Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-23T10:49:57.575Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  02 February 2023

Dat Bao
Affiliation:
Monash University, Victoria
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Silence in English Language Pedagogy
From Research to Practice
, pp. 196 - 241
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ACER (Australian Council for Educational Research) (2011). Dropout DNA, and the genetics of effective support. Research Briefing, Australasian Survey of Student Engagement, 11, 118.Google Scholar
Acheson, K. R. (2008). Relative silence: A phenomenological study of silences, families, and addiction. Unpublished PhD thesis, Arizona State University.Google Scholar
Adams, C. & van Manen, M. (2006). Embodiment, virtual space, temporality and interpersonal relations in online writing. College Quarterly, 9(4), 118.Google Scholar
Adedoyin, O. B. & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 113. DOI: https://doi.org/10.1080/10494820.2020.1813180.Google Scholar
Adoniou, M. (2013). Drawing to support writing development in English language learners. Language and Education, 27(3), 261–77.Google Scholar
Adoniou, M. (2015a). English language learners, multimodality, multilingualism and writing. In Turbill, J., Barton, G. & Brock, C., eds., Teaching Writing in Today’s Classrooms: Looking Back to Look Forward. Norwood: Australian Literacy Educators’ Association, pp. 316–32.Google Scholar
Adoniou, M. (2015b). Teacher knowledge: A complex tapestry. Asia-Pacific Journal of Teacher Education, 43(2), 99116.Google Scholar
Agyekum, K. (2002). The communicative role of silence in Akan. Pragmatics, 12(1), 31–5.Google Scholar
Aitken, J. E. & Neer, M. R. (1993). College student question-asking: The relationship of classroom communication apprehension and motivation. The Southern Communication Journal, 59, 73–9.Google Scholar
Akhutina, T. V. (1978). The role of inner speech in the construction of an utterance. Soviet Psychology, 16(3), 330.Google Scholar
Akyol, Z. & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3), 322.Google Scholar
Alcón, E. (2002). Relationship between teacher-led versus learners’ interaction and the development of pragmatics in the EFL classroom. International Journal of Educational Research, 37(3–4), 359–77.Google Scholar
Alerby, E. & Brown, J. (2021). Silent and invisible students: The importance of listening to the silence and seeing the invisible. Journal of Silence Studies in Education, 1(1), 1931.CrossRefGoogle Scholar
Al-Halawachy, H. (2014). EFL learner’s silence at university level: Where to? Journal of Education and Practice, 5(12), 90119.Google Scholar
Alhazmi, S. (2006). Writing reflection: Perceptions of Arab EFL learners. South Asian Language Review, 16(2), 3652.Google Scholar
Alshaikhi, D. & Madini, A. A. (2016). Attitude toward enhancing extensive listening through podcasts supplementary pack. English Language Teaching, 9(7), 3247.CrossRefGoogle Scholar
Amri, K. (2020). Factors causing students’ reticence in EFL class. Unpublished PhD thesis, Universitas Negeri Makassar.Google Scholar
Andayana, M. N. D. (2020). Perubahan Prilaku Konsumen Dan Eksistensi Umkm Di Era Pandemi Covid-19. Glory: Journal Ekonomi & Ilmu Sosial, 1(2), 3950.Google Scholar
Anderson, T. (2004). Teaching in an online learning context. In Anderson, T. & Bloumi, F., eds., Theory and Practice of Online Learning. Edmonton: Athabasca University, pp. 273–94.Google Scholar
Angelino, L. M., Williams, F. K. & Natvig, D. (2007). Strategies to engage online students and reduce attrition rates. Journal of Educators Online, 4(2), 114.Google Scholar
Arabski, J. & Wojtaszek, A., eds. (2009). Neurolinguistic and Psycholinguistic Perspectives on SLA. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Arabski, J. & Wojtaszek, A., eds. (2011). Individual Learner Differences in SLA. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Armstrong, P. (2007a). Cultures of silence: Giving voice to marginalised communities. In Researching Adult Learning: Communities and Partnerships in the Local and Global Context: 37th Annual SCUTREA Conference Proceedings. Belfast: Queen’s University, pp. 35.Google Scholar
Armstrong, P. (2007b). Observing silence. Paper presented at the oint Meeting of the Adult Education Research Conference and the Canadian Association for the Study of Adult Education, Halifax, Nova Scotia.Google Scholar
Arnold, J. (1999). Visualization: Language learning with the mind’s eye. In Arnold, J., ed., Affect in Language Learning. Cambridge: Cambridge University Press.Google Scholar
Asoodar, M., Marandi, S. S., Atai, M. R. & Vaezi, S. (2014). Learner reflections in virtual vs. blended EAP classes. Computers in Human Behavior, 41, 533–43.Google Scholar
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. The Modern Language Journal, 86, 525–45.CrossRefGoogle Scholar
Au, K. H. P. & Mason, J. M. (1983). Cultural congruence in classroom participation structures: Achieving a balance of rights. Discourse Processes, 6(2), 145–67.Google Scholar
Auster, C. J. & MacRone, M. (1994). The classroom as a negotiated social setting: An empirical study of the effects of faculty members’ behavior on students’ participation. Teaching Sociology, 22, 289300.Google Scholar
Avila, F. J. (2005). El uso de la imagen mental en la lectura en el processo de adquisición de una segunda lengua [The use of the mental image in reading in the process of acquiring a second language]. Unpublished PhD thesis, University of Seville.Google Scholar
Aygün, S. & Aydın, S. (2016). The use of e-portfolios in EFL writing: A review of literature. ELT Research Journal, 5(3), 205–17.Google Scholar
Baars, B. J. (1988). A Cognitive Theory of Consciousness. Cambridge: Cambridge University Press.Google Scholar
Baars, B. J. (1997). Some essential differences between consciousness and attention, perception, and working memory. Consciousness and Cognition, 6(2–3), 363–71.CrossRefGoogle ScholarPubMed
Baddeley, A., Chincotta, D. & Adlam, A. (2001). Working memory and the control of action: Evidence from task switching. Journal of Experimental Psychology: General, 130, 641–57.Google Scholar
Bailey, K. M. (2012). Reflective pedagogy. In J. C. Richards & A. Burns, eds., The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. Cambridge: Cambridge University Press, pp. 23–9.Google Scholar
Baker, S. J. (1955). The theory of silences. The Journal of General Psychology, 53, 145–67.Google Scholar
Balwant, P. (2018). The meaning of student engagement and disengagement in the classroom context: Lessons from organisational behaviour. Journal of Further and Higher Education, 42(3), 389401.CrossRefGoogle Scholar
Bannai, H. (1980). Socio-cultural influences on the communication development of Asian ESL students. In Fisher, J. C., Clarke, M. A. & Schachter, J., eds., Building Bridges: Research and Practice in Teaching English As a Second Language. Washington, DC: Teaching English to Speakers of Other Languages, pp. 147–58.Google Scholar
Bao, D. (2002). Understanding silence and reticence: Action research in the Vietnamese EFL classroom. Unpublished PhD thesis, Leeds Beckett University.Google Scholar
Bao, D. (2014). Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition. London: Bloomsbury.Google Scholar
Bao, D. (2019). English in the real world: What classroom pedagogy has not taught. Transitions: Journal of Transient Migration, 3(2), 221–3.Google Scholar
Bao, D. (2020a). Exploring how silence communicates. English Language Teaching Educational Journal, 3(1), 113.Google Scholar
Bao, D. (2020b). Silence, talk, and in-betweens: East-Asian students’ responses to task challenge in an Australian university. In King, J. & Seiko, H., eds., East-Asian Perspectives on Silence in English Language Education. Bristol: Multilingual Matters, pp. 1736.Google Scholar
Bao, D. & Shachter, J. (forthcoming, 2023). Japanese students contributing to a pro-verbalisation pedagogy. In Bao, D. & Harumi, S., eds., Silence and speech as psychology of learning, special issue, European Journal of Investigation in Health, Psychology and Education.Google Scholar
Bao, D. & Thanh-My, N. (2020). How silence facilitates verbal participation. English Language Teaching Educational Journal, 3(3), 188–97.Google Scholar
Bao, D. & Ye, Y. (2020). Investigating learner silent and verbal response to tasks. International Journal of Teaching and Education, 4(1), 6172.Google Scholar
Baran, E., Correia, A. P. & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421–39.CrossRefGoogle Scholar
Barbezat, D. P. & Bush, M. (2013). Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning. San Francisco, CA: Jossey-Bass.Google Scholar
Barkley, E. F., Cross, K. P. & Major, C. H. (2014). Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey-Bass.Google Scholar
Barnes, D. (1976). From Communication to Curriculum. Harmondsworth: Penguin.Google Scholar
Barnett, P. J. & Kaufman, J. C. (2020). Mind wandering: Framework of a lexicon and musings on creativity. In Preiss, D. D., Cosmelli, D. & Kaufman, J. C., eds., Creativity and the Wandering Mind: Spontaneous and Controlled Cognition. Cambridge, MA: Academic Press, pp. 323.Google Scholar
Baran, E. & Correia, A. P. (2014). A professional development framework for online teaching. TechTrends, 58(5), 95101.Google Scholar
Bassetti, B. (2008). Orthographic input and second language phonology. In Piske, T. & Young-Scholten, M., eds., Input Matters in SLA. Bristol: Multilingual Matters, pp. 191206.Google Scholar
Basso, K. H. (1970). To give up on words: Silence in Western Apache culture. South‐western Journal of Anthropology, 26(3), 213–30.Google Scholar
Bates, A. W. T. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. Vancouver: Tony Bates Associates.Google Scholar
Bates, M. (2004). From knowledge to action and back again: Building a bridge. International Journal of Work-Integrated Learning, 5(1), 7.Google Scholar
Bawane, J. & Spector, J. M. (2009). Prioritization of online instructor roles: Implications for competency-based teacher education programs. Distance Education, 30(3), 383–97.Google Scholar
Beach, T. A. (2010). Combining methodologies in differentiated instruction in the heterogeneous classroom. Journal of South Carolina Middle School Association, 17.Google Scholar
Bean, J. C. & Peterson, D. (1998). Grading classroom participation. New Directions for Teaching and Learning, 74, 3340.Google Scholar
Beaudoin, M. F. (2002). Learning or lurking? Tracking the ‘invisible’ online student. The Internet and Higher Education, 5, 147–55.Google Scholar
Beck, I. L., McKeown, M. G. & Worthy, J. (1995). Giving a text voice can improve students’ understanding. Research Reading Quarterly, 30(2), 220–38.Google Scholar
Bedell, D. A. & Oxford, R. L. (1996). Cross-cultural comparisons of language learning strategies in the People’s Republic of China and other countries. In Oxford, R., ed., Language Learning Strategies around the World: Cross-Cultural Perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawaii, pp. 4760.Google Scholar
Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O. & Kerres, M. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australasian Journal of Educational Technology, 36(4), 126–50.Google Scholar
Bell, B. S. & Fedeman, J. E. (2013). E-learning in postsecondary education. The Future of Children, 23(1), 165–85.CrossRefGoogle ScholarPubMed
Bell, P. D. & Akroyd, D. (2006). Can factors related to self-regulated learning predict learning achievement in undergraduate asynchronous web-based courses? International Journal of Instructional Technology and Distance Learning, 3(10), 516.Google Scholar
Benfield, G. (2000). Teaching on the web: Exploring the meanings of silence. UltiBase Online Journal, Melbourne [n. pag.].Google Scholar
Bermúdez, J. L. (2007). Thinking without Words. Oxford: Oxford University Press.Google Scholar
Bernard, H. W. (1954). Psychology of Learning and Teaching. New York: McGraw-Hill Book Company.Google Scholar
Bernard, H. W. (1972). Psychology of Learning and Teaching, 3rd ed. New York: McGraw-Hill Book Company.Google Scholar
Betts, K. (2009). Lost in translation: Importance of effective communication in online education. Online Journal of Distance Learning Administration, 12(2), 117.Google Scholar
Betts, K. (2011). Online faculty and adjuncts: Strategies for meeting current and future demands of online education through online human touch training and support. International Journal of Online Pedagogy and Course Design, 1(4), 2038.Google Scholar
Bidari, S. (2021). Engaging learners in online classrooms: A case study from Nepal. Journal of World Englishes and Educational Practices, 3(7), 16.Google Scholar
Bies, R. J. (2009). Sounds of silence: Identifying new motives and behaviors. In Greenberg, J. & Edwards, M. S., eds., Voices and Silence in Organizations. Bingley, UK: Emerald Publishing Group, pp. 157–71.Google Scholar
Bingham, A. L. (1997). A case for using CLT with Japanese English conversation students. TESL REPORTER, 30(1), 3441.Google Scholar
Bista, K. & Blimes, J. (2011). Academic dishonesty among international students in higher education. To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 30(4), 159–72.Google Scholar
Black, S. & Allen, J. (2018). Part 4: Academic self-concept and emotions. The Reference Librarian, 59(1), 4255.CrossRefGoogle Scholar
Bleyhl, W. (2008). The hidden paradox of foreign language instruction or: Which are the real foreign language learning processes? In Piske, T. & Young-Scholten, M., eds., Input Matters in SLA. Bristol: Multilingual Matters, pp. 137–58.Google Scholar
Bligh, C. (2014). The Silent Experiences of Young Bilingual Learners: A Sociocultural Study into the Silent Period. Rotterdam: Sense Publishers.Google Scholar
Blocher, J. M., Montes, L., Willis, E. M. & Tucker, G. (2002). Online learning: Examining the successful student profile. Journal of Interactive Online Learning, 1(2), 112.Google Scholar
Blonskii, P. P. (1964). Memory and Thought: Selected Works on Psychology. Moscow: Prosveshchenie Press.Google Scholar
Bloom, L. A. (2009). Classroom Management: Creating Positive Outcomes for All Students. Upper Saddle River, NJ: Merrill Prentice Hall/Pearson.Google Scholar
Bloom, P. & Keil, F. C. (2001). Thinking through language. Mind & Language, 16(4), 351–67.Google Scholar
Boniecki, K. A. & Moore, S. (2003). Breaking the silence: Using a token economy to reinforce classroom participation. Teaching of Psychology, 30(3), 224–7.Google Scholar
Bonk, C. J., Lee, M. M., Kou, X., Xu, S. & Sheu, F. R. (2015). Understanding the self-directed online learning preferences, goals, achievements, and challenges of MIT Open Course Ware subscribers. Journal of Educational Technology & Society, 18(2), 349–68.Google Scholar
Bonwell, C. C. & Eisen, J. A. (1991). Active Learning: Creating Excitement in the Classroom, ASHE-ERIC Higher Education Report No. 1. Washington, DC: George Washington University, School of Education and Human Development.Google Scholar
Bowles, M. (2010). The Think-Aloud Controversy in Second Language Research. New York: Routledge.Google Scholar
Bowles, M. (2013). Protocol analysis. In Robinson, P. J., ed., The Routledge Encyclopedia of Second Language Acquisition. New York: Routledge, pp. 523–5.Google Scholar
Breen, M. (2001). Learner Contributions to Language Learning: New Directions in Research. Harlow, UK: Pearson Education.Google Scholar
Brown, H. D. (1987). Principles of Language Learning and Teaching. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Brown, H. D. (1994). Principles of Language Learning and Teaching. 3rd ed. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Brown, H. D. (2002). Principles of Language Learning and Teaching. 4th ed. New York: Longman.Google Scholar
Bruneau, T. J. (1973). Communicative silence: Forms and functions. Journal of Communication, 23(1), 1746.CrossRefGoogle Scholar
Buchanan, R. & Margolin, V., eds. (1995). Discovering Design: Explorations in Design Studies. Chicago: University of Chicago Press.Google Scholar
Bugelski, B. R. (1969). Learning theory and the reading process. In The 23rd Annual Reading Conference. Pittsburgh, PA: Pittsburgh University Press.Google Scholar
Burger, J. M. (1995). Individual differences in preference for solitude. Journal of Research in Personality, 29(1), 85108.Google Scholar
Burke, P. J. (2006). Identity change. Social Psychology Quarterly, 69(1), 8196.Google Scholar
Burkitt, I. (1991). Social Selves: Theories of The Social Formation of Personality. London: Sage Publications.Google Scholar
Burns, A. & Joyce, H. (1997). Focus on Speaking. Sydney: National Centre for English Language Teaching & Research (NCELTR).Google Scholar
Burton, L. J., Summers, J., Lawrence, J., Noble, K. & Gibbings, P. (2015). Digital literacy in higher education: The rhetoric and the reality. In Harmes, M., Huijser, H., Danaher, P. & Haq, M. U., eds., Myths in Education, Learning and Teaching. London: Palgrave Macmillan, pp. 151–72.Google Scholar
Butler, Y. G. (2017). ISLA in East Asian Contexts. In Loewen, S. & Sato, M., eds., The Routledge Handbook of Instructed Second Language Acquisition. New York: Routledge, pp. 321–38.Google Scholar
Cai, E. Y. L. & Liem, G. A. D. (2017). ‘Why do I study and what do I want to achieve by studying?’ Understanding the reasons and the aims of student engagement. School Psychology International, 38(2), 131–48.Google Scholar
Canary, D. J. & MacGregor, I. M. (2008). Differences that make a difference in assessing student communication competence. Communication Education, 57(1), 4163.Google Scholar
Caranfa, A. (2004). Silence as the foundation of learning. Educational Theory, 54(2), 211–30.Google Scholar
Caranfa, A. (2006). Voices of silence in pedagogy: Art, writing and self‐encounter. Journal of Philosophy of Education, 40(1), 85103.Google Scholar
Carbaugh, D. (2014). Cultures in Conversation. New York: Routledge.Google Scholar
Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary school. TESOL Quarterly, 38(4), 639–62.Google Scholar
