Theoretical review on students’ oral participation in English classrooms
Corressponding author's email:
hoamitran88@gmail.comKeywords:
oral, participation, English classrooms, theoretical review, implicationsAbstract
This review summarizes the relevant research on students’ oral participation in classrooms where English is used as a means of instructions. Specifically, this library-based research reviews studies that have touched upon the merits of promoting students’ oral participation in class and factors influencing such activities. It has been found out that students’ classroom participation is highly correlated with their academic achievements and English proficiency. The review of literature indicates several aspects that can affect students’ engagement in oral activities in English classes. These factors include cognitive, pedagogical, affective, socio-cultural, and linguistic features. Finally, this review discusses gaps in the literature and directions that future studies may take to address these gaps. These implications include reconsidering the way of categorizing the factors, further examining the effects of teacher’s traits and socio-cultural factors on students’ classroom oral participation in the recent days, especially when Western values integrated more and more strongly to Asian nations.
Downloads: 0
References
Lee, P. (2005). Students’ personality type and attitudes toward classroom participation. Proceedings of the CATESOL State Conference, 2005.
Consolo, D. A. (2006). Classroom oral interaction in foreign language lessons and implications for teacher development. Linguagem & Ensino, 9(2), 33-55.
Scott, M. D., Mc Croskey, J. D., & Sheanhan, M. E (1978). Measuring communication apprehension. Journal of Communication, 28(1), 104-111.
Liu, M., & Jackson, J. (2009). Reticence in Chinese EFL students with varied proficiency levels. TESL Canada Journal, 26, 65-81.
Ely, C. M. (1986). An analysis of discomfort, risk-taking, sociability, and motivation in the L2 classroom. Language Learning, 36, 1-25.
Liu, M. (2006). Reticence in oral English classrooms: causes and consequences. Asian Journal of English Language Teaching, 16, 45-66.
Liu, J. (2001). Asian students’ classroom communication patterns in U.S. universities: An Emic perspective. Westport: Ablex.
Bourezzane, N. (2015). Some Psychological Factors that Hinder Students’ Participation in Learner-Centered EFL Oral Classroom Activities. Unpublished master’s dissertation. Mohamed khider University of Biskra, Algeria.
Lim, H. Y. (2003). Successful Classroom Discussions with Adult Korean ESL/EFL learners.The Internet TESL Journal, IX(5).
Han, E. (2007). Academic discussion tasks: A study of EFL students’ perspectives. Asian EFL Journal, 9(1), 8-21.
Lehman, S., & Schraw, G. (2009). Interest. In Anderman, E. M. & Anderman, L. H. (Eds). Psychology of classroom learning: An Encyclopedia. USA: Jay Flynn.
Johnson, E. (1997). Cultural norms affect oral communication in the classroom. New Directions for Teaching and Learning, 70, 47-52.
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
Barry, K., King, L., & Burke, M. (2000). Student talk in a whole class and cooperative learning setting in a philosophy for children program.Paper presented at the Australian Association for Research in Education (AARE) Conference, Sydney, Australia, December 4 - 7, 2000.
Jones, L. (2007). The student - centered Classroom. New York: Cambridge University Press.
Harmer, J. (2007). How to Teach English: An Introduction to the Practice of English Language Teaching (2nd ed.). Essex: Pearson Longman.
Juhana, M. (2012). Psychological factors that hinder students from speaking in English class. Journal of Education and Practice, 3(12).
McCroskey, J. D. (1991). Quiet children and the classroom teacher (2nd ed.). Urbana, IL: ERIC Clearinghouse on Reading and Communication Skill.
Stoeckli, G. (2010). Personal and social factors in classroom loneliness. The Journal of Educational Research, 103, 28–39.
Morrison, T. L. & Thomas, M. D. (1975). Self-esteem and classroom participation. Journal of Educational Research, 68 (10), 374-377.
Philips, J., Smith, B. & Madoff, L. (1995). “Please don’t call on me”. Self-esteem, communication apprehension, and classroom participation.
Beckman - Brito, K. (2003). Classroom etiquette: a cross-cultural study of classroom behaviors. Arizona Working Papers in Second Language Acquisition Teaching (SLAT), 10(1).
Chan, S. (1999). The Chinese learner – a question of style. Education and Training, 41 (6), 294 – 304.
Nakane, I. (2007). Silence in Intercultural Communication. Amsterdam: John Benjamins Publishing Company.
Tatar, S. (2005). Why keep silent? The classroom participation experiences of non-native-English-speaking students. Language and Intercultural Communication, 5 (3&4), 284-293.
Fassinger, P. A. (1995). Understanding classroom interaction: Students’ and professors’ contributions of students’ silence. Journal of Higher Education, 66(1),82–96.
Downloads
Published
How to Cite
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright © JTE.
