Silence phenomenon after teacher’s post-question wait-time in Vietnamese EFL classroom = hiện tượng học sinh giữ im lặng sau khi giáo viên kết thúc thời gian chờ sau mỗi câu hỏi tại lớp học tiếng Anh ở Việt Nam

Silence phenomenon in education is a research area of educational psychology, which has been taken into investigation for decades. Silence phenomenon has a strong connection with classroom management because it affects both teacher and students in class. Some scholars claim that students’ silence ca...

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Main Author: Đặng, Nguyệt Thu
Other Authors: Vũ, Tường Vi
Format: Final Year Project
Language:English
Published: 2020
Subjects:
Online Access:http://repository.vnu.edu.vn/handle/VNU_123/99902
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Institution: Vietnam National University, Hanoi
Language: English
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spelling oai:112.137.131.14:VNU_123-999022020-12-24T07:37:58Z Silence phenomenon after teacher’s post-question wait-time in Vietnamese EFL classroom = hiện tượng học sinh giữ im lặng sau khi giáo viên kết thúc thời gian chờ sau mỗi câu hỏi tại lớp học tiếng Anh ở Việt Nam Đặng, Nguyệt Thu Vũ, Tường Vi Tiếng Anh -- Dạy và học Hoạt động giờ lên lớp Silence phenomenon in education is a research area of educational psychology, which has been taken into investigation for decades. Silence phenomenon has a strong connection with classroom management because it affects both teacher and students in class. Some scholars claim that students’ silence can take positive effects on students as it allows them to spend time thinking. Others argue that this phenomenon is negative because it limits cooperation and interaction between teacher and students, which impacts on teaching and learning process. Silence phenomenon, in general, has its own merits in education; however, the reasons behind are unknown. This is the motivation for the researcher to conduct this study with a view to (1) unveiling reasons beyond students’ silence, (2) finding out the common types of teacher’s questions and the allocation of wait-time for each of them together with (3) figuring out teacher’s strategies to deal with silent students. This study adopted mixed methods research which is about the combination of qualitative and quantitative methods. In particularly, the author made use of three different data collection instruments namely questionnaire, observation and semi-structured interview. The results from data analysis showed that personal problems were students’ most frequent reasons for not responding actively to teacher’s questions. Also, understanding question type was the most common category that teacher used in class. Lastly, teacher strongly prefered rewarding system as a method of encouraging silent students to participate in class. 2020-12-24T07:37:58Z 2020-12-24T07:37:58Z 2016 Final Year Project (FYP) http://repository.vnu.edu.vn/handle/VNU_123/99902 en 72 tr. application/pdf
institution Vietnam National University, Hanoi
building VNU Library & Information Center
continent Asia
country Vietnam
Vietnam
content_provider VNU Library and Information Center
collection VNU Digital Repository
language English
topic Tiếng Anh -- Dạy và học
Hoạt động giờ lên lớp
spellingShingle Tiếng Anh -- Dạy và học
Hoạt động giờ lên lớp
Đặng, Nguyệt Thu
Silence phenomenon after teacher’s post-question wait-time in Vietnamese EFL classroom = hiện tượng học sinh giữ im lặng sau khi giáo viên kết thúc thời gian chờ sau mỗi câu hỏi tại lớp học tiếng Anh ở Việt Nam
description Silence phenomenon in education is a research area of educational psychology, which has been taken into investigation for decades. Silence phenomenon has a strong connection with classroom management because it affects both teacher and students in class. Some scholars claim that students’ silence can take positive effects on students as it allows them to spend time thinking. Others argue that this phenomenon is negative because it limits cooperation and interaction between teacher and students, which impacts on teaching and learning process. Silence phenomenon, in general, has its own merits in education; however, the reasons behind are unknown. This is the motivation for the researcher to conduct this study with a view to (1) unveiling reasons beyond students’ silence, (2) finding out the common types of teacher’s questions and the allocation of wait-time for each of them together with (3) figuring out teacher’s strategies to deal with silent students. This study adopted mixed methods research which is about the combination of qualitative and quantitative methods. In particularly, the author made use of three different data collection instruments namely questionnaire, observation and semi-structured interview. The results from data analysis showed that personal problems were students’ most frequent reasons for not responding actively to teacher’s questions. Also, understanding question type was the most common category that teacher used in class. Lastly, teacher strongly prefered rewarding system as a method of encouraging silent students to participate in class.
author2 Vũ, Tường Vi
author_facet Vũ, Tường Vi
Đặng, Nguyệt Thu
format Final Year Project
author Đặng, Nguyệt Thu
author_sort Đặng, Nguyệt Thu
title Silence phenomenon after teacher’s post-question wait-time in Vietnamese EFL classroom = hiện tượng học sinh giữ im lặng sau khi giáo viên kết thúc thời gian chờ sau mỗi câu hỏi tại lớp học tiếng Anh ở Việt Nam
title_short Silence phenomenon after teacher’s post-question wait-time in Vietnamese EFL classroom = hiện tượng học sinh giữ im lặng sau khi giáo viên kết thúc thời gian chờ sau mỗi câu hỏi tại lớp học tiếng Anh ở Việt Nam
title_full Silence phenomenon after teacher’s post-question wait-time in Vietnamese EFL classroom = hiện tượng học sinh giữ im lặng sau khi giáo viên kết thúc thời gian chờ sau mỗi câu hỏi tại lớp học tiếng Anh ở Việt Nam
title_fullStr Silence phenomenon after teacher’s post-question wait-time in Vietnamese EFL classroom = hiện tượng học sinh giữ im lặng sau khi giáo viên kết thúc thời gian chờ sau mỗi câu hỏi tại lớp học tiếng Anh ở Việt Nam
title_full_unstemmed Silence phenomenon after teacher’s post-question wait-time in Vietnamese EFL classroom = hiện tượng học sinh giữ im lặng sau khi giáo viên kết thúc thời gian chờ sau mỗi câu hỏi tại lớp học tiếng Anh ở Việt Nam
title_sort silence phenomenon after teacher’s post-question wait-time in vietnamese efl classroom = hiện tượng học sinh giữ im lặng sau khi giáo viên kết thúc thời gian chờ sau mỗi câu hỏi tại lớp học tiếng anh ở việt nam
publishDate 2020
url http://repository.vnu.edu.vn/handle/VNU_123/99902
_version_ 1688757846787751936