Why Western Teachers Perceive Japanese University Students as Being Silent in English Language Classes

Abstract

<p>This dataset contains the transcripts of 20 interviews conducted between March 24, 2021 and March 16, 2022. Six participants participated in three interviews each and two other participants participated in one interview each for a total of 20 interviews with 8 participants. All eight participants were asked the following 13 semi-structured questions about their teaching experiences in Japanese universities in the first interviews. </p> <ol><li>How did you feel the students reacted to …………activity? Why? </li><li> What do you think went well in class? Why? </li><li>What do you think you could have done differently? Why?</li><li>In what ways do you think the students have improved in this class? </li><li>Do you think there are any students that are not improving? Why? </li><li>Do you think there are students that want to study but are not participating? Why? </li><li>If you were able to plan and control the lessons any way you wanted, what would you do? </li><li>How do you feel about these coordinated English classes with set textbooks and curriculum? Are they beneficial for the students and their learning? </li><li>Why did you do ……………….. in that particular class? </li><li>If you could teach the same class again, what would you do differently? Why? </li><li>How do you feel about the students' participation in your class? </li><li>How do you feel being white/Japanese affected the students' motivation in your class? </li><li>Can you expand/clarify …………………………………………..? </li></ol> <p>The second and third interview questions were tailored to each participant individually based on their answers to the first interview. </p><p> The interviews were conducted on the UNE ZOOM account and each interview took about 40 minutes for a total of 13 hours of data. </p>