"Learning Lords" and "Ink in Your Stomach": Eliciting Chinese EFL Students' Beliefs about Classroom Participation

Autor/inn/en	Girardelli, Davide; Kelly, Stephanie; Chen, Bodong; Zhou, Xiaogao; Gu, Tingting
Titel	"Learning Lords" and "Ink in Your Stomach": Eliciting Chinese EFL Students' Beliefs about Classroom Participation
Quelle	In: Communication Education, 69 (2020) 2, S.155-175 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Girardelli, Davide) ORCID (Kelly, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2020.1723804
Schlagwörter	Foreign Countries; Student Attitudes; Second Language Instruction; Second Language Learning; English (Second Language); Teaching Methods; Classroom Communication; Student Participation; College Students; International Education; International Cooperation; Listening Skills; Decision Making; Western Civilization; Cultural Awareness; Anxiety; Peer Relationship; Teacher Student Relationship; Language Teachers; Verbal Communication; Nonverbal Communication; China + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Internationale Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; Decision-making; Entscheidungsfindung; Cultural identity; Kulturelle Identität; Angst; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Non-verbal communication; Nonverbale Kommunikation
Abstract	Drawing from the theory of planned behavior, we conducted a belief elicitation study to gain insights on what considerations guide Chinese English-as-foreign-language students' decision to participate in English during class. We used four semistructured focus groups (in Chinese) to explore salient beliefs from a total of 34 Chinese university students enrolled in a Sino-American international branch campus. Results suggest that participants considered attentive listening as an integral part of their decisions about classroom participation, probably given their precollege education experience. They also perceived participation to be an effective means to improve English skills and to acquire a Western mindset, but also a frustrating practice that can waste class time and generate anxiety. Finally, through verbal and nonverbal communication, both instructors and classmates played a crucial role in affecting these students' intention to participate in English during class. Ultimately, we discuss practical pedagogical implications as well as relevant theoretical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01