What beliefs underpin teachers’ strategies for coping with student reticence in L2 classrooms?
Within English as a Second Language (ESL) and English as a Foreign Language (EFL) learning environments in East Asia there is a widely held concern for student reticence to participate in the classroom (Cheng, 2000; Wen and Clément, 2003; Ellwood and Nakane, 2009; Tani, 2006; Chanock, 2010; Zhou, 20...
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| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2014
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| Online Access: | https://eprints.nottingham.ac.uk/27134/ |
| _version_ | 1848793313505705984 |
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| author | Rich, Casey |
| author_facet | Rich, Casey |
| author_sort | Rich, Casey |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Within English as a Second Language (ESL) and English as a Foreign Language (EFL) learning environments in East Asia there is a widely held concern for student reticence to participate in the classroom (Cheng, 2000; Wen and Clément, 2003; Ellwood and Nakane, 2009; Tani, 2006; Chanock, 2010; Zhou, 2013). While there has been some research into teachers’ beliefs about East Asian student reticence, this has largely been quantitative in nature (Flowerdew and Miller; 1995; Cortazzi and Jin, 1996; Ferris and Tagg, 1996; Tsui, 1996; Jones, 1999; Flowerdew, Miller and Li, 2000; Cheng, 2000; Jackson, 2002). This study looks at teachers’ beliefs about student reticence and second language (L2) willingness to communicate (WTC) by undertaking a qualitative analysis of two EFL teachers in China. Following on the work of Kang (2005), Cao (2011) and Peng (2012) the study posits a new Ecological Model as a framework for examining teaches’ beliefs and their responses to reticence within a highly dynamic and situation-specific context. It found that teachers’ believe class dynamic and student socio-cultural predispositions are the most significant factors of L2 WTC, and that teachers’ responses to reticence are largely directed at adjustments to class dynamic. |
| first_indexed | 2025-11-14T18:58:19Z |
| format | Dissertation (University of Nottingham only) |
| id | nottingham-27134 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T18:58:19Z |
| publishDate | 2014 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-271342017-10-19T13:51:56Z https://eprints.nottingham.ac.uk/27134/ What beliefs underpin teachers’ strategies for coping with student reticence in L2 classrooms? Rich, Casey Within English as a Second Language (ESL) and English as a Foreign Language (EFL) learning environments in East Asia there is a widely held concern for student reticence to participate in the classroom (Cheng, 2000; Wen and Clément, 2003; Ellwood and Nakane, 2009; Tani, 2006; Chanock, 2010; Zhou, 2013). While there has been some research into teachers’ beliefs about East Asian student reticence, this has largely been quantitative in nature (Flowerdew and Miller; 1995; Cortazzi and Jin, 1996; Ferris and Tagg, 1996; Tsui, 1996; Jones, 1999; Flowerdew, Miller and Li, 2000; Cheng, 2000; Jackson, 2002). This study looks at teachers’ beliefs about student reticence and second language (L2) willingness to communicate (WTC) by undertaking a qualitative analysis of two EFL teachers in China. Following on the work of Kang (2005), Cao (2011) and Peng (2012) the study posits a new Ecological Model as a framework for examining teaches’ beliefs and their responses to reticence within a highly dynamic and situation-specific context. It found that teachers’ believe class dynamic and student socio-cultural predispositions are the most significant factors of L2 WTC, and that teachers’ responses to reticence are largely directed at adjustments to class dynamic. 2014-05-01 Dissertation (University of Nottingham only) NonPeerReviewed application/pdf en https://eprints.nottingham.ac.uk/27134/1/Rich_Casey.pdf Rich, Casey (2014) What beliefs underpin teachers’ strategies for coping with student reticence in L2 classrooms? [Dissertation (University of Nottingham only)] (Unpublished) student reticence L2 teachers' beliefs East Asia willingness to communicate |
| spellingShingle | student reticence L2 teachers' beliefs East Asia willingness to communicate Rich, Casey What beliefs underpin teachers’ strategies for coping with student reticence in L2 classrooms? |
| title | What beliefs underpin teachers’ strategies for coping with student reticence in L2 classrooms? |
| title_full | What beliefs underpin teachers’ strategies for coping with student reticence in L2 classrooms? |
| title_fullStr | What beliefs underpin teachers’ strategies for coping with student reticence in L2 classrooms? |
| title_full_unstemmed | What beliefs underpin teachers’ strategies for coping with student reticence in L2 classrooms? |
| title_short | What beliefs underpin teachers’ strategies for coping with student reticence in L2 classrooms? |
| title_sort | what beliefs underpin teachers’ strategies for coping with student reticence in l2 classrooms? |
| topic | student reticence L2 teachers' beliefs East Asia willingness to communicate |
| url | https://eprints.nottingham.ac.uk/27134/ |