx.doi.org/10.21462/jeltl.v7i2.846.

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<em>Silence in an EFL classroom is inevitable, but it only becomes an issue when it discourages students from participating, speaking out, or taking an active role in the teaching and learning process. This study's goal is to determine the reasons for learners' silent behavior and expectations in the EFL classroom. Employing an explanatory sequential research design, the data are collected through questionnaires from 78 Indonesian senior high school learners and analyzed using a descriptive statistic to identify the silent learners. Moreover, interviews were given in order to elicit personal explanations for why learners choose to remain silent in EFL classes. The result of this study specifically identified five reasons for silence in EFL classrooms. Furthermore, the empirical findings gained by this study can support linguistic practitioners or educators in developing a more acute awareness and a deeper comprehension of learners' silent behavior</em>
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Hassan Taj, Imtiaz, Fatimah Ali, Muhammad Aslam Sipra, and Waqar Ahmad. "Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 262. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.262.

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The aim of the present study was to understand the reasons of MA TEFL students’ silence and unwillingness to participate in class discussions as perceived by their professors. A qualitative method was conducted to understand the issue from teachers’ perspectives at three different Iranian universities (Alzahra University, Tehran University and Azad University). Qualitative data were collected through observational check-list, field notes and semi-structured interviews with 12 professors to reflect their understanding of students’ silence and the ways of involving them in class activities. Then, thematic analysis was run to answer the related research questions. The results of professors’ perspective through thematic analysis have mirrored four different reasons including affective, lingu-cognitive, sociocultural and pedagogical reasons. Some further strategies were proposed by the professors for breaking the wall of silence. The study ended with a number of pedagogical implications.
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Chung, Ji Hye Jaime. "“We Participate, Silently”: Explicating Thai University Students’ Perceptions of Their Classroom Participation and Communication." Qualitative Research in Education 10, no. 1 (February 28, 2021): 62. http://dx.doi.org/10.17583/qre.2021.7159.

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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.
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LEE, Vivian. "A platform for developing student competence: a look at the online Korean classroom." Bulletin of the Transilvania University of Brasov. Series IV: Philology and Cultural Studies 14 (63), no. 1 (November 2021): 37–46. http://dx.doi.org/10.31926/but.pcs.2021.63.14.1.3.

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This paper looks at the online undergraduate classroom in a South Korean context. Due to the prolonged COVID 19 pandemic, educational institutions around the world have adapted to online learning for course delivery. In addition, recent years have seen an increase in attention to multimodality, and according to Stein (2000), an array of resources including language and other modes, such as gesture, sound, images, textures, and silences should be used when making meaning. Multimodality can play an important part in developing L2 learners’ awareness and sensitivity to language and meaning, for increased effective communication. The current study looks at the undergraduate learner in an online, multimodal classroom context. Students met online through Zoom weekly for their classes and participated in online discussions with the lecturer and their fellow peers. Results indicate L2 learners’ heightened awareness to both linguistic and multimodal aspects developed through the online learning platform. The details of the class and overall design will be outlined in the paper, as will examples and data excerpts. While the current study was based in a South Korean undergraduate classroom, the pedagogical method can be easily applied across different contexts and adapted to suit various classrooms and needs.
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Sinaga, Welen Friade, and Harni Kartika Ningsih. "Pedagogic Relations: A case study of English Language Learners in a Special Conversation Program." Prosodi 16, no. 1 (April 11, 2022): 40–48. http://dx.doi.org/10.21107/prosodi.v16i1.12523.

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Classroom interactions between a teacher and students are integral to the successful outcome of learning. However, research related to how knowledge is negotiated through teacher-student interaction is still rarely done, especially in Indonesia. This present article examines teacher-student interactions in a classroom setting during an English language learning organized by an informal institution in Laguboti, North Sumatera. Data were gathered through the observation of a recorded lesson demonstration under the Special Conversation program, involving a teacher and nine students. The video was transcribed and examined using the analytical framework of Pedagogic Registers (Rose, 2018), which focuses on pedagogic relations. The analysis revealed that the teacher conveyed authority throughout the learning process. Patterns of initial-response-feedback (I-R-F) were observed in the teaching, in which the teacher posed questions to engage passive students. In addition, students’ silence was identified as the most common challenge in such interactions. The study discovered that students’ silence urged the teacher to reflect on the challenges faced by the students during the learning process. Finally, it was found that the teacher evaluated learning outcomes by affirming and negating the students’ answers. A further study should be carried out to generate insights into more effective evaluation strategies for English language acquisition.
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Dissertations / Theses on the topic "Study learner silence"

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Bligh, Caroline. "The silent experiences of young bilingual learners : a small scale sociocultural study into the silent period." Thesis, Open University, 2011. http://oro.open.ac.uk/49157/.

