Japanese University Students Being Silent in English Classes: Teachers’ Perspectives

Abstract

<p>This thesis investigated the silence of Japanese university students in English language classes. While the phenomenon has received much research attention, the silence of Japanese university students in English classrooms remains an ongoing concern. There have been strong calls for exploring the reasons for their classroom silence and strategies for addressing the issue. The perspectives of English teachers, including native English-speaking (NES) and native Japanese-speaking (JNS) teachers, have been under-researched. These teachers’ experiences and understandings can provide valuable insights into the silence of Japanese university students in English language classes. By drawing on research, in particular Norton’s Investment model for language teaching and learning, this study aimed to answer the following research questions:</p> <p><i>1. What reasons did NES teachers and JNS teachers perceive to be for Japanese university students’ silence in English language classes?</i></p> <p><i>2. How did NES teachers and JNS teachers help Japanese university students invest in English classes if at all?</i></p> <p>The study described and interpreted the experiences of eight English teachers, including five Caucasian teachers with English as their first language and three teachers whose first language is Japanese. A total of 20 in-depth semi-structured interviews were conducted with these teacher participants. Thematic analysis was chosen for data analysis.</p> <p>The analysis of the interviews revealed four reasons for Japanese university students being silent in English classes: 1) The complexity in understanding and responding to participation; 2) the impossibility of speaking English for Japanese; 3) the reluctance to stand out in class; and 4) the embarrassment of making mistakes in front of peers and classmates. </p> <p>In addition to identifying the reasons why Japanese students were perceived as being silent in English classes, the analysis of the interviews also explored five situations where Japanese university students displayed investment in English language classes. These five situations had one common factor: Imagined identities. Through clear, realistic, and sustainable imagined identities, Japanese students were found to invest in and outside their English classes with autonomy.</p> <p>This study contributes to the existing literature by providing insights into the silence of Japanese university students in English classes. Several key insights are gained from the study: 1) The Western perspective of participation that is characterized by verbal output does not accurately reflect the classroom behavior of Japanese university students; 2) culture is not a deterministic element of the behavior of Japanese university students in English classrooms; and 3) English teachers can foster student investment in English language education by nurturing and harnessing their imagined identities. These insights have significant implications for English teachers aspiring to improve English language teaching in Japanese universities.</p>