Carroll, S. E. (2001). Input and Evidence: The Raw Material of Second Language Acquisition. Amsterdam: John Benjamins.Google Scholar
Celce-Murcia, M., Dörnyei, Z. & Thurrell, S. (1995). A pedagogical framework for communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 535.Google Scholar
Chamorro-Premuzic, T., Furnham, A. & Lewis, M. (2007). Personality and approaches to learning predict preference for different teaching methods. Learning and Individual Differences, 17(3), 241–50.Google Scholar
Charlesworth, Z. M. (2008). Learning styles across cultures: Suggestions for educators. Education and Training, 50(2), 115–27.CrossRefGoogle Scholar
Chastain, K. (1971). The Development of Modern-Language Skills: Theory to Practice. Philadelphia, PA: Center for Curriculum Development.Google Scholar
Chen, I. M. (1985). Elimination of student’s fear towards English learning. In Chen, C., Huang, H., Hsiao, L., Kuo, J., Chen, M. & Wang, G., eds., Papers from the Second Conference on English Teaching and Learning in The Republic Of China. Taipei: The Grane Publishing, pp. 8796.Google Scholar
Chen, T. (2003). Reticence in class and online: Two ESL students’ experiences with communicative language teaching. System, 31(2), 259–82.Google Scholar
Cheng, X. (2000). Asian students’ reticence revisited. System, 28, 435–46.CrossRefGoogle Scholar
Chesebro, J. L. & McCroskey, J. C. (1998). The relationship of teacher clarity and teacher immediacy with students’ experiences of state receiver apprehension. Communication Quarterly, 46, 446–56.Google Scholar
Cheung, A. (2021). Language teaching during a pandemic: A case study of zoom use by a secondary ESL teacher in Hong Kong. RELC Journal, 0033688220981784.Google Scholar
Cheung, Y. L., Ben Said, S. & Park, K., eds. (2015). Advances and Current Trends in Language Teacher Identity Research. New York: Routledge.Google Scholar
Childs, B. H. (1983). The possible connection between ‘private speech’ and prayer. Pastoral Psychology, 32(1), 2433.Google Scholar
Choi, J. Y. (2015). Reasons for silence: A case study of two Korean students at a US graduate school. TESOL Journal, 6(3),579–96.Google Scholar
Christensen, L. J., Curley, K. E., Marquez, E. M. & Menzel, K. E. (1995). Classroom situations which lead to student participation. Meeting of the Speech Communication Association, San Antonio, TX.Google Scholar
Christensen, P. & James, A. (2017). Research with Children. London: Routledge.CrossRefGoogle Scholar
Chu, S. & Kim, J. H. (1999). Comparison of the perception of classroom participation among Asian and non-Asian design students. Multicultural Education, 7(2), 21–4.Google Scholar
Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 1731.Google Scholar
Ciges, A. S. (2001). Online learning: New educational environments in order to respect cultural diversity through cooperative strategies. Intercultural Education, 12(2), 135–47.Google Scholar
Clair, R. P. (1997). Organizing silence: Silence as voice and voice as silence in the narrative exploration of the treaty of New Echota. Western Journal of Communication, 61, 315–37.Google Scholar
Clair, R. P. (1998). Organizing Silence: A World of Possibilities, Albany, NY: State University of New York Press.Google Scholar
Clarke, A. & Moss, P. (2011). Listening to Young Children: The Mosaic Approach, 2nd ed. London: National Children’s Bureau.Google Scholar
Clarke, P. (1997). Principles of Second Language Learning. Melbourne, Victoria: FKA Multicultural Resource Centre.Google Scholar
Cocea, M. & Weibelzahl, S. (2011). Disengagement detection in online learning: Validation studies and perspectives. IEEE Transactions on Learning Technologies, 4, 114–24.Google Scholar
Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. London: Longman.Google Scholar
Cohen, M. (1991). Making class participation a reality. PS: Political Science & Politics, 24(4), 699703.Google Scholar
Cole, J. G. & McCroskey, J. C. (2003). The association of perceived communication apprehension, shyness, and verbal aggression with perceptions of source credibility and affect in organizational and interpersonal contexts. Communication Quarterly, 51, 101–10.Google Scholar
Cole, P. G. & Chan, L. K. S. (1994). Teaching Principles and Practice, 2nd ed. New York: Prentice Hall.Google Scholar
Coleman, S. (1997). International students in classrooms: A resource and an opportunity. International Education, 26, 5261.Google Scholar
Colligan, R. C. (1979). Predictive validity of the Myklebust Pupil Rating Scales: A two-year follow up. Journal of Learning Disabilities, 12, 264–7.Google Scholar
Collin, J. (1996). The Quiet Child, London: Cassell.Google Scholar
Conrad, D. (2002). Community, Social Presence and Engagement in Online Learning. Edmonton: University of Alberta.Google Scholar
Cooke, C. (2022). Online Learning Statistics: Top facts and stats in 2022. Upskillwise, 22 August. Available at https://upskillwise.com/online-learning-statistics/.Google Scholar
Coombs, D., Park, H. Y. & Fecho, B. (2014). A silence that wants to be heard: Suburban Korean American students in dialogue with invisibility. Race Ethnicity and Education, 17(2), 242–63.Google Scholar
Cope, B. & Kalantzis, M. (2010). New media, new learning. In Cole, D. & Pullen, D., eds., Multiliteracies in Motion: Current Theory and Practice. London: Routledge, pp. 87104.Google Scholar
Coplan, R. J., Hughes, K., Bosacki, S. & Rose-Krasnor, L. (2011). Is silence golden? Elementary school teachers’ strategies and beliefs regarding hypothetical shy/quiet and exuberant/talkative children. Journal of Educational Psychology, 103(4), 939.Google Scholar
Corson, D. (2001). Language Diversity and Education. Mahwah, NJ: Erlbaum Associates.Google Scholar
Cortazzi, M. & Jin, L. (2002). Communication for learning across cultures. In Harris, R. and McNamara, D., eds., Overseas Students in Higher Education: Issues in Teaching and Learning, 3rd ed. London: Routledge, pp. 7690.Google Scholar
Crawford, M. & MacLeod, M. (1990). Gender in the college classroom: An assessment of the ‘chilly climate’ for women. Sex Roles, 23(3–4), 101–22.Google Scholar
Creelman, A. (2017). Silent Learners: A Guide. Copenhagen: Nordic Council of Ministers. Available at http://lnu.divaportal.org/smash/get/diva2:1171709/FULLTEXT01.pdf.Google Scholar
Crombie, G., Pyke, S. W., Silverthorn, N., Jones, A. & Piccinin, S. (2003). Students’ perceptions of their classroom participation and instructor as a function of gender and context. The Journal of Higher Education, 74, 5176.Google Scholar
Cropley, A. (2003). Creativity in Education and Learning: A Guide for Teachers and Educators, London: Kogan Page.Google Scholar
Crosnoe, R., Johnson, M. K. & Elder, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77(1), 6081.Google Scholar
Crossley, S., Kyle, K. & Salsbury, T. (2016). A usage‐based investigation of L2 lexical acquisition: The role of input and output. The Modern Language Journal, 100(3), 702–15.Google Scholar
Csomay, E. (2007). A corpus-based look at linguistic variation in classroom interaction: Teacher talk versus student talk in American university classes. Journal of English for Academic Purposes, 6(4), 336–55.Google Scholar
Dahlstrom, E., Boor, T., Grunwald, P., Vockley, M. & Oblinger, W. A. (2011). The ECAR National Study of Undergraduate Students and Information Technology. Boulder, CO: EDUCAUSE Centre for Applied Research.Google Scholar
Dallimore, E. J., Hertenstein, J. H. & Platt, M. B. (2004). Classroom participation and discussion effectiveness: Student-generated strategies. Communication Education, 53(1), 103–15.Google Scholar
Dallimore, E. J., Hertenstein, J. H. & Platt, M. B. (2006). Nonvoluntary class participation in graduate discussion courses: Effects of grading and cold calling. Journal of Management Education, 30(2), 354–77.Google Scholar
Dallimore, E. J., Hertenstein, J. H. & Platt, M. B. (2008). Using discussion pedagogy to enhance oral and written communication skills. College Teaching, 56(3), 163–72.Google Scholar
Das, A. & Sharma, S. (2016). Silent pedagogy: Theorizing practice. International Journal of Innovative Research & Development, 5(5), 226–9.Google Scholar
DaSilveira, A. C. & Gomes, W. B. (2012). Experiential perspective of inner speech in a problem-solving context. Paideia, 22(51), 4352.Google Scholar
Dauenhauer, B. P. (1980). Silence: The Phenomenon and Its Ontological Significance. Bloomington: Indiana University Press.Google Scholar
Davidson, R. J. & McEwen, B. S. (2012). Social influences on neuroplasticity: Stress and interventions to promote well-being. Nature Neuroscience, 15(5), 689–95.Google Scholar
Davidson-Shivers, G. V., Muilenburg, L. Y. & Tanner, E. J. (2001). How do students participate in synchronous and asynchronous online discussions? Journal of Educational Computing Research, 25(4), 351–66.Google Scholar
Davies, J. & Graff, M. (2005). Performance in e‐learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657–63.Google Scholar
Davies, M. J. (2011). Increasing students’ L2 usage: An analysis of teacher talk time and student talk time. MA TEFL/TESL, Centre for English Language Studies, University of Birmingham.Google Scholar
Deans, C. (2012). Pupil perspectives on silence: the roles and meanings of silence in the classroom. Journal of Trainee Teacher Education Research, 4, 196234.Google Scholar
Debord, G. (1967/2014). Society of the Spectacles. Translated by Ken Knabb. Berkeley, CA: Bureau of Public Secrets.Google Scholar
Decety, J. & Ingvar, D. H. (1990). Brain structures participating in mental simulation of motor behaviour: A neuropsychological interpretation. Acta Psychologica, 73, 1334.Google Scholar
De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R. & Hulstijn, J. H. (2012). The effect of task complexity on native and non-native speakers’ functional adequacy, aspects of fluency, and lexical diversity. In Housen, A., Kuiken, F. & Vedder, I, eds., Dimensions of L2 Performance and Proficiency Investigating Complexity, Accuracy and Fluency in SLA. Amsterdam: John Benjamins, pp. 121–42.Google Scholar
DeKeyser, R. M. & Botana, G. P., eds. (2019). Doing SLA Research with Implications for The Classroom: Reconciling Methodological Demands and Pedagogical Applicability, Vol. 52. Amsterdam: John Benjamins.Google Scholar
Dennis, M. (1982). Imaging whilst reading a text: A study of individual differences. Memory and Cognition, 10(6), 540–5.Google Scholar
Derakhshan, A., Kruk, M., Mehdizadeh, M. & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System 101, 102556, 116.Google Scholar
Derwing, T. M., Munro, M. J. & Thomson, R. I., eds. (2022). The Routledge Handbook of Second Language Acquisition and Speaking. New York: Routledge.Google Scholar
Derwing, T. M., Munro, M. J., Thomson, R. I. & Rossiter, M. J. (2009). The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition, 31(4), 533–57.Google Scholar
Devries, Y. E. (1996). The interactivity component of distance learning implemented in an art studio class. Education, 117(2), 180–4.Google Scholar
Dewaele, J. (2013). Anxiety. In Robinson, P. J., ed., The Routledge Encyclopedia of Second Language Acquisition. New York: Routledge, pp. 24–6.Google Scholar
Dewaele, J. M. & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10, 4565.Google Scholar
Diaab, S. (2016). Role of faulty instructional methods in Libyan EFL learners speaking difficulties. Procedia-Social and Behavioral Sciences, 232, 338–45.Google Scholar
Diaz, D. P. & Cartnal, R. B. (1999). Students’ learning styles in two classes: Online distance learning and equivalent on-campus. College Teaching, 47(4), 130–5.Google Scholar
Dijkstra, N., Bosch, S. E. & van Gerven, M. A. (2017). Vividness of visual imagery depends on the neural overlap with perception in visual areas. Journal of Neuroscience, 37(5), 1367–73.Google Scholar
Dixson, M. D. (2015). Measuring student engagement in the online course: The Online Student Engagement Scale (OSE). Online Learning, 19(4).Google Scholar
Doff, A., Thaine, C., Puchta, H., Stranks, J. & Lewis-Jones, P. (2016). Empower Advanced. Cambridge: Cambridge University Press.Google Scholar
Dolya, G. (2010). Vygotsky in Action in The Early Years: The ‘Key to Learning’ Curriculum. London: Routledge.Google Scholar
Dooly, M. (2011). Divergent perceptions of telecollaborative language learning tasks: Task-as-workplan vs. task-as-process. Language Learning & Technology, 15(2), 6991.Google Scholar
Doughty, C. J. & Long, M. H., eds. (2003). The Handbook of Second Language Acquisition, Vol. 27. Malden, MA: Blackwell.Google Scholar
Drury, R. (2013). How silent is the ‘Silent Period’ for young bilinguals in early years settings in England? European Early Childhood Education Research Journal, 21(3), 380–91.Google Scholar
Ducate, L. C., Anderson, L. L. & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495524.Google Scholar
Duff, P. A. (2002). The discursive co‐construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289322.Google Scholar
Dulay, H., Burt, M. & Krashen, S. (1982). Language Two. New York: Oxford University Press.Google Scholar
Dunn, K. & Rakes, G. (2011). Teaching teachers: An investigation of beliefs in teacher education students. Learning Environments Research, 14, 3958.Google Scholar
Dunning, G. B. (1971). Research in nonverbal communication. Theory into Practice, 10(4), 250–8.Google Scholar
Duran, L. (2020). Distance learners’ experiences of silence online: A phenomenological inquiry. International Review of Research in Open and Distributed Learning, 21(1), 8299.Google Scholar
Durrington, V. A. & Yu, C. (2004). It’s the same only different: The effect the discussion moderator has on student participation in online class discussions. Quarterly Review of Distance Education, 5(2), 89100.Google Scholar
Dyrud, M. A. (2000). The third wave: A position paper. Business Communication Quarterly, 63(3), 8193.Google Scholar
Early, M. & Norton, B. (2012). Language learner stories and imagined identities. Narrative Inquiry, 22(1), 194201.Google Scholar
Eastmond, M. & Selimovic, J. M. (2012). Silence as possibility in postwar everyday life. International Journal of Transitional Justice, 6(3), 502–24.Google Scholar
Edwards, A. D. & Westgate, D. P. G. (1987). Investigating Classroom Talk. London: The Falmer Press.Google Scholar
Edwards, R. (2001). Meeting individual learner needs: Power, subject, subjection. In Paechter, C., Preedy, M., Scott, D. & Soler, J., eds., Knowledge, Power and Learning. London: Sage Publications, pp. 3746.Google Scholar
Edwards-Groves, C., Anstey, M. & Bull, G. (2014). Classroom Talk: Understanding Dialogue, Pedagogy and Practice. Newtown, NSW: Primary English Teaching Association (PETAA).Google Scholar
Egbert, J., Herman, D. & Chang, A. (2018). Flipped instruction in CALL: Exploring principles of effective pedagogy. In Zou, B. & Thomas, M., eds., Handbook of Research on Integrating Technology into Contemporary Language Learning and Teaching. Hershey, PA: IGI Global, pp. 114.Google Scholar
Ehrenhaus, P. (1988). Silence and symbolic expression. Communications Monographs, 55(1), 4157.Google Scholar
Ehrich, J. F. (2006). Vygotskyan inner speech and the reading process. Australian Journal of Educational and Developmental Psychology, 6, 1225.Google Scholar
Ehrman, M. E. & Dörnyei, Z. (1998). Interpersonal Dynamics in Second Language Education: The Visible and Invisible Classroom. Thousand Oaks, CA: Sage Publications.Google Scholar
Ekiert, M. (2010). Linguistic effect on thinking for writing: The case of articles in L2 English. In Han, Z. & Cadierno, T., eds., Linguistic Relativity in SLA: Thinking for Speaking. Bristol: Multilingual Matters, pp. 125–53.Google Scholar
Ellis, N. C. (1999). Cognitive approaches to SLA. Annual Review of Applied Linguistics, 19, 2242.Google Scholar
Ellis, N. C. (2005). At the interface: How explicit knowledge affects implicit language learning. Studies in Second Language Acquisition, 27, 305–52.Google Scholar
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.Google Scholar
Ellis, R. (2012), Language Teaching Research and Language Pedagogy. Hoboken, NJ: Wiley-Blackwell.Google Scholar
Ellis, R. & Shintani, N. (2013). Exploring Language Pedagogy through Second Language Acquisition Research. New York: Routledge.Google Scholar
Ellsworth, E. (1997). Teaching Positions: Difference, Pedagogy, and the Power of Address. New York: Teachers College.Google Scholar
Ennis, R. H. (1985). Critical thinking and the curriculum. National Forum, 65(1), 2831.Google Scholar
Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 410.Google Scholar
Ennis, R. H. (1996). Critical Thinking. New York: Prentice Hall.Google Scholar
Evans, M. A. (1996). Reticent primary grade children and their more talkative peers: Verbal, non-verbal, and self-concept characteristics. Journal of Education Psychology, 88(4), 739–49.Google Scholar
Ezra, O., Cohen, A., Bronshtein, A., Gabbay, H. & Baruth, O. (2021). Equity factors during the COVID-19 pandemic: Difficulties in emergency remote teaching (ERT) through online learning. Education and Information Technologies, 26(6), 7657–81.Google Scholar
Facione, P. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Millbrae, CA: The California Academic Press.Google Scholar
Fadilah, E. (2018). Willingness to communicate from Indonesian learners’ perspective. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 168–85.Google Scholar
Fadilah, E., Widiati, U. & Latief, M. A. (2019). Reading dynamic patterns of silence as a communication strategy and impediment in the EFL classroom interaction. International Journal of Instruction, 12(4), 183200.Google Scholar
Faerch, C. & Kasper, G. (1986). Strategic competence in foreign language teaching. In Kasper, G., ed., Learning, Teaching and Communication in the Foreign Language Classroom. Aarhus: Aarhus University Press, pp. 173–93.Google Scholar
Falla, T. & Davies, P. A. (2008). Solutions Advanced. Oxford: Oxford University Press.Google Scholar
Falla, T. & Davies, P. A. (2018). Solutions Pre-intermediate, 3rd ed. Oxford: Oxford University Press.Google Scholar
