JOE HARDY (REITAKU UNIVERSITY)
RAPUNZEL TOMACDER (Reitaku University)

SILENCE, MOTIVATION, AND EMOTIONS OF LOW-PROFICIENCY ENGLISH LEARNERS IN JAPAN : METHODOLOGIES AND TEACHING APPROACHES

Research into silence in English language classrooms has proliferated in the last few decades (Harumi & King, 2020). To further understand and dispel the stereotype of the silent Asian learner, several studies have looked into East Asian students’ silence (King, 2013; Nakane, 2007). What emerged from these studies is the need for a multi-perspective empirical approach and an understanding of contextual factors. In the Japanese context, studies on silence have been related to students’ lack of motivation and emotions of anxiety and apathy, limited exposure to communicative methods, and low confidence in their speaking abilities. Despite extensive research on silence in Japan, studies on the differences between English majors and non-English majors have not been thoroughly analyzed. In keeping with the need for a context-specific approach, this study aims to understand students’ experiences of silence during discussion tests, specifically the effects of a scaffolded discussion technique, which was designed to help low-proficiency non-English majors reduce negative instances of silence, increase their enjoyment and motivation, and reduce anxiety during discussion tests. The study aims to answer the following research questions: (1) How are English majors and non-English majors’ perceptions of silence affected by the scaffolding technique?; (2) What emotions are associated with students’ experiences of silence during the discussion test?; (3) How is student motivation, silence, and emotion correlated? This study uses convergent mixed methodology, and results will be used to propose curricular amendments.

Joe Hardy is a lecturer at Reitaku University, Japan. My research interests includes motivation, TBLT, and syllabus development.

Rapunzel Tomacder is a lecturer at Reitaku University. Her research interests include emotional labor, control-value theory, and empirical research into silence.