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Govender, Kistamah. ""The silent sepulchral effects of stigma" : a study of the effects of HIV and AIDS-related stigma on the learners at Ndweni Primary school and its surrounding community situated in the North Durban area in Kwazulu-Natal." Thesis, 2005. http://hdl.handle.net/10413/1370.

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The effects of the Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (HIV and AIDS)-related stigma in Ndweni preclude learning and the humane treatment of people living with HIV or AIDS (PL WHA). This is because stigma contributes to the isolation, marginalization and vulnerability, all of which do more harm than good to people infected and affected. Countering HIV and AIDS-related stigma implies addressing, among other things, the private contexts within which it occurs. While redress mechanisms may have effected systematic change, HIV prevention and AIDS-related education would interrupt the cycles of ignorance, prejudice, violence and sexism that exist at both school and community levels. This study of the Ndweni Primary School and the surrounding community focuses on the HIV and AIDS-related stigma and its effect on learners. The findings reveal that HIV prevention and AIDS-related education is being marginalized by both educators at Ndweni Primary and members of the community. Although the learners gained some knowledge from occasional interaction with personnel from Ndweni Child Welfare, Ndweni Clinic, and volunteers, they retained most of their parents' views on HIV and AIDS. Within Ndweni Community, people do talk about the epidemic, but this is always in secret hushed tones and indirectly to PL WHA, waiting for them to 'break the silence' and disclose their status. The findings reveal, furthermore, the interconnectedness between poverty, prejudice and ignorance, violence and gender politics to the HIV and AIDS stigma. I used social justice theories of oppression by Freire (1970), Hardiman and lackson (1970) and others that focus directly on marginalization of PL WHA as well as of HIV and AIDS information. My recommendations include research into foster care birth documentation for placement of orphans within the education system and a merging of both educational and social institutions to keep a documented track of children who get lost once they transfer from schools or relocate to other areas. This thesis can be regarded as a step forward in the empowering process of creating knowledge and an understanding of HIV prevention and AIDS- related education at both the school and community levels, not only in Ndweni, but for all communities like Ndweni.
Thesis (M.Ed.)-University of Kwazulu-Natal, 2005.
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Books on the topic "Study learner silence"

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Bligh, Caroline. Silent Experiences of Young Bilingual Learners: A Sociocultural Study into the Silent Period. BRILL, 2014.

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Bligh, Caroline. Silent Experiences of Young Bilingual Learners: A Sociocultural Study into the Silent Period. BRILL, 2014.

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Bligh, Caroline. Silent Experiences of Young Bilingual Learners: A Sociocultural Study into the Silent Period. BRILL, 2014.

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Vilanova, Mercedes. Case Study: Oral History and Democracy: Lessons from Illiterates. Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0005.

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This article focuses on case studies in oral history with the backdrop of democracy and lessons learnt form illiterates. The “discovery” of illiteracy and its defining characteristics should be a main focus of oral history. The difficulties in reaching illiterates, the communication problems, and their frequent silences, especially in societies that have suffered civil wars and harsh political repression, challenge historians. The experience of interviewing them allows us to measure the degree to which the historian is anchored in the literate culture and complicit in the power of writing. This case study presents some results, a comparison between the samples, and the theoretical challenges about the role of democracy and illiteracy in situations of social and political upheaval. The research centers on proving that illiterates are not disruptive and that they show a moderate response. As a conclusion, future research is presented in the form of four conjectures which winds up this article.
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Beiner, Guy. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198749356.003.0009.