Fan, Z., Song, X., Xia, T., Jiang, R., Shibasaki, R. & Sakuramachi, R. (2018). Online deep ensemble learning for predicting citywide human mobility. Proceedings of the ACM on Interactive, 2(3), 121.Google Scholar
Fang-Yu, C. (2011). The causes of learners’ reticence and passivity in English classrooms in Taiwan. Journal of Asia TEFL, 8(1), 122.Google Scholar
Fassinger, P. A. (1995). Understanding classroom interaction: Students’ and professors’ contributions to students’ silence. The Journal of Higher Education, 66(1), 8296.Google Scholar
Fassinger, P. A. (2000). How classes influence students’ participation in college classrooms. The Journal of Classroom Interaction, 35, 3847.Google Scholar
Feenberg, A. (1989). The written world. On the theory and practice of computer conferencing. In Mason, R. & Kaye, A., eds., Mindweave: Computers, Communication and Distance Education. Elmsford, NY: Pergamon, pp. 2239.Google Scholar
Firth, A. & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. The Modern Language Journal, 91, 800–19.Google Scholar
Fiumara, G. C. (1990). The Other Side of Language: A Philosophy of Listening, trans C. Lambert. London: Routledge.Google Scholar
Fivush, R. (2010). Speaking silence: The social construction of silence in autobiographical and cultural narratives. Memory, 18(2), 88–9.Google Scholar
Flavell, J. (1966). Le langage privé [Private language]. Bulletin de Psychologie, 19, 698701.Google Scholar
Flavell, J. H. (1996). Private speech. Meeting of the American Speech Hearing Association, 19, 698701.Google Scholar
Flewitt, R. (2005). Is every child’s voice heard? Researching the different ways 3-year-old children communicate and make meaning at home and in a preschool playgroup. Early Years: An International Journal of Research and Development, 25(3), 207–22.Google Scholar
Fontana, D. (1994). Managing Classroom Behaviour. Leicester: The British Psychological Society.Google Scholar
Foss, K. A. & Reitzel, A. C. (1988). A relational model for managing second language anxiety. TESOL Quarterly, 22(3), 437–54.Google Scholar
Foster, L. N., Krohn, K. R., McCleary, D. F. & Williams, R. L. (2009). Increasing low-responding students’ participation in class discussion. Journal of Behavioral Education, 18(2), 173.Google Scholar
Fourlas, G. & Wray, D. (1990). Children’s oral language: A comparison of two classroom organisational systems. In Wray, D., ed., Emerging Partnerships, Current Research in Language and Literacy. Clevedon, UK: Multilingual Matters, pp. 7686.Google Scholar
Frawley, W. (1992). The cross-linguistic study of private speech. Paper presented at the First Conference for Socio-Cultural Research Symposium on Private Speech and Self-Regulation, Madrid, Spain, 15–18 September 1992.Google Scholar
Frawley, W. (1997). Vygotsky and Cognitive Science: Language and the Unification of the Social and Computational Mind. Cambridge, MA: Harvard University Press.Google Scholar
Frawley, W. & Lantolf, J. P. (1985). Second language discourse from a Vygotskian perspective. Applied Linguistics, 6, 1744.Google Scholar
Frederick, J., Blumenfeld, P. & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59110.Google Scholar
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–26.CrossRefGoogle ScholarPubMed
Freeman, D. (1996). Renaming experience/reconstructing practice: Developing new understandings of teaching. In Freeman, D. & Richards, J. C., eds., Teacher Learning in Language Teaching. Cambridge: Cambridge University Press, pp. 485–97.Google Scholar
Freire, M. M. (2003). Interaction and silence in online courses. Revista Aupoll, 1(15), 161–88.Google Scholar
Freire, P. (1998). Teachers As Cultural Workers. Boulder, CO: Westview Press.Google Scholar
Fritz, H. (1997). Host contacted, waiting for reply. In Bernath, U. & Rubin, E., eds., Final Report and Documentation of the Virtual Seminar for Professional Development in Distance Education. Oldenburg, Germany: Bibliotecks und Informations-systems der Universitat Oldenburg, pp. 355–78.Google Scholar
Fryer, L. K. & Bovee, H. N. (2016). Supporting students’ motivation for e-learning: Teachers matter on and offline. The Internet and Higher Education, 30, 21–9.Google Scholar
Frymier, A. B. & Houser, M. L. (1997). The role of communication in learning: Does talking make you learn more? At Meeting of the National Communication Association, Chicago, IL.Google Scholar
Fujio, M. (2004). Silence during intercultural communication: A case study. Corporate Communications: An International Journal, 9(4), 331–9.Google Scholar
Furlich, S. (2013). Enhancing online teaching with verbal immediacy through self-determination theory. Online Journal of Distance Learning Administration, 16(2), 13.Google Scholar
Gablinske, P. B. (2014). A case study of student and teacher relationships and the effect on student learning. Unpublished PhD thesis, University of Rhode Island.Google Scholar
Galanaki, E. (2005). Solitude in the school: A neglected facet of children’s development and education. Childhood Education, 81(3), 128–32.Google Scholar
Gallagher, H. C. (2013). Willingness to communicate and cross-cultural adaptation: L2 communication and acculturative stress as transaction. Applied Linguistics, 34(1), 5373.Google Scholar
Gal’perin, P. I. (1992). Linguistic consciousness and some questions of the relationship between language and thought. The Journal of Russian and East European Psychology, 30, 8192.Google Scholar
Garcia-Sanchez, S. & Rojas-Lizana, S. (2012). Bridging the language and cultural gaps: The use of blogs. Technology Pedagogy and Education, 21(3), 361–81.Google Scholar
Gardner, R. (2007). Broken start: Bricolage in turn starts in second language talk. In Hua, Z. & Seedhouse, P., eds., Language Learning and Teaching As Social Interaction. London: Palgrave Macmillan, pp. 5871.Google Scholar
Gardner, R. C. (1985). Social Psychology and Second Language Learning. London: Edward Arnold.Google Scholar
Garrison, D. R. & Anderson, T. (2003). E-Learning in the 21st Century: A Framework for Research and Practice. London: Routledge Falmer.Google Scholar
Garrison, D. R. & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133–48.Google Scholar
Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 723.Google Scholar
Garrison, D. R., Cleveland-Innes, M. & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(2), 31–6.Google Scholar
Gary, J. O. (1975). Delayed oral practice in initial stages of second language learning. In Burt, M. & Dulay, H., eds., New Directions in Second Language Teaching, Learning and Bilingual Education. Washington, DC: TESOL, pp. 8995.Google Scholar
Gass, S. M. (2013). Input, Interaction, and the Second Language Learner. New York: Routledge.Google Scholar
Gass, S. M. & Mackey, A. (2012). The Routledge Handbook of Second Language Acquisition. New York: Routledge.Google Scholar
Gass, S. M. & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16(3), 283302.Google Scholar
Gautreau, C. (2012). Video conferencing guidelines for faculty and students in graduate online courses. Unpublished PhD thesis, California State University, Fullerton.Google Scholar
Gazi, A., Rizopoulos, C. & Christidis, Y. (2018). Localizing emotions: Soundscape representations through smartphone use. Psychology: The Journal of the Hellenic Psychological Society, 23(2), 6985.Google Scholar
George-Palilonis, J. & Filak, V. (2009). Blended learning in the visual communications classroom: Student reflections on a multimedia course. Electronic Journal of E-Learning, 7(3), 247–56.Google Scholar
Ghavamnia, M. & Ketabi, S. (2015). Voices from the voiceless: Iranian EFL students’ attitudes toward English. Innovation in Language Learning and Teaching, 9(2), 102–14.Google Scholar
Gibbons, J. (1985). The silent period: An examination. Language Learning, 35(2), 255–67.Google Scholar
Gibbon, S. (2006). Nurturing women and the BRCA genes. Anthropology and Medicine, 13(2), 157–71.Google Scholar
Gibson, J. T. & Chandler, L. A. (1988). Educational Psychology: Mastering Principles and Applications. Boston, MA: Allyn and Bacon.Google Scholar
Gibson, S. (2006). Beyond a ‘culture of silence’: Inclusive education and the liberation of ‘voice’. Disability & Society, 21(4), 315–29.Google Scholar
Gilakjani, A. P. & Ahmadi, S. M. (2011). Role of consciousness in second language acquisition. Theory and Practice in Language Studies, 1(5), 435–42.Google Scholar
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97.Google Scholar
Gilmore, P. (1985). Silence and sulking: Emotional displays in the classroom. In Tannen, D. & Saville-Troike, M., eds., Perspectives on Silence. Norwood, NJ: Ablex, pp. 139–62.Google Scholar
Ginaya, G., Rejeki, I. N. M. & Astuti, N. N. S. (2018). The effects of blended learning to students’ speaking ability: A study of utilizing technology to strengthen the conventional instruction. International Journal of Linguistics, Literature and Culture, 4(3), 114.Google Scholar
Glazier, R. A. (2016). Building rapport to improve retention and success in online classes. Journal of Political Science Education, 12(4), 437–56.Google Scholar
Good, T. L., Biddle, B. J. & Brophy, J. E. (1976). The effects of teaching: An optimistic note. The Elementary School Journal, 76(6), 365–72.Google Scholar
Gordon, E. M. & Thomas, A. (1967). Children’s behavioural style and the teacher’s appraisal of their intelligence. Journal of School Psychology, 5(4), 292300.Google Scholar
Grace, F. (2011). Learning as a path, not a goal: Contemplative pedagogy – Its principles and practices. Teaching Theology & Religion, 14(2), 99124.Google Scholar
Gradinaru, C. (2016). The metaphor of ‘voice’ in computer-mediated communication. Agathos, 7(2), 121–33.Google Scholar
Granger, C. A. (2004). Silence in Second Language Learning: A Psychoanalytic Reading, Vol. 6. Bristol: Multilingual Matters.Google Scholar
Greenblatt, S., Županov, I., Meyer-Kalkus, R., Paul, H., Nyíri, P. & Pannewick, F. (2009). Cultural Mobility: A Manifesto. Cambridge: Cambridge University Press.Google Scholar
Greene, S. & Hill, M. (2005). Researching children’s experiences: Methods and methodological issues. In Greene, S. & Hogan, D. eds., Researching Children’s Experience: Approaches and Methods. London: Sage, pp. 121.Google Scholar
Greene, T., Marti, C. N. & McClenney, K. (2008). The effort-outcome gap: Differences for African American and Hispanic community college students in student engagement and academic achievement. The Journal of Higher Education, 79, 513–39.Google Scholar
Griffin, E. (2009). A First Look at Communication Theory, 7th ed. New York: McGraw Hill.Google Scholar
Guerrero, M. C. M. de (1991). The nature of inner speech in mental rehearsal of the second language. Unpublished PhD thesis, Inter-American University of Puerto Rico, San Juan.Google Scholar
Guerrero, M. C. M. de (1994). Form and functions of inner speech in adult second language learning. In Lantolf, J. P. & Appel, G., eds., Vygotskian Approaches to Second Language Research. Hillsdale, NJ: Ablex, pp. 83115.Google Scholar
Guerrero, M. C. M. de (1999). Inner speech as mental rehearsal: The case of advanced L2 learners. Issues in Applied Linguistics, 10, 2755.Google Scholar
Guerrero, M. C. M. de (2004). Early stages of L2 inner speech development: What verbal reports suggest. International Journal of Applied Linguistics, 14(1), 90112.Google Scholar
Guerrero, M. C. M. de (2005). Inner speech – L2: Thinking Words in a Second Language. New York: Springer.Google Scholar
Guerrero, M. C. M. de (2013). Private speech. In Robinson, P. J., ed., The Routledge Encyclopedia of Second Language Acquisition. New York: Routledge, pp. 508–9.Google Scholar
Guerrero, M. C. M de (2018). Going covert: Inner and private speech in language learning. Language Teaching, 51(1), 135.Google Scholar
Guerrero, M C. M. de & Villamil, O. S. (1994). Social-cognitive dimensions of interaction in L2 peer vision. The Modern Language Journal, 78, 484–96.Google Scholar
Gunawardena, C. N., Nolla, A. C., Wilson, P. L., Lopez Islas, J. R., Ramirez-Angel, N. & Megchun-Alpizar, R. M. (2001). A cross-cultural study of group processes and development in online conferences. Distance Education: An International Journal, 22(1), 85121.Google Scholar
Guthrie, K. L. (2010). Reflective pedagogy. Journal of Educators Online, 7(2), 23–9.Google Scholar
Ha, P. L. & Li, B. (2014). Silence as right, choice, resistance and strategy among Chinese ‘me generation’ students: Implications for pedagogy. Discourse: Studies in the Cultural Politics of Education, 35(2), 116.Google Scholar
Hakuta, K. (1978). A report on the development of grammatical morphemes in a Japanese girl, learning English as a second language. In Hatch, E., ed., Second Language Acquisition: A Book of Readings. Rowley, MA: Newbury House, pp. 132–47.Google Scholar
Halbwachs, M. (1992). On Collective Memory. Chicago: The University of Chicago Press.Google Scholar
Hall, J. K. (2018). Essentials of SLA for L2 Teachers: A Transdisciplinary Framework. New York: Routledge.Google Scholar
Hall, J. K. & Walsh, M. (2002). The links between teacher-student interaction and language learning. Annual Review of Applied Linguistics, 22, 186203.Google Scholar
Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81(3), 271–83.Google Scholar
Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1), 1734.Google Scholar
Hamre, B. K., Pianta, R. C., Burchinal, M. & Little, C. S. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88123.Google Scholar
Han, I. (2017). Attributes of quality English teachers and teaching perceived by academic high school students in Korea. Modern English Education, 18(4), 135–63.Google Scholar
Hanakawa, T. (2016). Organizing motor imageries. Neuroscience Research, 104, 5663.Google Scholar
Hancock, R. & Gillen, J. (2007) Safe places in domestic spaces: Two-year-olds at play in their homes. Children’s Geographies 5(4), 337–51.Google Scholar
Hansen, J. G. (2006). Acquiring a Non-native Phonology: Linguistic Constraints and Social Barriers. London: Continuum.Google Scholar
Hao, R. N. (2011). Rethinking critical pedagogy: Implications on silence and silent bodies. Text and Performance Quarterly, 31(3), 267–84.Google Scholar
Hara, N. & Kling, R. (2001). Student distress in web-based distance education. Educause Quarterly, 24(3), 68–9.Google Scholar
Harder, P. (1980). Discourse as self-expression: On the reduced personality of the second-language learner. Applied Linguistics, 1(3), 262–70.Google Scholar
Harper-Scott, J. P. E. & Samson, J. (2009). An Introduction to Music Studies. Cambridge: Cambridge University Press.Google Scholar
Harumi, S. (1999). The use of silence by Japanese learners of English in cross-cultural communication and its pedagogical implications. Unpublished PhD thesis, Institute of Education, University of London.Google Scholar
Harumi, S. (2011). Classroom silence: Voices from Japanese EFL learners. ET Journal, 65(3), 260–9.Google Scholar
Harumi, S. (2020). Approaches to interacting with classroom silence: The role of teacher talk. In King, J. & Harumi, S., eds., East-Asian Perspectives on Silence in English Language Education. Bristol: Multilingual Matters, pp. 3759.Google Scholar
Haskins, C. (2010). Integrating silence practices into the classroom: The value of quietness. ENCOUN-TER: Education for Meaning and Social Justice, 23(3), 16.Google Scholar
Hatch, E. (1974). Research on reading a second language. Journal of Reading Behaviour, 6(1), 5361.Google Scholar
Hatch, E. (1978). Discourse analysis and second language acquisition. In Hatch, E., ed., Second Language Acquisition: A Book of Readings. Rowley, MA: Newbury House, pp. 383400.Google Scholar
Helgoe, L. A. (2013). Introvert Power: Why Your Inner Life Is Your Hidden Strength. Naperville, IL: Sourcebooks.Google Scholar
Hendrickx, M. M., Mainhard, M. T., Boor-Klip, H. J., Cillessen, A. H. & Brekelmans, M. (2016). Social dynamics in the classroom: Teacher support and conflict and the peer ecology. Teaching and Teacher Education, 53, 3040.Google Scholar
Hermasari, D. (2018). The effectiveness of online brain-writing compared to brainstorming as prewriting strategies in teaching writing to students with high frequency and low frequency of Language Learning Strategies (LLS). In ELT in Asia in the Digital Era: Global Citizenship and Identity. London: Routledge, pp. 571–8.Google Scholar
Herschensohn, J. R. & Young-Scholten, M., eds. (2013). The Cambridge Handbook of Second Language Acquisition. Cambridge: Cambridge University Press.Google Scholar
Hess, R. D. & Azuma, H. (1991). Cultural support for schooling: Contrast between Japan and United States. Educational Researcher, 9, 212.Google Scholar
Hew, K. F., Cheung, W. S. & Ng, C. S. L. (2010). Student contribution in asynchronous online discussion: A review of the research and empirical exploration. Instructional Science, 38(6), 571606.Google Scholar
Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. Journal of the Learning Sciences, 14(4), 567–89.Google Scholar
Hillman, D. C. A., Willis, D. J. & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models. The American Journal of the Distance Education, 8(2), 3042.Google Scholar
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–31.Google Scholar
Hirschauer, S. (2006). Putting things into words: Ethnographic description and the silence of the social. Human Studies, 29(4), 413–41.Google Scholar
Hirschy, A. S. & Wilson, M. E. (2002). The sociology of the classroom and its influence on student learning. Peabody Journal of Education, 77, 85100.Google Scholar
Hodge, G. K. & Nelson, N. H. (1991). Demonstrating differential reinforcement by shaping classroom participation. Teaching of Psychology, 18(4), 239–41.Google Scholar
Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge University Press.Google Scholar
Hosoda, Y. (2014). Missing response after teacher question in primary school English as a foreign language classes. Linguistics and Education, 28, 116.Google Scholar
Houle, C. O. (1961). The Inquiring Mind. Madison, IN: University of Madison Press.Google Scholar
Housen, A., Kuiken, F. & Vedder, I. eds. (2012). Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA, Vol. 32. Amsterdam: John Benjamins.Google Scholar
