“We participate, silently”: Explicating Thai University students’ perceptions of their classroom participation and communication

• Chung, Ji Hye Jaime ^[1]
  1. [1] Mahidol University International College
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 10, Nº. 1, 2021, págs. 62-87
• Idioma: inglés
• DOI: 10.17583/qre.2021.7159
• Títulos paralelos:
  • "Participamos, en silencio": Percepciones de los estudiantes universitarios tailandeses sobre su participación y comunicación en el aula
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio explora las percepciones de los estudiantes universitarios tailandeses sobre su reticencia a la participación verbal en el aula, especialmente en situaciones en las que se utiliza el inglés como medio de instrucción. En general, se percibe que los estudiantes no nativos, especialmente de culturas de alto contexto como la tailandesa, tienen la tendencia a permanecer en silencio durante las sesiones de debate o cuando se les pide que participen en actividades relacionadas con la expresión de sus opiniones. Al investigar este fenómeno a través de reuniones de grupos focales con estudiantes universitarios tailandeses, este estudio revela las razones que hacen que los estudiantes sean oradores indecisos en clase. Los resultados confirman que, aunque los participantes están de acuerdo con la percepción común de que los estudiantes asiáticos son estudiantes silenciosos, no están de acuerdo en que sean estudiantes pasivos; subrayan el hecho de que utilizan el "silencio" como herramienta para participar de forma silenciosa pero atenta. El estudio también pone de relieve que el silencio de los estudiantes puede considerarse una forma de armonizar con el entorno y la situación, que es la norma cultural en el contexto tailandés.

  • English

    This study explores Thai university students’ perceptions of their reluctance in verbal classroom participation especially in situations where English is used as the medium for instruction. It is generally perceived that non-native learners particularly from high context cultures such as Thailand have the tendency to remain silent during discussion sessions or when they are asked to participate in activities related to expressing their opinions. By investigating this phenomenon through focus group meetings with Thai university students, this study reveals reasons that cause students to be hesitant speakers in class through the eyes of students themselves. The results confirm that though students agree to the common perception of Asian students being quiet learners, they did not agree that they were passive learners; they emphasized the fact that they used ‘silence’ as a tool to quietly yet attentively participate. The study also highlights that students’ silence can be seen as a way to harmonize with the environment and situation which is the cultural norm in the Thai context.

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