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An understanding of the historical dynamics of social forgetting can be learned from the detailed case study of the vernacular historiography of the 1798 Rebellion in Ulster. It has far-reaching implications for a more meaningful appreciation of the relationship between history and memory. The political impasse in post-conflict Northern Ireland, which has stumbled over disagreements on ‘dealing with the past’ in the context of finding acceptable arrangements for transitional justice, could benefit from showing more sensitivity, not only to the role of oral history storytelling, but also to ingrained traditions of ‘vernacular silence’ that perpetuate social forgetting. A brief inspection of some prominent twentieth-century examples demonstrates the wider relevance of studying social forgetting. In today’s digital age, explorations of social forgetting suggest new possibilities for reconciling conflicts between an inner duty to remember and the right to be outwardly forgotten.
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Madariaga, Nerea. Diachronic change and the nature of pronominal null subjects. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815853.003.0007.

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This chapter focuses on the nature of null referential subjects (pro) through a case study in Russian. The loss of pro-drop in Middle Russian implied that: (i) null subjects (NSs) in non-embedded contexts became restricted to instances licensed by pragmatics. (ii) in embedded contexts, learners lost the possibility of parsing pro in the embedded subject gap, and started to parse the alternative null category available, PRO or trace. Afterwards, silent embedded subjects (both finite and non-finite) became licensed only by Obligatory Control. The unified way of licensing NSs in embedded contexts was determined by this diachronic process which confronted learners with two alternative elements to be parsed in the relevant gap, and had to imply some lexical or featural content for the referential pronoun (pro) as opposed to PRO or trace, contradicting views like the rich agreement hypothesis.
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Flammang, Janet A. Conversations and Narratives. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040290.003.0003.

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This chapter focuses on table conversations and narratives. Linguists have developed certain concepts that can help us get a detailed understanding of conversations. For example, they study interruptions to find out whether certain groups are more likely to interrupt than others. There are gender differences in “conversation work”: asking and responding to conversation openers and questions, using “minimal response utterances” to show interest, introducing and elaborating on topics, and filling silences to keep the conversation going. Researchers have also discovered class differences in parental expectations about conversing with children. This chapter begins with a discussion of how children, adolescents, and adults alike can learn the art of conversation at the table. It then considers the importance of narratives as a particular kind of table talk for developing our civic selves. It argues that table narratives are a foundational component of democratic conversations and outlines the three levels—facts, emotions, and identity—at which difficult conversations operate simultaneously.
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Robinson, Harlow. Lewis Milestone. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178332.001.0001.

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This book tells the remarkable personal and professional story of Lewis Milestone (1895-1980), one of the most prolific, creative and respected film directors of Hollywood’s Golden Age. Among his many films are the classics All Quiet on the Western Front, Of Mice and Men, A Walk in the Sun, Pork Chop Hill, the original Ocean’s Eleven and Mutiny on the Bounty, starring Marlon Brando. Born in Ukraine, he came to America as a teenager and learned about film in the U.S. Army in World War I. By the early 1920s he was editing silent films in Hollywood, and soon graduated to shooting his own features. His films were nominated for 28 different Academy Awards during a career that lasted 40 years. Among the many stars whom he directed were Barbara Stanwyck, Ingrid Bergman, Gregory Peck, Errol Flynn, Gary Cooper, Frank Sinatra, Joan Crawford and Kirk Douglas. Providing biographical information, production history and critical analysis, this first major scholarly study of Milestone places his films in a political, cultural and cinematic context. Also discussed in depth, using newly available archival material, is Milestone’s experience during the Hollywood Blacklist period, when he was one of the first prominent Hollywood figures to fall under suspicion for his alleged Communist sympathies. Drawing on his personal papers at the AMPAS library, my book gives Milestone the honored place herichly deserves in the American film canon.
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Bailey, Candace. Unbinding Gentility. University of Illinois Press, 2021. http://dx.doi.org/10.5622/illinois/9780252043758.001.0001.

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This book is a history of women in the US South told through the medium of music, focusing on music’s social and cultural uses, and mapping the cultural geography across space and time. The subjects represent a wide range of circumstances: enslaved women of color, white plantation daughters, both black and white daughters of middle-class families, women born on small farms, the daughters of mechanics. By recasting southern musical practices from the point of view of women’s history, it recovers silent voices and positions them within the social world of which they were so much a part. Significantly, it also introduces the existence and influence of professional women. The concentration here is music read from notation. Spending the time and money to learn to read music implies a tangible appreciation for its undertaking, and it indicates that those who paid for the education saw a benefit in doing so. It conferred value, in this case cultural capital, on those musicking in all its facets. This value, in turn, served in the performance of gentility in the mid-nineteenth century. The source materials include binder’s volumes (bound volumes of sheet music or manuscripts), letters, diaries, the contents of newspapers, images, and other types of documentation. As an ethnographic reading of archival sources, this study crafts new and vital interpretations of music in southern culture.
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Book chapters on the topic "Study learner silence"

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King, Jim. "Classroom Silence and the Dynamic Interplay between Context and the Language Learner: A Stimulated Recall Study." In The Dynamic Interplay between Context and the Language Learner, 127–50. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137457134_8.