Howard, J. R., JamesIII, G. H. & Taylor, D. R. (2002). The consolidation of responsibility in the mixed-age college classroom. Teaching Sociology, 214–34.Google Scholar
Hrastinski, S. (2008). What is online learner participation? A literature review. Computers and Education, 51(4), 1755–65.Google Scholar
Hu, J. (2021). Toward the role of EFL/ESL students’ silence as a facilitative element in their success. Frontiers in Psychology, 12, 1-4.Google Scholar
Hu, Y. & Fell-Eisenkraft, S. (2003). Immigrant Chinese students’ use of silence in the language arts classroom: Perceptions, reflections, and actions. Teaching & Learning, 17(2), 5565.Google Scholar
Huang, J. & Hatch, E. (1978). A Chinese child’s acquisition of English. In Hatch, E., ed., Second Language Acquisition: A Book of Readings. Rowley, MA: Newbury House, pp. 118131.Google Scholar
Huang, S. & Renandya, W. A. (2016). A balanced approach to teaching L2 speaking in China. The English Teacher, 45(1), 4563.Google Scholar
Huh, M. (2002). A perspective on LI inner speech in L2 writing ideology. At Meeting of the American Association for Applied Linguistics, Salt Lake City, UT.Google Scholar
Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning. Studies in Second Language Acquisition, 27, 129–40.Google Scholar
Hulstijn, J. H. (2007). Fundamental issues in the study of second language acquisition. EUROSLA Yearbook, 7, 191203.Google Scholar
Hyman, R. & Rosoff, B. (1987). Matching learning and teaching styles: The jug and what’s in it. In Clarizio, H. F., Craig, R. C. & Mehrens, W. A., eds., Contemporary Issues in Educational Psychology. New York: Random House, pp. 178–87.Google Scholar
Ibrahim, B., Abdullah, A. N., Kasim, Z. M. & Galea, S. R. (2017). Learning through talk and learning through silence: In search of stance between theory and practice. International Journal of Education, Psychology and Counselling, 2(5), 249–56.Google Scholar
Iddings, A. C. D. & Jang, E. Y. (2008). The mediational role of classroom practices during the silent period: A new‐immigrant student learning the English language in a mainstream classroom. TESOL Quarterly, 42(4), 567–90.Google Scholar
Ingram, J. & Elliott, V. (2015). A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours. Cambridge Journal of Education, 46(1), 3753.Google Scholar
Innocenti, D. (2002). The mind’s eyes view: Teaching students how to sensualize language. In Fleckenstein, K. S., Calendrillo, L. T. & Worley, D. A., eds., Language and Image in the Reading–Writing Classroom: Teaching Vision. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 5969.Google Scholar
Inoue, Y. (1999). ESL undergraduate students’ perceived difficulties in American classrooms. Unpublished PhD thesis, University of Guam.Google Scholar
Izumi, S., Bigelow, M., Fujiwara, M. & Fearnow, S. (1999). Testing the output hypothesis. Studies in Second Language Acquisition, 21, 421–52.Google Scholar
Jackson, J. (2002). Reticence in second language case discussions: Anxiety and aspirations. System, 30(1), 6584.Google Scholar
Jacobs, L. C. & Chase, C. I. (1992). Developing and Using Tests Effectively. A Guide for Faculty. San Francisco, CA: Jossey-Bass.Google Scholar
Janks, H. (2010). Literacy and Power. New York: Routledge.Google Scholar
Järvelä, S., Veermans, M. & Leinonen, P. (2008). Investigating student engagement in computer-supported inquiry: A process-oriented analysis. Social Psychology of Education, 11(3), 299322.Google Scholar
Jaworski, A. (1992). The Power of Silence: Social and Pragmatic Perspectives, Vol. 1, London: Sage Publications.Google Scholar
Jaworski, A. (1993). The Power of Silence: Social and Pragmatic Perspectives (Language and Language Behaviours). Newbury Park, CA: Sage Publications.Google Scholar
Jaworski, A. & Sachdev, I. (1998). Beliefs about silence in the classroom. Language and Education, 12(4), 273–92.Google Scholar
Jaworski, A. & Stephens, D. (1998). Self-reports on silence as a face-saving strategy by people with hearing impairment. International Journal of Applied Linguistics, 8, 6180.Google Scholar
Johannesen, R. L. (1974). The functions of silence: A plea for communication research. Western Speech, 38, 2535.Google Scholar
John, V. (1972). Styles of learning – styles of teaching: Reflections on the education of Navajo children. In Cazden, C., John, V. & Hymes, D., eds., Functions of Language in the Classroom. New York: Teachers College Press, Columbia University, pp. 331–43.Google Scholar
Johnson, M. (2004). A Philosophy of Second Language Acquisition. New Haven, CT: Yale University Press.Google Scholar
John-Steiner, V. (1985a). Notebooks of the Mind. Explorations of Thinking. Albuquerque: University of New Mexico Press.Google Scholar
John-Steiner, V. (1985b). The road to competence in an alien land. In Wertsch, J. V., ed., Culture, Communication, and Cognition: Vygotskian Perspectives. New York: Cambridge University Press, pp. 348–71.Google Scholar
John-Steiner, V. (1992). Private speech among adults. In Diaz, R. M. & Berk, L. E., eds., Private Speech: From Social Interaction to Self-Regulation. Hillsdale, NJ: Erlbaum, pp. 285–96.Google Scholar
Jones, J. F. (1999). From silence to talk: Cross-cultural ideas on students’ participation in academic group discussion. English for Specific Purposes, 18(3), 243–59.Google Scholar
Jong, N. de (2008). Second language learning of grammar: Output matters too. In Piske, T. & Young-Scholten, M., eds., Input Matters in SLA. Bristol: Multilingual Matters, pp. 95115.Google Scholar
Jordens, P. & Lalleman, J., eds. (2010). Investigating Second Language Acquisition (Vol. 12). Berlin: Walter de Gruyter.Google Scholar
Jung, C. G. (1976). Psychological Types. Princeton, NJ: Princeton University Press.Google Scholar
Junn, E. (1994). ‘Pearls of wisdom’: Enhancing student class participation with an innovative exercise. Journal of Instructional Psychology, 21(4), 385.Google Scholar
Kalaja, P. & Barcelos, A. F., eds. (2007). Beliefs about SLA: New Research Approaches, Vol. 2. New York: Springer.Google Scholar
Kalamaras, G. (1994). Reclaiming the Tacit Dimension: Symbolic Form in the Rhetoric of Silence, Albany, NY: State University of New York Press.Google Scholar
Kalman, Y. M. (2008). Silence in online education: The invisible component. At Conference on Instructional Technologies Research, the Open University, Israel, 13 February 2008, pp. 53–9.Google Scholar
Kalman, Y. M., Ravid, G., Raban, D. R. & Rafaeli, S. (2007). Are you still waiting for an answer? The chronemics of asynchronous written CMC. At Chais Conference on Instructional Technologies Research, Raanana, Israel.Google Scholar
Kanca, I. N., Ginaya, G. & Sri Astuti, N. N. (2021). Collaborative network learning (CNL) on students. Online Learning. International Journal of Linguistics, Literature and Culture, 7(5), 362–70.Google Scholar
Kane, L. (1984). The Language of Silence: On the Unspoken and the Unspeakable in Modern Drama. Cranbury, NJ: Fairleigh Dickinson University Press.Google Scholar
Kanuka, H. & Anderson, T. (1998). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13(1), 5774.Google Scholar
Karas, M. (2017). Turn-taking and silent learning during open class discussion. ELT Journal, 71(1), 1323.Google Scholar
Karas, M. & Faez, F. (2020). 6 communicative language teaching and silence: Chinese (pre-service) teachers’ perspectives. East Asian Perspectives on Silence in English Language Education, 6, 105–22.Google Scholar
Karayan, S. & Crowe, J. (1997). Student perspectives of electronic discussion groups. THE Journal: Technological Horizons in Education, 24, 9, 6971.Google Scholar
Karniol, R. (1990). Second language acquisition via immersion in daycare. Journal of Child Language, 17, 147–70.Google Scholar
Kaufman, P. (2017). Critical contemplative pedagogy. Radical Pedagogy, 14(1), 120.Google Scholar
Kayne, R. S. (1975). French Syntax: The Transformational Cycle, Vol. 30. Cambridge, MA: MIT Press.Google Scholar
Kayne, R. S. (2005). Movement and Silence, Vol. 36. Oxford: Oxford University Press.Google Scholar
Keaten, J. A. & Kelly, L. (2000). Reticence: An affirmation and revision. Communication Education, 49(2), 165–77.Google Scholar
Keller, L. S. (2013). Computer-mediated communication and success in educational collaboration. American Communication Journal, 15(3), 4055.Google Scholar
Kendrick, M. E. & McKay, R. (2004). Drawings as an alternative way of understanding young children’s constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109–28.Google Scholar
Kenny, C. (2011). The Power of Silence: Silent Communication in Daily Life. London: Karnac Books.Google Scholar
Kenny, M. A. (2008). Discussion, cooperation, collaboration: The impact of task structure on student interaction in a web-based translation exercise module. The Interpreter and Translator Trainer, 2(2), 139–64.Google Scholar
Kern, R. G. (1995). Restructuring classroom interaction with network computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79, 457–76.Google Scholar
Khatun, M. M. (2019). A critical review of Sibel Tatar’s article ‘Why keep silent? The classroom participation experiences of non-native-English-speaking students’. International Journal of Linguistics, 7(2), 35–9.Google Scholar
Kim, J. (2013). Oral communication needs of new Korean students in a US business communication classroom. Global Business Languages, 18(7), 8196.Google Scholar
Kim, J. Y. (2016). Group work oral participation: Examining Korean students’ adjustment process in a US university. Australian Journal of Adult Learning, 56(3), 400–23.Google Scholar
Kim, K. H. S., Relkin, N. R., Lee, K. & Hirsch, J. (1997). Distinct cortical areas associated with native and second languages. Nature, 388, 171–4.Google Scholar
Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25, 479–89.Google Scholar
Kim, Y. (2017). Cognitive-interactionist approaches to L2 instruction. In Loewen, S. & Sato, M., eds., The Routledge Handbook of Instructed Second Language Acquisition. New York: Routledge, pp. 126–45.Google Scholar
King, J. E. (2011). Silence in the second language classroom. Unpublished PhD thesis, University of Nottingham.Google Scholar
King, J. (2013a). An interview study into learners’ perspectives on L2 classroom silence. In King, J., ed., Silence in The Second Language Classroom. New York: Palgrave Macmillan, pp. 102–28.Google Scholar
King, J. (2013b). Silence in the Second Language Classroom. Houndmills, Basingstoke: Palgrave Macmillan.Google Scholar
King, , J. (2016). ‘It’s time, put on the smile, it’s time!’: The emotional labour of second language teaching within a Japanese university. In Gkonou, C., Tatzl, D. & Mercer, S., eds., New Directions in Language Learning Psychology. Dordrecht: Springer, pp. 97112.Google Scholar
King, J. & Harumi, S. (2020). East Asian perspectives on silence in English language education: An introduction. In King, J. & Harumi, S., eds., East Asian Perspectives on Silence in English Language Education. Bristol: Multilingual Matters, pp. 116.Google Scholar
King, J., Yashima, T., Humphries, S., Aubrey, S. & Ikeda, M. (2020). Silence and anxiety in the English-medium classroom of Japanese universities: A longitudinal intervention study. In King, J. & Seiko, H., eds., East-Asian Perspectives on Silence in English Language Education. Bristol: Multilingual Matters, pp. 6079.Google Scholar
Kirova, A. (2001). Loneliness in immigrant children: Implications for classroom practice. Childhood Education, 77(5), 260–7.Google Scholar
Kleinmann, H. H. (1977). Avoidance behaviour in adult second language acquisition. Language Learning, 27(1), 93107.Google Scholar
Klenk, L. (2004). Supporting the silent second-language learner: A professor learns from a kindergartner. In Boyd, F., Brock, C. & Rozendal, M., eds., Multicultural and Multilingual, Literacy and Language. New York: Guilford, pp. 218–40.Google Scholar
Knowles, M. S. (1975). Self-Directed Learning. New York: Association Press.Google Scholar
Kobierzycki, T. & Maj, F. (2009). The trouble with the notion of loneliness. Dialogue and Universalism, 19(8/9), 93107.Google Scholar
Kohn, M. & Rosman, B. (1972). A social competence scale and symptom checklist for the preschool child: Factor dimensions, their cross-instrument generality and longitudinal persistence. Developmental Psychology, 6, 430–44.Google Scholar
Kormos, J. (2017). The Second Language Learning Processes of Students with Specific Learning Difficulties. New York: Routledge.Google Scholar
Kormos, J. and Denes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32, 145–64.Google Scholar
Kozar, O. (2016). Teachers’ reaction to silence and teachers’ wait time in video and audioconferencing English lessons: Do webcams make a difference? System, 62, 5362.Google Scholar
Krashen, S. D. (1976). Formal and informal linguistic environments in language acquisition and language learning. TESOL Quarterly, 157–68.Google Scholar
Krashen, S. D. (1977). Some issues relating to the monitor model. On Tesol, 77, 144–58.Google Scholar
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon Press.Google Scholar
Krashen, S. D. (1983). The din in the head, input, and the language acquisition device. Foreign Language Annals, 16, 41–4.Google Scholar
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Harlow: Longman.Google Scholar
Krashen, S. D. (1995). Principles and Practice in Second Language Acquisition. New York: Phoenix ELT.Google Scholar
Krashen, S. D. & Terrell, T. (1983). The Natural Approach to Language Acquisition in the Classroom. Oxford/San Francisco: Pergamon/Alemany.Google Scholar
Krause, K. (2005). Understanding and promoting student engagement in university learning communities. Melbourne: Centre for the Study of Higher Education. Available at www.cshe.unimelb.edu.au/resources_teach/teaching_in_practice/.Google Scholar
Krause, K. L. & Coates, H. (2008). Students’ engagement in first-year university. Assessment and Evaluation in Higher Education, 33(5), 493505.Google Scholar
Kristjánsson, C. (2013). Epilogue: A way with words – perspectives on the contributions and influence of Earl W. Stevick. In Arnold, J. & Murphey, T., eds., Meaningful Action: Earl Stevick’s Influence on Language Teaching. Cambridge: Cambridge University Press, pp. 304–11.Google Scholar
Krupa-Kwiatkowski, M. K. (1998). You shouldn’t have brought me here! Interaction, strategies in the silent period of an inner-directed second language learner. Research, on Language and Social Interaction, 31, 133–75.Google Scholar
Kumaravadivelu, B. (2003). Problematizing cultural stereotypes in TESOL. TESOL Quarterly, 37(4), 709–19.Google Scholar
Kumpulainen, K. & Wray, D. (2002). Classroom Interaction and Social Learning. London: Routledge Falmer.Google Scholar
Kyriacou, C. (1999). A teacher’s guide to the psychology of learning. Journal of Education for Teaching, 25(3), 276.Google Scholar
Ladd, P. D. & Ruby, R. (1999). Learning style and adjustment issues of international students. Journal of Education for Business, 74, 363–7.Google Scholar
Lakshmanan, U. (2013). Child second language acquisition. In Robinson, P. J., ed., The Routledge Encyclopedia of Second Language Acquisition. New York: Routledge, pp. 71–5.Google Scholar
Lambert, C. & Kormos, J. (2014). Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of second language acquisition. Applied Linguistics, 35(5), 607–14.Google Scholar
Lancaster, L. (2001). Staring at the page: The function of gaze in a young child’s interpretation of symbolic forms. Journal of Early Childhood Literacy, 1(2), pp. 131–52Google Scholar
Lantolf, J. P. (1997). The function of language play in the acquisition of L2 Spanish. In Perez-Leroux, A. T. & Glass, W. R., eds., Contemporary Perspectives on the Acquisition of Spanish, Volume 2: Production, Processing, and Comprehension. Somerville, MA: Cascadilla Press, pp. 324.Google Scholar
Lantolf, J. P. (2000). Second language learning as a mediated process. Language Teaching, 33(2), 7996.Google Scholar
Lantolf, J. P. & Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/Practice Divide. New York: Routledge.Google Scholar
Lantolf, J. P. & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.Google Scholar
Larsen-Freeman, D. & Long, M. H. (1991). An Introduction to Second Language Acquisition Research. London: Longman.Google Scholar
Larsen-Freeman, D. & Long, M. H. (2014). An Introduction to Second Language Acquisition Research. E-book. New York: Routledge.Google Scholar
Latham-Koenig, C., Oxenden, C. & Lambert, J. (2019). English File Elementary Fourth Edition E-Book. Oxford: Oxford University Press.Google Scholar
Latkowska, J. (2009). Cross-linguistic conceptual influence from a bilingual perspective: In search of a research paradigm. In Arabski, J. & Wojtaszek, A., eds., Neurolinguistic and Psycholinguistic Perspectives on SLA. Bristol: Multilingual Matters, pp. 106–25.Google Scholar
Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.Google Scholar
Lawn, S. (2020). On loneliness. Schizophrenia Bulletin, 46(5), 1036–7.Google Scholar
Lawrence, W. K. (2015). Learning and Personality: The Experience of Introverted Reflective Learners in a World of Extroverts. Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Lee, C. & Pyo, K. (2003). A study on the effectiveness of online/offline English language learning at university level. Multimedia-Assisted Language Learning, 6(1), 90110.Google Scholar
Lee, E. L. (2007). Linguistic and cultural factors in East Asian students’ oral participation in US university classrooms. International Education, 36(2), 2747.Google Scholar
Lee, G. (2009). Speaking up: Six Korean students’ oral participation in class discussions in US graduate seminars. English for Specific Purposes, 28, 142–56.Google Scholar
Lee, Y. (2007). Third turn position in teacher talk: Contingency and the work of teaching. Journal of Pragmatics, 39, 180206.Google Scholar
Lee, Y. C. (2011). Agency, identity, and English learning in a Taiwanese college EFL classroom. Unpublished PhD thesis, Indiana University.Google Scholar
