Ways to Promote the Classroom Participation of International Students by Understanding the Silence of Japanese University Students

Authors

  • Soonhyang Kim University of North Florida, United States
  • Burcu Ates Sam Houston State University, United States
  • Yurimi Grigsby Concordia University Chicago, United States
  • Stefani Kraker Queens College, City University of New York, United States
  • Timothy A. Micek Ohio Dominican University, United States

DOI:

https://doi.org/10.32674/jis.v6i2.365

Keywords:

Japan

Abstract

The authors explored the role of silence and deciphered its meaning and usefulness as a teaching and learning strategy for Japanese students through a survey of Japanese university students in their home country. This study has revealed that participant responses were evenly divided among comfortable with silence, uncomfortable with silence, and dependent on familiarity with the person. The use of silence by Japanese students varies on a highly individualized basis, not only by culture. The interlocutor is the significant factor, not the topic of conversation, for their comfort with silence. This study also suggests that silence can be used in addition to verbal participation as a form of engaged learning and active participation.

Author Biographies

Soonhyang Kim, University of North Florida, United States

SOONHYANG KIM, Ph.D., is an assistant professor of TESOL at University of North Florida, Jacksonville Florida, U.S.A. Her research interest includes professional dispositions in teacher education, oral academic literacy development, non-native English-speaking professional development issues, and online education. 

Burcu Ates, Sam Houston State University, United States

BURCU ATES, Ph.D., is an assistant professor of TESOL education at Sam Houston State University, Huntsville, Texas, USA. Her research interests include pre- and in-service teachers’ professional development, international service-learning, non-native English-speaking professionals, and World Englishes.

Yurimi Grigsby, Concordia University Chicago, United States

YURIMI GRIGSBY, Ph.D., is an associate professor in the Department of Teaching, Learning, and Diversity at Concordia University Chicago. Her research interests include: Heritage language maintenance/loss and professional dispositions. 

Stefani Kraker, Queens College, City University of New York, United States

STEFANI KRAKER is currently completing her Masters of Arts in Speech-Language Pathology at Queens College, City University of 450 New York in Flushing, New York, USA. She obtained her Bachelor of Arts in Communication Sciences and Disorders at Pace University in New York, New York, USA. 

Timothy A. Micek, Ohio Dominican University, United States

TIMOTHY A. MICEK, DA, is an associate professor in the Division of Education and the director of the MATESOL program at Ohio Dominican University in Columbus, Ohio. His research interests include program development and administration, clinical supervision, professionalism, service-learning, and reflective practice. 

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Published

2016-04-01

How to Cite

Kim, S., Ates, B., Grigsby, Y., Kraker, S., & Micek, T. A. (2016). Ways to Promote the Classroom Participation of International Students by Understanding the Silence of Japanese University Students. Journal of International Students, 6(2), 431–450. https://doi.org/10.32674/jis.v6i2.365

Issue

Section

Research Articles