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Kutnjak Ivković, Sanja, Jon Maskály, Ahmet Kule, and Maria Maki Haberfeld. "Lessons Learned About the Code of Silence." In SpringerBriefs in Criminology, 95–118. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96844-1_6.

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AbstractThis chapter discusses the findings of a case study of a mid-size U.S. police agency in the context of extant research and elaborates on the lessons learned from our study. Based on the empirical study of the contours of the code of silence across behaviors that violate tenets of police integrity, including police corruption, use of excessive force, interpersonal deviance, and organizational deviance, the chapter illustrates the interconnectedness between the code of silence and the police agency’s organizational perspectives. The study emphasizes the role that the police officers’ organizational attitudes play in their willingness to adhere to the code of silence, from their perceptions of how willing other police officers are to report misconduct and the severity of the disciplinary threat that their police agency is making, to their perceptions of self-legitimacy and organizational justice. The chapter concludes the book by offering a discussion of theoretical and policy implications of the findings.
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King, Jim. "An interview study into learners’ perspectives on L2 classroom silence." In Silence in the Second Language Classroom, 102–28. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137301482_6.

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Rajtar, Wojciech. "Formulaic language in native and learner English – a corpus-based study of silent pauses." In Variability in English across time and space. Wydawnictwo Uniwersytetu Łódzkiego, 2016. http://dx.doi.org/10.18778/8088-065-8.05.

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Onaci, Edward. "Epilogue." In Free the Land, 205–8. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469656144.003.0008.

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The epilogue ponders the space created by a study of New Afrikan Independence Movement history for further exploration and analysis. Taking seriously Marilyn Preston Killingham’s perspective about racial terrorism, it reminds readers that historical state violence and ongoing repression against the activist left create archival silences that the small but growing body of scholarship about this movement has yet to fully explore. The production of geographies, economic studies, cultural analysis, and biographies associated with the NAIM will help scholars and activists continue to reveal and learn from the lessons of this dynamic political struggle. Therefore, the epilogue encourages further research as students of New Afrikan history continue to reveal archival silences and use them to generate the production of new ideas and more activism.
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Fan, Xuying, and Li Li. "Breaking the Stereotypes." In Advances in Early Childhood and K-12 Education, 108–29. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch006.

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Creativity, critical thinking, problem-solving, communication, and collaboration are 21st-century skills that prepare individuals to succeed in the changing world. Therefore, there is a strong pedagogical need to promote these skills in EFL classrooms, given that meaningful language learning enables learners to use English as a tool for effective communication. However, the Chinese learning culture has long been criticised for being reluctant to develop thinking skills. Hence, this study aims to break the stereotypes and to find out how teachers promote thinking skills in Chinese primary EFL classrooms. The key finding reveals the use of silence as an opportunity to promote thinking, whereas challenges, such as insufficient pedagogical knowledge, are also identified from classroom interaction. Pedagogical suggestions are put forward for teacher educators and teachers in the field of language education.
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Jules, Janice E. "From Teacher Talk to Student Talk." In English Language Teaching in a Post-Method Paradigm, 107–39. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9228-0.ch005.

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Informal observation in the Caribbean seems to indicate persistent application of traditional teacher-dominated strategies. For this chapter, data were collected from fifty-one Grade K to 3 teachers from six Caribbean countries, including three twin islands, to investigate the application of student-talk as an instructional strategy in repositioning learners for success with oral language skills. The data included an online survey and non-participant classroom observation using a mixed-methods research design drawing on qualitative and quantitative indicators. The study revealed that along with some evidence of student to teacher interaction, talk in the classrooms was primarily teacher-directed and students were usually expected to be silent except when responding to questions posed by the teacher. In addition, it was found that student to student talk was not encouraged generally, and the representation of a classroom environment favorable for the development of oral language skills was limited.
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