Leh, A. S. C. (2001). Computer-mediated communication and social presence in a distance learning environment. International Journal of Educational Telecommunications, 7, 109–28.Google Scholar
Lehtonen, J., Sajavaara, K. & Manninen, S. (1985). Communication apprehension and attitudes toward a foreign language. Working Papers on Bilingualism, 5, 5362.Google Scholar
Lemak, A. (2012). Silence, intercultural conversation, and miscommunication. Unpublished PhD thesis, University of Toronto.Google Scholar
Lenkaitis, C. A. (2020). Technology as a mediating tool: Videoconferencing, L2 learning, and learner autonomy. Computer-Assisted Language Learning, 33(5–6), 483509.Google Scholar
Leontiev, A. A. (1981). Psychology and the Language Learning Process. Oxford: Pergamon Press.Google Scholar
Lestari, D. L. D., Akbarjono, A. & Martina, F. (2021). An analysis of classroom interaction using flint system in online learning during pandemic Covid-19: Indonesia. Jadila: Journal of Development and Innovation in Language and Literature Education, 2(1), 4857.Google Scholar
Levelt, W. J. M. (1989). Speaking: From Intention to Articulation. Cambridge, MA: MIT Press.Google Scholar
Levelt, W. J. M. (2012). A History of Psycholinguistics. The Pre-Chomskyan Era. Oxford: Oxford University Press.Google Scholar
Levinson, S. C. (2003). Language and mind: Let’s get the issues straight. In Gentner, D. & Goldin-Meadow, S., eds., Language in Mind: Advances in the Study of Language and Thought. Cambridge, MA: MIT Press, pp. 2546.Google Scholar
Lewis, A. (2010). Silence in the context of ‘child voice’. Children & Society, 24(1), 1423.Google Scholar
Lewis, C., Enciso, P. & Moje, E. B. (2007). Introduction: Reframing sociocultural research on literacy: Identity, agency, and power. In Lewis, C., Enciso, P. & Moje, E. B., eds., Reframing Sociocultural Research on Literacy: Identity, Agency, and Power. New York: Routledge, pp. 114.Google Scholar
Li, B. (2010). The in-class silence of the me generation in China: An analysis of classroom appropriateness. Unpublished MEd thesis, Monash University–Melbourne.Google Scholar
Li, H. L. (2001). Silences and silencing silences. Philosophy of Education Studies Yearbook. Champaign, IL: University of Illinois, pp. 157–65.Google Scholar
Li, H. L. (2005). Rethinking silencing silences. In Boler, M., ed., Democratic Dialogue in Education: Troubling Speech, Disturbing Silence. New York: Peter Lang, pp. 6986.Google Scholar
Lier, L. V. (1998). The relationship between consciousness, interaction and language learning. Language Awareness, 7(2–3), 128–45.Google Scholar
Lin, W. C. & Yang, S. C. (2013). Exploring the roles of Google.doc and peer e-tutors in English writing. English Teaching: Practice and Critique, 12(1), 7990.Google Scholar
Lindahl, K. (2009). Practicing the Sacred Art of Listening: A Guide to Enrich Your Relationships and Kindle Your Spiritual Life. Woodstock: Skylight Paths Publishing.Google Scholar
Lipponen, L., Rahikainen, M., Lallimo, J. & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13(5), 487509.Google Scholar
Littlewood, W. (2004). Students’ Perspectives on Interactive Learning. Developing Learning Environments: Creativity, Motivation, And Collaboration in Higher Education. Hong Kong: Hong Kong University Press.Google Scholar
Liu, J. (2001). Asian Students’ Classroom Communication Patterns in U.S. Universities: An Emic Perspective. Westport, CT: Ablex Publishing.Google Scholar
Liu, J. (2002). Negotiating silence in American classrooms: Three Chinese cases. Language and Intercultural Communication, 2(1), 3754.Google Scholar
Liu, J. (2005). Exploring the nature of silence of Chinese students in American classrooms. Modern Foreign Languages (Quarterly), 28(4), 393402.Google Scholar
Liu, N. & Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse? System, 25(3), 371–84.Google Scholar
Liu, R. & Martino, N. D. (2022). Non-verbal interaction in the early years: A case study of Mandarin learning in Australia. Journal of Silence Studies in Education 1(2), 111.Google Scholar
Liu, Y. & Ginther, D. (2002). Instructional strategies for achieving a positive impression in computer-mediated communication (CMC) distance education courses. At Proceedings of Teaching, Learning and Technology Conference, Middle Tennessee State University.Google Scholar
Loderer, K., Pekrun, R., and Lester, J. C. (2018). Beyond cold technology: a systematic review and meta-analysis on emotions in technology-based learning environments. Learn. Instruct, August, 101–62. DOI: https://doi.org/10.1016/j.learninstruc.2018.08.002.Google Scholar
Loewen, S. (2015). Introduction to Instructed Second Language Acquisition. New York: Routledge.Google Scholar
Loewen, S. & Sato, M., eds. (2017). The Routledge Handbook of Instructed Second Language Acquisition. New York: Routledge.Google Scholar
Long, J. & Carless, D. (2010). Hearing, listening, and acting. In O’Sullivan, M. & MacPhail, A., eds., Young People’s Voices in Physical Education and Youth Sport. London: Routledge, pp. 213–25.Google Scholar
Long, M. (1990). Maturational constraints on second language development. Studies on Second Language Acquisition, 12, 251–85.Google Scholar
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C. & Bhatia, T. K., eds., Handbook of Research on Language Acquisition. New York: Academic Press, pp. 413–68.Google Scholar
Lopera Medina, S. (2014). Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality. PROFILE, 16(1), 89104.Google Scholar
Loreman, T. (2011). Love As Pedagogy. Rotterdam: Sense.Google Scholar
Lorenzetti, D. L., Shipton, L., Nowell, L., Jacobsen, M., Lorenzetti, L., Clancy, T. & Paolucci, E. O. (2019). A systematic review of graduate student peer mentorship in academia. Mentoring & Tutoring: Partnership in Learning, 27(5), 549–76.Google Scholar
Losey, K. M. (1997). Listen to the Silences: Mexican American Interaction in the Composition Classroom and Community. Norwood, NJ: Ablex Publishing Company.Google Scholar
Lost in Citation (2020). Episode 35, PodBean. 18 November. 13:30–14:14 minutes.Google Scholar
Lou, M. & Restall, G. (2020). Learner-centredness in teachers’ beliefs: A qualitative multiple-case study of Chinese secondary teachers of English as a foreign language. English Language Teaching, 13(11), 113–29.Google Scholar
Luchini, P. L. (2010). Evaluating the effectiveness of a complementary approach to teaching writing skills. International Journal of Language (IJLS), 4(3), 7392.Google Scholar
Lupyan, G., Rakison, D. H. & McClelland, J. L. (2007). Language is not just for talking: Redundant labels facilitate learning of novel categories. Psychological Science, 18, 1077–83.Google Scholar
Luria, A. R. (1973). The Working Brain. New York: Basic Books.Google Scholar
MacIntyre, P. & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Study in Second Language Learning and Teaching, 2, 193213.Google Scholar
MacIntyre, P., Gregersen, T. & Mercer, S., eds. (2016). Positive Psychology in SLA. Bristol: Multilingual Matters.Google Scholar
MacIntyre, P. D. & Gardner, R. C. (1994a). The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition, 16(1), 117.Google Scholar
MacIntyre, P. D. & Gardner, R. C. (1994b). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283305.Google Scholar
MacIntyre, P. D., Noels, K. A. & Clément, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265–87.Google Scholar
Mack, L. (2012). Does every student have a voice? Critical action research on equitable classroom participation practices. Language Teaching Research, 16(3), 417–34.Google Scholar
Mackey, A., Oliver, R. & Leeman, J. (2003). Interactional input and the incorporation of feed- back: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53(1), 3566.Google Scholar
MacKinnon, D. (1999). The tyranny of talk: The multiple functions of silence in teaching and learning. At Meeting of the Teaching and Educational Development Institute, Brisbane, Queensland, Australia.Google Scholar
Maher, K. (2020). 5 examining L2 learners’ silent behaviour and anxiety in the classroom using an approach based on cognitive-behavioural theory. East Asian Perspectives on Silence in English Language Education, 6, 80104.Google Scholar
Maki, R. H. & Maki, W. S. (2007). Online courses. In Durso, F. T., ed., Handbook of Applied Cognition, 2nd ed. Chichester: John Wiley & Sons, pp. 527–52.Google Scholar
Malamah-Thomas, A. (1996). Classroom Interaction. 4th ed. Oxford: Oxford University Press.Google Scholar
Maley, A. (2018). Creative materials: An oxymoron? In Bao, D., ed., Creativity and Innovations in ELT Materials Development. Bristol: Multilingual Matters, pp. 3550.Google Scholar
Mangan, K. S. (2001). Expectations evaporate for online MBA programs. Chronicle of Higher Education, 48(6), 31.Google Scholar
Manning, B. H. & Payne, B. D. (1996). Self-Talk for Teachers and Students: Metacognitive Strategies for Personal and Classroom Use. Boston, MA: Allyn and Bacon.Google Scholar
Markee, N. (2013). Turn taking. In Robinson, P. J., ed., The Routledge Encyclopedia of Second Language Acquisition. New York: Routledge, pp. 658–62.Google Scholar
Marsh, D. (1997). Computer conferencing: Taking the loneliness out of independent learning. Language Learning Journal, 15(1), 21–5.Google Scholar
Martín-Bylund, A. (2018). Minor (il)literate artworks: Inventive processes of biliteracy and the role of expertise in early childhood bilingual education. Global Studies of Childhood, 8(1), 2337.Google Scholar
Marvel, C. L. & Desmond, J. E. (2012). From storage to manipulation: How the neural correlates of verbal working memory reflect varying demands on inner speech. Brain & Language, 120, 4251.Google Scholar
Masuhara, H. (2005). Helping learners to achieve multi-dimensional mental representation in L2 reading. Folio, 9(2), 69.Google Scholar
Matarazzo, J. D., Hess, H. F. & Saslow, G. (1962). Frequency and duration characteristics of speech and silence behavior during interviews. Journal of Clinical Psychology, 18(4), 416–26.Google Scholar
Mattsson, A., Karlsson, M. & Lindström, B. (2008). Silence on the Net: Distance education design in a CSCL and community of practice framework. In McFerrin, K., Weber, R., Carlsen, R. & Willis, D., eds., Proceedings of SITE 2008 – Society for Information Technology and Teacher Education International Conference. Las Vegas, NV: Association for the Advancement of Computing in Education, pp. 549–56.Google Scholar
Mazur, J. E. (1990). Learning and Behavior. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Mazzei, L. A. (2007). Toward a problematic of silence in action research. Educational Action Research, 15(4), 631–42.Google Scholar
Mazzolini, M. & Maddison, S. (2003). Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40(3), 237–53.Google Scholar
McBrien, J. L., Cheng, R. & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distributed Learning, 10(3), 117.Google Scholar
McCafferty, S. G. (1998). Nonverbal expression and L2 private speech. Applied Linguistics, 19(1), 7396.Google Scholar
McCarthy, D. (1931). Language Development. Worcester, MA: Clark University Press.Google Scholar
McCarthy, D. (1946). Language development in children. In Carmichael, L., ed., Manual of Child Psychology. New York: John Wiley & Sons, pp. 476581.Google Scholar
McCarthy, D. (1960). Monographs of the society for research in child development. Language Development and Language Disorders: A Compendium of Lectures, 25(3), 514.Google Scholar
McCarthy-Jones, S. & Fernyhough, C. (2011). The varieties of inner speech: Links between quality of inner speech and psychopathological variables in a sample of young adults. Consciousness & Cognition, 20, 1586–93.Google Scholar
McCombs, B. L. & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1582–600.Google Scholar
McCombs, B. L. & Whisler, J. S. (1997). The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement, 1st ed. San Francisco: Jossey-Bass.Google Scholar
McCroskey, J. C. (1977). Classroom consequences of communication apprehension. Communication Education, 26, 2733.Google Scholar
McFarlane, D. A. (2010). Teaching unmotivated and under-motivated college students: Problems, challenges, and considerations. College Quarterly, 13(3), 1-5.Google Scholar
McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11(2), 113–28.Google Scholar
McNeill, D. (2000). Language and Gesture. Cambridge: Cambridge University Press.Google Scholar
Mejia, G. (2016). Promoting language learning: The use of e-Learning in Spanish classes. Revista de Lenguas Para Fines Específicos, 22(1), 8099.Google Scholar
Mercer, S. & Williams, M., eds. (2014). Multiple Perspectives on the Self In SLA, Bristol: Multilingual Matters.Google Scholar
Messick, S. (1989). Validity. In Linn, R. L., ed., Educational Measurement. 3rd ed. New York: American Council on Education and Macmillan, pp. 13104.Google Scholar
Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 5565.Google Scholar
Mezirow, J. (2000). Learning As Transformation: Critical Perspective on a Theory in Progress. San Francisco: Jossey-Bass.Google Scholar
Mico-Wentworth, J. M. (2014). Cultural concept: Is silence golden. Unpublished PhD thesis, Gonzaga University.Google Scholar
Middlecamp, C. (2005). The art of engagement. Peer Review, 7, 1720.Google Scholar
Miranda, M. E. S. (2017). Evaluating communicative language by using creative dialogues. English Teaching Forum, 55(4), 32–5.Google Scholar
Mitchell, R. (1985). Language learning in education: What research should be done to help improve learning? In Brumfit, C., Hunt, H. & Trim, J., eds., Second Language Learning: Research Problem and Perspective. London: Centre for Information on Language Teaching & Research, pp. 5868.Google Scholar
Mitchell, R. & Myles, F. (1998). Second Language Learning Theories. London: Edward Arnold.Google Scholar
Mitchell, R. & Myles, F. (2004). Second Language Learning Theories. 2nd ed. London: Hodder Education.Google Scholar
MoET (Ministry of Education and Training) (2019a). English 6 Volume 1. Hanoi, Vietnam: Education Publishing.Google Scholar
MoET (Ministry of Education and Training) (2019b). English 9 Volume 1. Hanoi, Vietnam: Education Publishing.Google Scholar
MoET (Ministry of Education and Training) (2019c). English 10 Volume 2. Hanoi, Vietnam: Education Publishing and Pearson.Google Scholar
MoET (Ministry of Education and Training) (2019d). English 12 Volume 1. Hanoi, Vietnam: Education Publishing.Google Scholar
Moje, E. B. & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415–37.Google Scholar
Moore, M. G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 16.Google Scholar
Moran, H. (2016). Listening to their silence: The learning experiences of quiet students in a middle school environment. Unpublished Master’s thesis, University of Canterbury.Google Scholar
Morikawa, S. (2013). Japanese university students’ perception of studying at an Australian university. Unpublished MEd thesis, Monash University–Melbourne.Google Scholar
Morin, A. & Everett, J. (1990). Inner speech as a mediator of self-awareness, self-consciousness, and self-knowledge: A hypothesis. New Ideas in Psychology, 8(3), 337–56.Google Scholar
Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate program. TESOL Quarterly, 34, 279310.Google Scholar
Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38(4), 573603.Google Scholar
Morris, S. & King, J. (2018). Teacher frustration and emotion regulation in university language teaching. Chinese Journal of Applied Linguistics, 41(4), 433–52.Google Scholar
Morrison, T. L. & Thomas, M. D. (1975). Self-esteem and classroom participation. The Journal of Educational Research, 68(10), 374–7.Google Scholar
Mostajeran, Y. (2019). Meditative silence based on the teachings of Sri Sri Ravi Shankar. Unpublished PhD thesis, Pacifica Graduate Institute.Google Scholar
Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E. & Hopwood, B. (2019). Chronicling engagement: Students’ experience of online learning over time. Distance Education, 40(2), 262–77.Google Scholar
Mulyati, A. F. (2013). A study of teacher talk and student talk in verbal classroom interaction to develop speaking skills for young learners. Journal of English and Education, 1(1), 110.Google Scholar
Munk, M. & Agergaard, S. (2018). Listening to students’ silences: A case study examining students’ participation and non-participation in physical education. Physical Education and Sport Pedagogy, 23(4), 371–86.Google Scholar
Munoz Carril, P. C., Gonzalez Sanmamed, M. & Hernandez Selles, N. (2013). Pedagogical roles and competencies of university teachers practicing in the e-learning environment. The International Review of Research in Open and Distance Learning, 14(3), 462–87.Google Scholar
Murphy, L., Eduljee, N. B., Croteau, K. & Harbaugh, A. G. (2017). Extraversion and introversion personality type and preferred teaching and classroom participation: A pilot study. Journal of Psychosocial Research, 12(2), 437–50.Google Scholar
Mystkowska-Wiertelak, A. & Pawlak, M. (2014). Fluctuations in learners’ willingness to communicate during communicative task performance: Conditions and tendencies. Research in Language, 12(3), 245–60.Google Scholar
Nakamaru, S. (2012). Investment and return: Wiki engagement in a ‘remedial’ ESL writing course. Journal of Research on Technology in Education, 44(4), 273–91.Google Scholar
Nakane, I. (2005). Negotiating silence and speech in the classroom. Multilingual, 24, 75100.Google Scholar
Nakane, I. (2006). Silence and politeness in intercultural communication in university seminars. Journal of Pragmatics, 38, 1811–35.Google Scholar
Nakane, I. (2007). Silence in Intercultural Communication: Perceptions and Performance, Vol. 166. Amsterdam: John Benjamins Publishing.Google Scholar
Napora, L. (2013). The Impact of Classroom-Based Meditation Practice on Cognitive Engagement, Mindfulness and Academic Performance of Undergraduate College Students. Buffalo: State University of New York.Google Scholar
Nemiroff, H., Schindler, R. & Schreiber, A. (2000). An interpersonal psychoanalytic approach to treating adult survivors of childhood sexual abuse. Contemporary Psychoanalysis, 36(4), 665–84.Google Scholar
Nguyen, A. T. H. (2002). Cultural effects on learning and teaching English in Vietnam. The Language Teacher. Kyoto JALT, 26(1), 2-6.Google Scholar
Nguyen, T. H. (2002). Vietnam: Cultural background for ESL/EFL teachers. The Review of Vietnamese Studies, 2(1), 16.Google Scholar
Nicholas, H. & Lightbown, P. (2008). Defining child second language acquisition, defining roles for L2 instruction. In Philp, J., Oliver, R. & Mackey, A., eds., Second Language Acquisition and the Younger Learner: Child’s Play? Amsterdam: John Benjamins, pp. 2751.Google Scholar
Nicole, Z. & Marta, G-L. (2022). The Routledge Handbook of Second Language Acquisition and Technology. New York: Routledge.Google Scholar
Niegemann, H. (2004). Lernen und Fragen: Bilanz und Perspektiven der Forschung [Learning and questions: Research results and perspectives]. Unterrichtswissenschaft, 4(33), 345–56.Google Scholar
Noelle‐Neumann, E. (1974). The Spiral of Silence: Public Opinion – Our Social Skin. Chicago: University of Chicago Press.Google Scholar
Nonnecke, B. & Preece, J. (2000). Lurker demographics: Counting the silent. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 2(1), 7380.Google Scholar
North, S. & Pillay, H. (2002). Homework: Re‐examining the routine. ELT Journal, 56(2), 137–45.Google Scholar
Northedge, A. (2003). Rethinking teaching in the context of diversity. Teaching in Higher Education, 8(1), 1732.Google Scholar
Nunan, D. (1991). Language Teaching Methodology Volume 192. New York: Prentice Hall.Google Scholar
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.Google Scholar
Nyikos, M. & Hashimoto, R. (1997). Constructivist theory applied to collaborative learning in teacher education: In search of ZPD. The Modern Language Journal, 81(4), 506–17.Google Scholar
Oakes, J. & Lipton, M. (2007). Teaching to Change the World. Boston, MA: McGraw Hill.Google Scholar
Obenland, C. A., Munson, A. H. & Hutchinson, J. S. (2012). Silent students’ participation in a large active learning science classroom. Journal of College Science Teaching, 42(2), 90–8.Google Scholar
Obenland, C. A., Munson, A. H. & Hutchinson, J. S. (2020). Silent students in the active learning classroom. In Mintzes, J. J. & Walter, E. M., eds., Active Learning in College Science: The Case for Evidence-Based Practice. Cham, Switzerland: Springer Nature, pp. 249–66. DOI: https://doi.org/10.1007/978-3-030-33600-4_17.Google Scholar
O’Connor, C., Michaels, S., Chapin, S. & Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48, 513.Google Scholar
Offner, M. D. (1997). Teaching English conversation in Japan. The Internet TESL Journal, 3(3), 16.Google Scholar
Ohta, A. S. (2001). Second Language Acquisition Processes in the Classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Okata, G. N. (2016). Turn taking sequence in discourse: A tool to effective conversation in a related speech of interlocutors. International Journal of Research in Arts and Social Sciences, 9(1), 152–61.Google Scholar
O’Keefe, V. P. (1995). Speaking To Think/Thinking to Speak: The Importance of Talk in the Learning Process. Portsmouth, NH: Boynton/Cook Publishers.Google Scholar
Olga, A., Zoya, V. & Irina, B. (2016). Silence in a university classroom: Between reflection and communication. Working paper. Krasnoyarsk Krai, Russia: Siberian Federal University.Google Scholar
Ollin, R. (2008). Silent pedagogy and rethinking classroom practice: Structuring teaching through silence rather than talk. Cambridge Journal of Education, 38(2), 265–80.Google Scholar
O’Shea, S., Stone, C. & Delahunty, J. (2015). I ‘feel’ like I am at university even though I am online: Exploring how students narrate their engagement with higher education institutions in an online learning environment. Distance Education, 36(1), 4158.Google Scholar
Ostad, S. A. (2013). Private speech use in arithmetical calculation: Contributory role of phonological awareness in children with and without mathematical difficulties. Journal of Learning Disabilities, 46(4), 291303.Google Scholar
O’Sullivan, N. (1997). Teaching English in Southeast Asia. Chicago: Passport Books.Google Scholar
Owen-Smith, P. (2017). The Contemplative Mind in the Scholarship of Teaching and Learning. Bloomington: Indiana University Press.Google Scholar
Oxford, R. (2003) Language learning styles and strategies: Concepts and relationships. International Review of Applied Linguistics in Language Teaching, 41(4): 271–8.Google Scholar
Oxford, R. (2016). Towards a psychology of well-being for language learners: The ‘empathic’ vision. In MacIntyre, P., Gregersen, T. & Mercer, S., eds., Positive Psychology in SLA. Bristol: Multilingual Matters, pp 1088.Google Scholar
Paas, F. & Merrienboer, J. J. G. van (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 5171.Google Scholar
Paivio, A. (1979). Imagery and Verbal Processes. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Pallotti, G. (2009). CAF: Defining, refining and differentiating constructs. Applied Linguistics, 30(4), 590601.Google Scholar
Pan, F. P. & Wen, S. (1993). The Analects of Confucius. Jinan: QiLu Press.Google Scholar
Paul, D. (2008). Communication Strategies 1. Singapore: Cengage Learning.Google Scholar
Pawan, F., Paulus, T. M., Yalcin, S. & Chang, C. (2003). Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning and Technology, 7(3), 119–40.Google Scholar
Pearson, J. C. & West, R. (1991). An initial investigation of the effects of gender on student questions in the classroom: Developing a descriptive base. Communication Education, 40, 2232.Google Scholar
Peck, J. J. (2012). Keeping it social: Engaging students online and in class. Asian Social Science, 8(14), 81-90.Google Scholar
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 931.Google Scholar
Pekrun, R. (2006). The control value theory of academic emotions: Assumptions, corollaries and implications for educational practice. Educational Psychology Review, 18(4), 315–41.Google Scholar
Pekrun, R., Elliot, A. J. & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115–35.Google Scholar
Pérez-Fabello, M. J., Campos, A. & Gómez-Juncal, R. (2007). Visual imaging capacity and imagery control in Fine Arts students. Perceptual and Motor Skills, 104(3), 815–22.Google Scholar
Petress, K. (2001). The ethics of student classroom silence. Journal of Instructional Psychology, 28(2), 104–7.Google Scholar
Petrides, L. A. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. International Journal of Instructional Media, 29(1), 6977.Google Scholar
Philips, S. U. (1972). Acquisition of rules for appropriate speech usage. Georgetown University Monograph Series on Language and Linguistics, 23, 77101.Google Scholar
Phillips, G. M. (1991). Communication Incompetencies: A Theory of Training Oral Performance Behaviour. Carbondale, IL: Southern Illinois University Press.Google Scholar
Piaget, J. (1923/1962). The Language and Thought of the Child, trans. M. Gabain. Cleveland, OH: Meridian.Google Scholar
Piaget, J. (1926). The Language and Thought of the Child. London: Routledge & Kegan Paul.Google Scholar
Piaget, J. (1956). The Child’s Conception of Space. New York: Macmillan.Google Scholar
Pica, T. (1994). Research on negotiation: What does it reveal about second‐language learning conditions, processes, and outcomes? Language learning, 44(3), 493527.Google Scholar
Picard, M. (1948/1952). The World of Silence, trans. S. Godman. Chicago: Henry Regnery Company.Google Scholar
Picard, M. (2002). The World of Silence, trans. S. Godwin. Wichita, KS: Eighth Day Books.Google Scholar
Picard, M. (1963). Man and Language, trans. S. Godman. Chicago: Henry Regnery Company.Google Scholar
Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 2137.Google Scholar
Pickering, L. (2012). Second language speech production. In Gass, S. M. & Mackey, A., eds., Routledge Handbook of Second Language Acquisition. New York: Routledge, pp. 335–48.Google Scholar
Piechurska-Kuciel, E. (2020). The Big Five in SLA. Cham, Switzerland: Springer.Google Scholar
Pillay, H. (2002). Understanding Learner-centredness: Does it consider the diverse needs of individuals? Studies in Continuing Education, 24(1), 93102.Google Scholar
Ping, W. (2010). A case study of an in-class silent postgraduate Chinese student in London Metropolitan University: A journey of learning. TESOL Journal, 2, 207–14.Google Scholar
Pinker, S. (1992). Review of language and species. Language, 68, 375–82.Google Scholar
Pinker, S. (1994). The Language Instinct: How the Mind Creates Language. New York: Harper Collins.Google Scholar
Piske, T. & Young-Scholten, M., eds. (2008). Input Matters in SLA. Bristol: Multilingual Matters.Google Scholar
Pittaway, S. & Moss, T. (2019). Engagement and participation: Same or different and why does it matter? Available at https://unistars.org/papers/STARS2019/07A.pdf.Google Scholar
Piwek, P. & Deemter, K. van (2003). Towards automated generation of scripted dialogue: Some time-honored strategies. Available at https://arxiv.org/pdf/cs/0312051.pdf.Google Scholar
Plakans, B. K. (2011). Silence as a teaching tool. Yoga Journal. www.yogajournal.com/forteachers/2433?print.Google Scholar
Plank, A. G. (1994). What silence means for the education of American Indian children. Journal of American Indian Education, 34(1), 110.Google Scholar
Poland, B. & Pederson, A. (1998). Reading between the lines: Interpreting silences in qualitative research. Qualitative inquiry, 4(2), 293312.Google Scholar
Postovsky, V. (1977). Why not start speaking later? In Burt, M., Dulay, H. & Finocchiaro, M., eds., Viewpoints on English As A Second Language. New York: Regents, pp. 1726.Google Scholar
Prentice, C. M. & Kramer, M. W. (2006). Dialectical tensions in the classroom: Managing tensions through communication. Southern Communication Journal, 71(4), 339–61.Google Scholar
Price, C. J., Green, D. W. & Studnitz, R. (1999). A functional imaging study of translation and language switching. Brain: A Journal of Neurology, 122, 2221–35.Google Scholar
Price, D. & Tovar, E. (2014). Student engagement and institutional graduation rates: Identifying high-impact educational practices for community colleges. Community College Journal of Research and Practice, 38(9), 766–82.Google Scholar
Pritchard, A. (2018). Ways of Learning: Learning Theories for the Classroom. Abingdon: Routledge.Google Scholar
Pujiastuti, R. T. (2013). Classroom interaction: An analysis of teacher talk and student talk in English for young learners (EYL). Journal of English and Education, 1(1), 163–72.Google Scholar
Qian, Y. (2020). L2 communication as a social action: Silence in oral communication. In A. Jamshidnejad, ed., Speaking English As a Second Language. Cham: Palgrave Macmillan, pp. 3350.Google Scholar
Qiao, L. & Min, S. (2009). A Study on Confucius’ views on language functions. Polyglossia, 16, 6975.Google Scholar
Querol-Julián, M. & Arteaga-Martínez, B. (2019). Silence and engagement in the multimodal genre of synchronous videoconferencing lectures. Engagement in Professional Genres, 301, 297.Google Scholar
Quinton, S. R. (2010). Principles of effective learning environment design. In Ebner, M. & Schiefner, M., eds., Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native. Hershey, PA: Information Science Reference, pp. 327–52.Google Scholar
Rajagopal, K., Firssova, O., Beeck, I. O. & Buchem, I. (2020). Learner skills in open virtual mobility. Research in Learning Technology, 28, 118.Google Scholar
Ravitch, D. (2010). The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. New York: Basic Books.Google Scholar
Rayner, K. & Pollatsek, A. (1989). The Psychology of Reading. London: Prentice Hall.Google Scholar
Rea-Dickins, P. (2006). Currents and eddies in the discourse of assessment: A learning-focused interpretation. International Journal of Applied Linguistics, 16(2), 164–8.Google Scholar
Rea-Dickins, P. (2007, December). Facets of classroom-based language assessment: Evidence from professional practice. Paper presented at Languages, Media and Communication: Language in Education and Assessment, University of Hong Kong, in one of the eight strands promoted by the Hong Kong University Constituent Theme Funding.Google Scholar
Reber, A. S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behaviour, 6, 855–63.Google Scholar
Reber, A. S. (1993). Implicit Learning and Tacit Knowledge: An Essay on the Cognitive Unconscious. Oxford: Oxford University Press.Google Scholar
Reda, M. M. (2009). Between Speaking and Silence: A Study of Quiet Students. Albany, NY: State University of New York Press.Google Scholar
Reid, K. T. & Trofimovich, P. (2018). Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate. System, 74, 7386.Google Scholar
Reinsch, R. & Wambsganss, J. R. (1994). Class participation: How it affects results on examinations. Journal of Education for Business, 70(1), 33–7.Google Scholar
Remedios, L., Clark, D. & Hawthorne, L. (2008). The silent participant in small group collaborative learning contexts. Active Learning in Higher Education, 9(3), 201–16.Google Scholar
Riazantseva, A. (2001). Second language proficiency and pausing a study of Russian speakers of English. Studies in Second Language Acquisition, 23(4), 497526.Google Scholar
Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press.Google Scholar
Richards, J. C. & Bohlke, D. (2012). Speak Now 1. Oxford: Oxford University Press.Google Scholar
Richards, J. C. & Renandya, W. A., eds. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.Google Scholar
Ridgway, A. J. (2009). The inner voice. International Journal of English Studies, 9(2), 4558.Google Scholar
Riggenbach, H. & Lazaraton, A. (1991). Promoting oral communication skills. In Celce-Murcia, M., ed., Teaching English As a Second or Foreign Language. Los Angeles: University of California, pp. 125–36.Google Scholar
Ritchie, W. C. & Bhatia, T. K., eds. (2009). The New Handbook of Second Language Acquisition. Bingley, UK: Emerald.Google Scholar
Roberts, T. A. (2014). Not so silent after all: Examination and analysis of the silent stage in childhood second language acquisition. Early Childhood Research Quarterly, 29(1), 2240. DOI: https://doi.org/10.1016/j.ecresq.2013.09.001.Google Scholar
Robertson, J. S., Grant, M. M. & Jackson, L. (2005). Is online instruction perceived as effective as campus instruction by graduate students in education? Internet and Higher Education, 8, 7386.Google Scholar
Robinson, P. (1997). Individual differences and the fundamental similarity of implicit and explicit adult second language learning. Language Learning, 47, 4599.Google Scholar
Robinson, P., ed. (2013). The Routledge Encyclopedia of Second Language Acquisition. New York: Routledge.Google Scholar
Robinson, P. & Ellis, N. C., eds. (2008). Handbook of Cognitive Linguistics and Second Language Acquisition. New York: Routledge.Google Scholar
Rocca, K. A. (2010). Student participation in the college classroom: An extended multidisciplinary literature review. Communication Education, 59(2), 185213.Google Scholar
Rogers, C. R. (1969). The increasing involvement of the psychologist in social problems: Some comments, positive and negative. The Journal of Applied Behavioral Science, 5(1), 37.Google Scholar
Rogers, R. (2011). The sounds of silence in educational tracking: A longitudinal, ethnographic case study. Critical Discourse Studies, 8(4), 239–52.Google Scholar
Rogoff, B. (2003). The Cultural Nature of Human Development. New York: Oxford University Press.Google Scholar
Romiszowski, A. & Mason, R. (2004). Computer-mediated communication. In Jonassen, D. H., ed., Handbook of Research for Educational Communications and Technology. Mahwah, NJ: Lawrence Erlbaum, pp. 397431.Google Scholar
Rosal, K. del, Conry, J. & Wu, S. (2017). Exploring the fluid online identities of language teachers and adolescent language learners. Computer-Assisted Language Learning, 30(5), 119.Google Scholar
Rosal, K. del, Ware, P. & Montgomery, N. (2018). Teachers learning to teach English learners in an online community of practice in an urban district. In Zou, B. & Thomas, M., eds., Handbook of Research on Integrating Technology into Contemporary Language Learning and Teaching. Hershey, PA: IGI Global, pp. 1529.Google Scholar
Rosenbaum, D. B. (2001). E-learning beckons busy professionals. ENR, 246(21), 3842.Google Scholar
Rourke, L. & Anderson, T. (2002). Using peer teams to lead online discussions. Journal of Interactive Media in Education, 2002(1), 121.Google Scholar
Rourke, L., Anderson, T., Garrison, D. R. & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14, 5071.Google Scholar
Rovai, A. P. (2004). A constructivist approach to online college learning. The Internet and Higher Education, 7(2), 7993.Google Scholar
Ryan, E. D. & Simon, J. (1982). Efficacy of mental imagery in enhancing mental rehearsal of motor skills. Journal of Sport Psychology, 4(1), 4151.Google Scholar
Ryan, J. & Louie, K. (2007). False dichotomy? ‘Western’ and ‘Confucian’ concepts of scholarship and learning. Education Philosophy and Theory, 39(4), 404–17.Google Scholar
Ryan, R. M. & Deci, E. L. (2017). Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press.Google Scholar
Saito, H. (1992). Interactive speech understanding. In COLING 1992 Volume 3: The 14th International Conference on Computational Linguistics, Nantes, August, pp. 23–8.Google Scholar
Santosa, B. & Mardiana, R. (2018). English learner’s perspective on culture and silence in an EFL university classroom. International Journal of English Language Teaching, 6(8), 1824.Google Scholar
Sarason, S. B. (1999). Teaching As a Performing Art. New York: Teachers College Press.Google Scholar
Sato, M. & Ballinger, S. (2016). Understanding peer interaction: Research synthesis and directions. In Sato, M. & Ballinger, S., eds. Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda. Amsterdam: John Benjamins, pp. 132.Google Scholar
Saville-Troike, M. (1985). The places of silence in an integrated theory of communication. In Tannen, D. & Saville-Troike, M., eds., Perspectives on Silence. Norwood, NJ: Ablex, pp. 318.Google Scholar
Saville-Troike, M. (1987). Bilingual discourse: Communication without a common language’. Linguistics, 25, 81106.Google Scholar
Saville-Troike, M. (1988). Private speech: Evidence for second language learning strategies during the ‘silent period’. Journal of Child Language, 15, 567–90.Google Scholar
Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press.Google Scholar
Saville-Troike, M. & Barto, K. (2017). Introducing Second Language Acquisition, 3rd ed. Cambridge: Cambridge University Press.Google Scholar
Scardamalia, M. & Bereiter, C. (1992). Text-based and knowledge-based questioning by children. Cognition and Instruction, 9(3), 177–99.Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–58.Google Scholar
Schmidt, R. (1994). Deconstructing consciousness in search of useful definition for applied linguistics. AILA Review, 11, 1126.Google Scholar
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and Awareness in Foreign Language Learning, 9, 163.Google Scholar
Schmidt, R. (2001). Attention. Cognition and Second Language Instruction. Cambridge: Cambridge University Press.Google Scholar
Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In Chan, W. M., Chi, S., Cin, K. N. & Walker, I., eds., Proceedings of CLaSIC 2010, Singapore December 2-4. Singapore: National University of Singapore, Centre for Language Studies, pp. 721–37.Google Scholar
Schmidt, W. C. (1996). ‘Inhibition of return’ without visual input. Neuropsychologia, 34(10), 943–52.Google Scholar
Schooler, J. W., Smallwood, J., Christoff, K., Handy, T. C., Reichle, E. D. & Sayette, M. A. (2011). Meta-awareness, perceptual decoupling and the wandering mind. Trends in Cognitive Sciences, 15(7), 319–26.Google Scholar
Schultz, K. (2010). After the blackbird whistles: Listening to silence in classrooms. Teachers College Record, 112(11), 2833–49.Google Scholar
Schultz, K. (2012). The fullness of silence in the classroom. Phi Delta Kappan, 94(2), 1216.Google Scholar
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA–Colombia. The Modern Language Journal, 85(2), 244–58.Google Scholar
Schwieter, J. W., ed. (2013). Innovative Research and Practices in Second Language Acquisition and Bilingualism, Vol. 38. Amsterdam: John Benjamins.Google Scholar
Scollon, R. & Scollon, S. (1981). Narrative, Literacy and Face in Interethnic Communication. Norwood, NJ: Ablex.Google Scholar
Scollon, R., Scollon, S. W. & Jones, R. H. (2012). Intercultural Communication: A Discourse Approach. 3rd ed. Chichester: Wiley -Blackwell.Google Scholar
Scott, R. L. (1972). Rhetoric and silence. Western Speech, 36, 146–58.Google Scholar
Segalowitz, N. (2003). Automaticity and second languages. In Doughty, C. J. & Long, M. H., eds., The Handbook of Second Language Acquisition. Malden, MA: Blackwell, pp. 382408.Google Scholar
Segalowitz, N. (2010). Cognitive Bases of Second Language Fluency. New York: Routledge.Google Scholar
Segalowitz, N. (2013). Fluency. New York: Routledge.Google Scholar
Segalowitz, N. (2016). Second language fluency and its underlying cognitive and social determinants. International Review of Applied Linguistics in Language Teaching, 54(2), 7995.Google Scholar
Seidman, A. (2005). The learning killer: Disruptive student behavior in the classroom. Reading Improvement, 42(1), 40–7.Google Scholar
Sert, O. (2013). ‘Epistemic status check’ as an interactional phenomenon in instructed learning settings. Journal of Pragmatics, 45(1), 1328.Google Scholar
Shan, C. (2020). Classroom silence in college English class in China. US-China Foreign Language, 18(5), 141–50.Google Scholar
Shao, Q. & Gao, X. A. (2016). Reticence and willingness to communicate (WTC) of East Asian language learners. System, 63, 115–20.Google Scholar
Shardakova, M. & Pavlenko, A. (2004). Identity options in Russian textbooks. Journal of Language, Identity, and Education, 3(1), 2546.Google Scholar
Sharp, J. G., Hemmings, B., Kay, R. & Sharp, J. C. (2019). Academic boredom and the perceived course experiences of final year Education Studies students at university. Journal of Further and Higher Education, 43(5), 601–27.Google Scholar
Sharpley, C. F. (1997). The influence of silence upon client-perceived rapport. Counselling Psychology Quarterly, 10(3), 237–46.Google Scholar
Shea, P. & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster ‘epistemic engagement’ and ‘cognitive presence’ in online education. Computers & Education, 52(3), 543–53.Google Scholar
Shi, L. (2006). The successors to Confucianism or a new generation? A questionnaire study on Chinese students’ culture of learning English. Language, Culture and Curriculum, 19 (1), 122–47.Google Scholar
Shuttleworth, S. J. (1990). Silence and talkativeness in small group discussion. Unpublished PhD thesis, University of Lancaster.Google Scholar
Siegel, J. (2003). Social context. In Doughty, C. J. & Long, M. H., eds., The Handbook of Second Language Acquisition. Malden, MA: Blackwell, pp. 178223.Google Scholar
Sifianou, M. (1997). Silence and politeness in silence: Interdisciplinary perspectives. In Jaworski, A., ed., Studies in Anthropological Linguistics 10. Berlin: Mouton de Gruyter, pp. 6384.Google Scholar
Sivan, A., Leung, R. W., Woon, C. & Kember, D. (2000). An implementation of active learning and its effect on the quality of student learning. Innovations in Education and Training International, 37(4), 381–9.Google Scholar
Skehan, P. (1989). Individual Differences in Second-Language Learning, London: Edward Arnold.Google Scholar
Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 114.Google Scholar
Skinnari, K. (2014). Silence and resistance as experiences and presentations of pupil agency in Finnish elementary school English lessons. Apples: Journal of Applied Language Studies, 8(1), 4764.Google Scholar
Slagter, C. & Pyper, M. J. (2019). Linguistic loneliness and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(1), 4658.Google Scholar
Slobin, D. I. (1987). Thinking for speaking. Annual Meeting of the Berkeley Linguistics Society, 13, 435–45.Google Scholar
Slobin, D. I. (1996). From ‘thought and language’ to ‘thinking for speaking’. In Gumperz, J. J. & Levinson, S. C., eds., Rethinking Linguistic Relativity. Cambridge: Cambridge University Press, pp. 7097.Google Scholar
Smith, D. B. (1996). Teacher decision-making in the adult ESL classroom. In Freeman, D. & Richards, J. C., eds., Teacher Learning in Language Teaching. Cambridge: Cambridge University Press, pp. 197216.Google Scholar
Smith, D. & Hardaker, G. (2000). e-Learning innovation through the implementation of an Internet-supported learning environment. Educational Technology and Society, 3, 116.Google Scholar
Smith, K. & Craig, H. (2013). Enhancing the autonomous use of CALL: A new curriculum model in EFL. CALICO Journal, 30(2), 252–78.Google Scholar
Smith, K. A., Sheppard, S. D., Johnson, D. W. & Johnson, R. T. (2005). Pedagogies of engagement: Classroom‐based practices. Journal of Engineering Education, 94(1), 87101.Google Scholar
Smith, L. & King, J. (2017). A dynamic systems approach to wait time in the second language classrooms. System, 68, 114.Google Scholar
Smith, L. J. (2001). Content and delivery: A comparison and contrast of electronic and traditional MBA marketing planning courses. Journal of Marketing Education, 23(1), 3.Google Scholar
Smith, S. M. (1995). Fixation, incubation, and insight in memory and creative thinking. In Smith, S. M., Ward, T. B. & Finke, R. A., eds., The Creative Cognition Approach, Vol. 156. Cambridge, MA: MIT Press, pp. 135–56.Google Scholar
Smith, W. A. (1922). The Reading Process. New York: Macmillan.Google Scholar
Soars, L., Soars, J. & Sayer, M. (2003). New Headway English: Intermediate Student’s Book. Oxford: Oxford University Press.Google Scholar
Sokolov, A. N. (1972). Inner Speech and Thought. New York: Plenum Press.Google Scholar
Sommer, R. & Sommer, B. A. (2007). Credit for comments, comments for credit. Teaching of Psychology, 34(2), 104–6.Google Scholar
Soo, K. & Bonk, C. (1998). Interaction: What does it mean in online distance education? Paper presented at World Conference on Educational Telecommunications, Freeburg Germany. (ERIC Document Reproduction Service No. ED 428 724).Google Scholar
Sorensen, A. (1972). Multilingualism in the northwest Amazon. In Pride, J. & Holmes, J, eds., Sociolinguistics. Harmondsworth: Penguin, pp. 7893.Google Scholar
Sorokin, P. A. (1959). Social and Cultural Mobility. New York: Free Press.Google Scholar
Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning & Technology, 4(1), 82119.Google Scholar
Spiro, J. (2004). Creative Poetry Writing. Oxford: Oxford University Press.Google Scholar
Spitzberg, B. H. & Cupach, W. R. (1989). Handbook of Interpersonal Competence Research. New York: Springer-Verlag.Google Scholar
Sprott, R. (2000). Learning to speak: One woman’s journey. In Ogulnick, K., ed., Language Crossings: Negotiating the Self in a Multicultural World. New York: Teachers College, Columbia University, pp. 4650.Google Scholar
Sproull, L. & Faraj, S. (1997). Atheism, sex and databases: The net as a social technology. In Kiesler, S, ed., Culture of the Internet. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 3552.Google Scholar
Spyrou, S. (2016). Researching children’s silences: Exploring the fullness of voice in childhood research. Childhood, 23(1), 721.Google Scholar
Stables, A. (1995). Learning through talk and learning through talking: Sound and silence in the classroom. Language and Education, 9(1), 61–8.Google Scholar
Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education, 14(2), 1433.Google Scholar
Steinberg, F. S. & Horwitz, E. K. (1986). The effect of induced anxiety on the denotative and interpretive content of second language speech. TESOL Quarterly, 20(1), 131–6.Google Scholar
Stephan, M., Markus, S. & Gläser-Zikuda, M. (2019). Students’ achievement emotions and online learning in teacher education. Frontiers in Education 4 (109). DOI: https://doi.org/10.3389/feduc.2019.00109 [no page numbers in the original].Google Scholar
Stephenson, J. (2008). Learner attitudes towards comprehension-based language learning. In Piske, T. & Young-Scholten, M., eds., Input Matters in SLA. Bristol: Multilingual Matters, pp. 116–36.Google Scholar
Sternberg, R. J. (1986). Critical Thinking: Its Nature, Measurement and Improvement. New Haven, CT: Yale University Press.Google Scholar
Stevenson, H. W., Parker, T., Wilkinson, A., Hegion, A. & Fish, E. (1976). Predictive value of teacher ratings with young children. Journal of Educational Psychology, 68, 507–17.Google Scholar
Stevick, E. (1976). Memory, Meaning, and Method. Rowley, MA: Newbury House.Google Scholar
Stevick, E. (1980). Teaching Languages: A Way and Ways. Rowley, MA: Newbury House.Google Scholar
Stevick, E. (1986). Images and Options in the Language Classroom. Cambridge: Cambridge University Press.Google Scholar
Stickler, U., Batstone, C., Duensing, A. & Heins, B. (2007). Distant classmates: Speech silence in online and telephone language tutorials. European Journal of Open, Distance and E-Learning, 10(2), 113.Google Scholar
Strayer, J. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. Unpublished PhD thesis, Ohio State University.Google Scholar
Su, B., Bonk, C. J., Magjuka, R. J., Liu, X. & Lee, S. H. (2005). The importance of interaction in web-based education: A program-level case study of online MBA courses. Journal of Interactive Online Learning, 4(1), 119.Google Scholar
Sun, J. C. & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43, 191204.Google Scholar
Sun, L. (2014). Investigating the effectiveness of Moodle-based blended learning in college English courses. International Journal of Information Technology and Management, 13(1), 8394.Google Scholar
Sutton, L. (2001). The principle of vicarious interaction in computer-mediated communications. International Journal of Educational Telecommunications, 7(3), 223–42.Google Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. & Madden, C., eds., Input in Second Language Acquisition. Rowley, MA: Newbury House, pp. 235–53.Google Scholar
Swain, M. (1995). Three functions of output in second language learning. In Cook, G. & Seidlhofer, B., eds., Principle and Practice in Applied Linguistics: Studies in Honour of H. G. Widdowson. Oxford: Oxford University Press, pp. 125–44.Google Scholar
Swan, K. (2003). Developing social presence in online course discussions. In Naidu, S., ed., Learning and Teaching with Technology: Principles and Practices. London: Kogan Page, pp. 147–64.Google Scholar
Swan, M. & Walter, C. (1984). The Cambridge English Course 1 Student’s Book. Cambridge: Cambridge University Press.Google Scholar
Swanson, K. & Hornsby, K. (2002). The community of inquiry: A survey of traditional classroom and webcourse application. Analytic Teaching, 21(2), 87105.Google Scholar
Syed, H. & Kuzborska, I. (2020). Dynamics of factors underlying willingness to communicate in a second language. The Language Learning Journal, 48(4), 481500.Google Scholar
Szesztay, M. (2004). Teachers’ ways of knowing. ELT Journal, 58(2), 129–36.Google Scholar
Szkudlarek, B. (2017). Four cultural clashes that are holding east Asian employees back. The Conversation. Available at https://theconversation.com/four-cultural-clashes-that-are-holding-east-asian-employees-back-72661.Google Scholar
Taguchi, N., ed. (2019). The Routledge Handbook of Second Language Acquisition and Pragmatics. New York: Routledge.Google Scholar
Takagi, N. (2013). Applications of idea-generating techniques to the teaching of argumentative writing. In Sonda, N. & Krause, A., eds., JALT2012 Conference Proceedings. Tokyo: JALT, pp. 585–96.Google Scholar
Talandis Jr, G. & Stout, M. (2015). Getting EFL students to speak: An action research approach. ELT Journal, 69(1), 1125.Google Scholar
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C. & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 428.Google Scholar
Tani, M. (2005). Quiet, but only in class: Reviewing the in-class participation of Asian students. At Conference of the Higher Education Research and Development Society of Australasia, Sydney, Australia.Google Scholar
Tannen, D. (1985). Silence: Anything but. In Tannen, D. & Saville, M., eds., Perspectives on Silence. Norwood, NJ: Ablex, pp. 93111.Google Scholar
Tannen, D. & Saville‐Troike, M., eds. (1985). Perspectives on Silence. Norwood, NJ: Ablex.Google Scholar
Tatar, S. (2005). Why keep silent? The classroom participation experiences of non-native-English-speaking students. Language and Intercultural Communication, 5, 284–93.Google Scholar
Tavakoli, P. and Skehan, P. (2005). Strategic planning, task structure, and performance testing. In Ellis, R., ed., Planning and Task Performance in a Second Language. Amsterdam: John Benjamins, pp. 239–27.Google Scholar
Terenzini, P. T., Theophilides, C. & Lorang, W. G. (1984). Influences on students’ perceptions of their academic skill development during college. The Journal of Higher Education, 55, 621–36.Google Scholar
Thanh-My, N. (2020). How silence assists verbal practice of English: Learner perspectives. Unpublished MA thesis, Ho Chi Minh City, Vietnam.Google Scholar
Tharp, R. G. (1991). The Instructional Conversation: Teaching and Learning in Social Activity, Vol. 2. Santa Cruz, CA: National Center for Research in Cultural Diversity and Second Language Learning.Google Scholar
Thomas, N. J. T. (2010). Supplement to mental imagery. Founders of experimental psychology: Wilhelm Wundt and William James. In Zalta, E. N., ed., The Stanford Encyclopedia of Philosophy. http://plato.stanford.edu/entries/mental-imagery/founders-.Google Scholar
Thompson, N. (2015). Family and Friends Special Edition Grade 4. Oxford: Oxford University Press.Google Scholar
Thompson, T. (2014). Family and Friends Grade 5. Oxford: Oxford University Press.Google Scholar
Thomsen, J. (2015). Composing through the looking glass: Reflective pedagogy with first-year writing students. Unpublished PhD thesis, University of Nebraska at Omaha.Google Scholar
Tillich, P. (2000). The Courage to Be. New Haven, CT: Yale University Press.Google Scholar
Tokoz-Goktepe, F. (2014). Speaking problems of 9th-grade high school Turkish learners of L2 English and possible reasons for those problems: Exploring the teachers’ and students’ perspectives. Procedia-Social and Behavioral Sciences, 116, 1875–9.Google Scholar
Tomlin, R. S. & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16, 183203.Google Scholar
Tomlinson, B. (1991). English education in Japanese universities. Kobe Miscellany, (17), 8599.Google Scholar
Tomlinson, B. (1997). The role of visualisation in the reading of literature by learners of a foreign language. Unpublished PhD thesis, University of Nottingham.Google Scholar
Tomlinson, B. (2000). Talking to yourself: The role of the inner voice in language learning. Applied Language Learning, 11(1), 123–54.Google Scholar
Tomlinson, B. (2001a). Humanising the coursebook. Humanising Language Teaching, 5(3), [n. pag.].Google Scholar
Tomlinson, B. (2001b). The inner voice: A critical factor in L2 learning. The Journal of the Imagination in Language Learning and Teaching, 6, 2633.Google Scholar
Tomlinson, B. (2003a). Helping learners to develop an effective L2 inner voice. RELC Journal, 34(2), 178–94.Google Scholar
Tomlinson, B. (2003b). Humanizing the coursebook. In Tomlinson, B., ed., Developing Materials for Language Teaching. London: Bloomsbury, pp. 162–73. Longman Publishing.Google Scholar
Tomlinson, B. (2004/2007). They came from the sea. In Watcyn-Jones, P., ed. (2007). Top Class Activities. 50 Fun Games and Activities by Top ELT Writers, 7th ed. Harlow: Penguin English, pp. 112–13.Google Scholar
Tomlinson, B. (2009). Principles and procedures of materials development for language learning. In ILTEC, ed., Metodologias e Materiais Para o Ensino do Português Como Língua Não Materna. Lisbon: Instituto de Linguística Teórica e Computacional [Institute of Theoretical and Computational Linguistics], pp. 4554.Google Scholar
Tomlinson, B. (2011). Seeing what they mean: Helping L2 readers to visualise. In Tomlinson, B., ed., Materials Development in Language Teaching, 2nd ed. Cambridge: Cambridge University Press, pp. 359–80.Google Scholar
Tomlinson, B. (2015). Key concepts in applied linguistics: Key issues in EFL Coursebook. ELIA, 15, 171–80.Google Scholar
Tomlinson, B., ed. (2016). SLA Research and Materials Development for Language Learning. New York: Routledge.Google Scholar
Tomlinson, B. (2020). Assisting learners in orchestrating their inner voice for L2 learning. Language Teaching Research Quarterly, 19, 3247.Google Scholar
Tomlinson, B. & Avila, J. (2007a). Applications of the research into the roles of audio-visual mental aids for language teaching pedagogy. In Tomlinson, B., ed., Language Acquisition and Development: Studies of Learners of First and Other Languages. London: Continuum, pp. 82–9.Google Scholar
Tomlinson, B. & Avila, J. (2007b). Seeing and saying for yourself: The role of audio-visual mental aids in language learning and use. In Tomlinson, B., ed., Language Acquisition and Development: Studies of Learners of First and Other Languages. London: Continuum, pp. 6181.Google Scholar
Tomlinson, B. & Masuhara, H. (2021). SLA Applied: Connecting Theory and Practice. Cambridge: Cambridge University Press.Google Scholar
Tough, A. (1967). Learning without a Teacher. Toronto: Ontario Institute for Studies in Education.Google Scholar
Trahan, H. A. (2013). The silent teacher: A performative, meditative model of pedagogy. Liminalities: A Journal of Performative Studies, 9(3), 129.Google Scholar
Tramer, M. (1934). Elecktiver mutismus bei kindern /Selective mutism of children. Zeitschrift für Kinderpsychiatrie, 1, 30–5.Google Scholar
Tsai, S.-C. (2012). Integration of multimedia courseware into ESP instruction for technological purposes in higher technical education. Journal of Educational Technology & Society, 15(2), 5061.Google Scholar
Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–80.Google Scholar
Tsui, A. B. M. & Imafuku, R. (2020). Conclusion: Silence in EFL classrooms revisited. East Asian Perspectives on Silence in English Language Education, 6, 167–82.Google Scholar
Tu, C. H. & McIsaac, M. (2010). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16(3), 131–50.Google Scholar
Turnbull, J. (2019). Beyond A Language Boundary: Encounters with Silence and L1 Spanish-Speakers’ Willingness To Communicate in English. DeKalb, IL: Northern Illinois University.Google Scholar
Turnbull, J. (2021). An emic perspective on silence: Experiences of an adult Mexican migrant in the US social setting. Journal of Silence Studies in Education, 1(1), 4863.Google Scholar
Turner, J. & Patrick, H. (2004). Motivational influences on student participation in classroom learning activities. Teachers College Record, 106(9), 1759–85.Google Scholar
Turner, W. J. (2011). Talking back: real presence: Challenges and opportunities for a wired generation: Can mediated conversation lead to meaningful dialog? Conversations on Jesuit Higher Education, 41, Article 35, 13.Google Scholar
UNESCO (2020). 1.37 Billion students now home as COVID-19 school closures expand, ministers scale up multimedia approaches to ensure learning continuity. Press release, 24 March. Available at https://en.unesco.org/news/137-billion-students-now-home-covid-19-school-closures-expand-ministers-scale-multimedia.Google Scholar
Unkelbach, C. (2006). The learned interpretation of cognitive fluency. Psychological Science, 17(4), 339–45.Google Scholar
Ushakova, T. N. (1994). Inner speech and second language acquisition: An experimental-theoretical approach. In Lantolf, J. P. & Appel, G., eds., Vygotskian Approaches to Second Language Research. Norwood, N.J.: Ablex, pp. 135–56.Google Scholar
Vago, D. R. & Zeidan, F. (2016). The brain on silent: Mind wandering, mindful awareness, and states of mental tranquility. Annals of the New York Academy of Sciences, 1373(1), 96113.Google Scholar
Van Staden, A. & le Roux, N. A. (2010). The efficacy of fingerspell coding and visual imaging techniques in improving the spelling proficiency of deaf signing elementary-phase children: A South African case study. Journal of Developmental and Physical Disabilities, 22(6), 581–94.Google Scholar
Vanberschot, J. A. L. (2004). An exploration of communications used by non-native learners in asynchronous online course. Unpublished PhD thesis, University of New Mexico.Google Scholar
VanPatten, B. (1996). Input Processing and Grammar Instruction: Theory and Research. Norwood, NJ: Ablex.Google Scholar
VanPatten, B. & Williams, J. (2015). Theories in Second Language Acquisition: An Introduction. New York: Routledge.Google Scholar
VanPatten, B., Keating, G. D. & Wulff, S., eds. (2020). Theories in Second Language Acquisition: An Introduction. New York: Routledge.Google Scholar
Vassilopoulos, S. & Konstantinidis, G. (2012). Teacher use of silence in elementary education. Journal of Teaching and Learning, 8(1), 91105.Google Scholar
Verouden, N. W. & Van der Sanden, M. C. A. (2018). Silence in intercultural collaboration: A Sino-Dutch research centre. Advances in Applied Sociology, 8, 125–51.Google Scholar
Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6, 7790.Google Scholar
Vonderwell, S. & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in Education, 38(2), 213–30.Google Scholar
Vonderwell, S., Liang, X. & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309–28.Google Scholar
Vygotsky, L. S. (1934/1986). Thought and Language, trans. Alex Kozulin. Cambridge, MA: MIT Press.Google Scholar
Vygotsky, L. S. (1939). Thought and speech. Psychiatry: Journal for the Study of Interpersonal Processes, 2, 2954.Google Scholar
Vygotsky, L. S. (1960). The Development of Higher Psychological Function Izdael’stov Akade, Moscow: Izdael’stov Akademii Pedagogicheskikh Nauk.Google Scholar
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes, ed. Cole, M., John-Steiner, V., Scribner, S. & Soubermann, E.. Cambridge, MA: Harvard University Press. (Original work published in 1930, 1933, 1935).Google Scholar
Vygotsky, L. S. (1987). The Collected Works of L. S. Vygotsky Volume 1: Thinking and Speaking. New York: Plenum Press.Google Scholar
Wade, R. C. (1994). Teacher education students’ views on class discussion: Implications for fostering critical reflection. Teaching and Teacher Education, 10(2), 231–43.Google Scholar
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 323.Google Scholar
Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. New York: Routledge.Google Scholar
Walsh, S. & Li, L. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247–66.Google Scholar
Walther, J. B. (2011). Theories of computer-mediated communication and interpersonal relations. In Knapp, L. M. & Daly, A. J., eds., The SAGE Handbook of Interpersonal Communication. Thousand Oaks, CA: SAGE, pp. 443–79.Google Scholar
Walther, J. B. & Bunz, U. (2005). The rules of virtual groups: Trust, liking, and performance in computer-mediated communication. Journal of Communication, 55(4), 828–46.Google Scholar
Wang, C., Shannon, D. M. & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–23.Google Scholar
Wang, L. (2011). Foreign English teachers in the Chinese classroom: Focus on teacher-student interaction. The Journal of Asia TEFL, 8(2), 7393.Google Scholar
Wang, M. (2010). Online collaboration and offline interaction between students using asynchronous tools in blended learning. Australasian Journal of Educational Technology, 26(6), 830–46.Google Scholar
Wang, Y., Derakhshan, A. & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 110.Google Scholar
Wardhaugh, R. (1985). How Conversation Works. Oxford: Basil Blackwell.Google Scholar
Wardhaugh, R. (1992). An Introduction to Sociolinguistics, 2nd ed. Oxford: Blackwell.Google Scholar
Weaver, R. R. & Qi, J. (2005). Classroom organization and participation: College students’ perceptions. The Journal of Higher Education, 76(5), 570601.Google Scholar
Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82(4), 616.Google Scholar
Weiss, R. S. (1973). Loneliness: The Experience of Emotional and Social Isolation. Cambridge, MA: MIT Press.Google Scholar
Weisskirch, R. S. & Milburn, S. S. (2003). Virtual discussion: Understanding college students’ electronic bulletin board use. The Internet and Higher Education, 6(3), 215–25.Google Scholar
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.Google Scholar
Wertsch, J. (1985). V. Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.Google Scholar
Wertsch, J. V. & Stone, C. A. (1999). The concept of internalization in Vygotsky’s account of the genesis of higher mental functions. Lev Vygotsky: Critical Assessments, 1, 363–80.Google Scholar
Westberry, N. C. (2009). An Activity Theory Analysis of Social Epistemologies within Tertiary Level E-Learning Environments. Hamilton, New Zealand: University of Waikato.Google Scholar
Westerkamp, H. (1974). Soundwalking. Sound Heritage, 3(4), 1827.Google Scholar
Whyatt, B. (2009). Bilingual language control in translation tasks: A TAP study into mental effort management by inexperienced translators. In Arabski, J. & Wojtaszek, A., eds., Neurolinguistic and Psycholinguistic Perspectives on SLA. Bristol: Multilingual Matters, pp. 7992.Google Scholar
Wiley, N. (2006). Inner speech as a language: A Saussurean enquiry. Journal for the Theory of Social Behaviour, 36(3), 319–41.Google Scholar
Wilkinson, L. & Olliver-Gray, Y. (2006). The significance of silence: Differences in meaning, learning styles, and teaching strategies in cross-cultural settings. Psychologia: An International Journal of Psychology in the Orient, 49(2), 7488.Google Scholar
Williams, D. M., Bowler, D. M. & Jarrold, C. (2012). Inner speech is used to mediate short-term memory, but not planning, among intellectually high-functioning adults with autism spectrum disorder. Development and Psychopathology, 24(1), 225–39.Google Scholar
Wilson, C., Broughan, C. & Marselle, M. (2019). A new framework for the design and evaluation of a learning institution’s student engagement activities. Studies in Higher Education, 44(11), 1931–44.Google Scholar
Wilson, S. M. & Peterson, L. C. (2002). The anthropology of online communities. Annual Review of Anthropology, 31(1), 449–67.Google Scholar
Wiltshier, J. & Honma, M. (1999). Action research: Semi-scripted monologues in team teaching. Language Teacher Kyoto-JALT, 23(12), 40–1.Google Scholar
Winegar, L. (1997). Can internalization be more than a magical phrase? Notes toward the constructive negotiation of this process. In Lightfoot, C. & Cox, B., eds., Sociogenetic Perspectives on Internalization. Mahwah, NJ: Lawrence Erlbaum, pp. 25-43Google Scholar
Witzleben, H. D. von (1958). On loneliness. Psychiatry-Interpersonal and Biological Processes, 21(1), 3743.Google Scholar
Wong, J. & Waring, H. A. (2012). Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers. New York: Routledge.Google Scholar
Wong, Y. L. R. (2004). Knowing through discomfort: A mindfulness-based critical social work pedagogy. Critical Social Work, 5(1), 19.Google Scholar
Wong Fillmore, L. (1982). Instructional language as linguistic input: Second-language learning in classrooms. In Wilkinson, L. C., ed., Communicating in the Classroom: Language, Thought and Culture. Advances in the Study of Cognition Series. New York: Academic Press, pp. 283–96.Google Scholar
Wood, J. (1996). Should class participation be required in the basic communication course? Basic Communication Course Annual, 8, 108–24.Google Scholar
Woolfolk, R. L., Murphy, S. M., Gottesfeld, D. & Aitken, D. (1985). Effects of mental rehearsal of task motor activity and mental depictation of task outcome on motor skill performance. Journal of Sport Psychology, 7(2), 191–7.Google Scholar
World Health Organization (WHO) (1992). The ICD-10 Classification of Mental and Behavioural Disorders: Clinical Descriptions and Diagnostic Guidelines. Geneva: World Health Organization.Google Scholar
Wright, C., Piske, T. & Young-Scholten, M., eds. (2018). Mind Matters in SLA. Bristol: Multilingual Matters.Google Scholar
Wrightsman, L. S. (1994). Adult Personality Development: Theories and Concepts, Volume 1. Thousand Oaks, CA: Sage.Google Scholar
Wu, S. Y. (2016). The effect of teaching strategies and students’ cognitive style on the online discussion environment. Asia-Pacific Education Researcher, 25(2), 267–77.Google Scholar
Wu, Y.-H. (1991). Why don’t they speak up? A study of factors that affect classroom participation in English language learning. In Yaofu, L., Huang, H., Jeng, H. & Hadzima, A., eds., Papers from The Seventh Conference on English Teaching and Learning in The Republic of China. Taipei: The Grane Publishing Co., pp. 159–87.Google Scholar
Wuttke, E. (2012). Silence is silver, talk is gold? Analysis of classroom talk in a learner-centred setting. In E. Hjörne, G. van der Aalsvoort & G. de Abreu, eds., Learning, Social Interaction and Diversity: Exploring Identities in School Practices. Rotterdam: Sense Publishers, pp. 103–17.Google Scholar
Xia, S. (2009). Are they ready to participate? East Asian students’ acquisition of verbal participation in American classrooms. Issues in Applied Linguistics, 17(2), 137–57.Google Scholar
Xie, K. U. I., Debacker, T. K. & Ferguson, C. (2006). Extending the traditional classroom through online discussion: The role of student motivation. Journal of Educational Computing Research, 34(1), 6789.Google Scholar
Xin, C. & Feenberg, A. (2006). Pedagogy in cyberspace: The dynamics of online discourse. Journal of Distance Education, 21(2), 125.Google Scholar
Yamat, H., Fisher, R. & Rich, S. (2013). Young Malaysian children’s silence in a multicultural classroom. Procedia-Social and Behavioral Sciences, 103, 1337–43.Google Scholar
Yang, D., Lavonen, J. M. & Niemi, H. (2018). Online learning engagement: Factors and results-evidence from literature. Themes in eLearning, 11(1), 122.Google Scholar
Yankah, K. (1995). Speaking For the Chief: Okyeame and the Politics of Akan Royal Oratory. Bloomington, IN: Indiana University Press.Google Scholar
Yashima, T., Ikeda, M. & Nakahira, S. (2016). Talk and silence in an EFL classroom: Interplay of learners and context. In King, J., ed., The Dynamic Interplay Between Context and The Language Learners. London: Palgrave Macmillan, pp. 104–26.Google Scholar
Yashima, T., MacIntyre, P. D. & Ikeda, M. (2018). Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research, 22(1), 115–37.Google Scholar
Yates, L. & Nguyen, T. Q. T. (2012). Beyond a discourse of deficit: The meaning of silence in the international classroom. International Education Journal: Comparative Perspectives, 11(1), 2234.Google Scholar
Yi, J. (2020). Reticence as participation: Discourses of resistance from Asians in America. Review of Education, Pedagogy, and Cultural Studies, 42(2), 120–40.Google Scholar
Yildiz, S. (2009). Social presence in the web-based classroom: Implications for intercultural communication. Journal of Studies in International Education, 13(1), 4665.Google Scholar
Yoneyama, S. (1999). The Japanese High School: Silence and Resistance. London: Routledge.Google Scholar
Zajonc, A. (2013). Contemplative pedagogy: A quiet revolution in higher education. New Directions for Teaching and Learning, 134, 8394.Google Scholar
Zembylas, M. & Michaelides, P. (2004). The sound of silence in pedagogy. Educational Theory, 54(2), 193210.Google Scholar
Zembylas, M. & Vrasidas, C. (2007). Listening for silence in texted-based, online encounters. Distance Education, 28(1), 524.Google Scholar
Zhang, W. & Han, C. (2012). A case study of the application of a blended learning approach to web-based college English teaching platform in a medical university in eastern China. Theory and Practice in Language Studies, 2(9), 1961–70.Google Scholar
Zhang, X. & Head, K. (2010). Dealing with learner reticence in the speaking class. ELT Journal, 64(1), 19.Google Scholar
Zhang, H., Song, W., Shen, S. & Huang, R. (2014). The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course. Australasian Journal of Educational Technology, 30(6), 670–85.Google Scholar
Zhao, E. & Liu, L. (2008). China’s generation Y: Understanding the workforce. In Proceedings of the ICMIT 2008 4th IEEE International Conference on Management of Innovation and Technology. Singapore: The National University of Singapore, pp. 612–16.Google Scholar
Zheng, X. (2010). Re-interpreting silence: Chinese international students’ verbal participation in U.S. universities. The International Journal of Learning, 17(5), 451–64.Google Scholar
Zhong, Z. & Hu, Y. (2004). Confucius’ concept of speech appropriacy. Journal of Jiangxi Institute of Education, 25, 70–2.Google Scholar
Zhou, X. (2021). Why keep silent online? Voices from stay-at-home postgraduate students. International Journal of Social Science Studies, 9, 716.Google Scholar
Zhou, Y. R., Knoke, D. & Sakamoto, I. (2005). Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9(3), 287311.Google Scholar
Ziebell, N., Acquaro, D., Seah, W. T. & Pearn, C. (2020). Australian Education Survey: Examining the Impact of COVID-19 Report Summary. Melbourne: The University of Melbourne.Google Scholar
Zuo, Y. (2002). The Golden Silence: Pragmatic Study on Silence in Dyadic English Conversation, Muenchen: LINCOM Europa.Google Scholar
Zydney, J. M., deNoyelles, A. & Seo, K. K.-J. (2012). Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions. Computers & Education, 58(1), 7787.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Dat Bao, Monash University, Victoria
  • Book: Silence in English Language Pedagogy
  • Online publication: 02 February 2023
  • Chapter DOI: https://doi.org/10.1017/9781009019460.011
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Dat Bao, Monash University, Victoria
  • Book: Silence in English Language Pedagogy
  • Online publication: 02 February 2023
  • Chapter DOI: https://doi.org/10.1017/9781009019460.011
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Dat Bao, Monash University, Victoria
  • Book: Silence in English Language Pedagogy
  • Online publication: 02 February 2023
  • Chapter DOI: https://doi.org/10.1017/9781009019460.011
Available formats
×