Toward the Role of EFL/ESL Students’ Silence as a Facilitative Element in Their Success

3Citations
Citations of this article
16Readers
Mendeley users who have this article in their library.

Abstract

Following the recent evolution of research perspectives toward student silence, an increasing number of studies have sought to empirically probe into the beneficial role of this variable in students’ success. Yet, a limited number of review studies have been carried out to illustrate the complex nature of student silence and its positive consequences (e.g., success, increased learning outcomes, etc.). Hence, this study aims to review different definitions of “student silence” to elucidate its facilitative function in EFL/ESL students’ success. Providing empirical evidence, the role of student silence as a facilitative element in English language learning was proved. Finally, some pedagogical implications for EFL/ESL teachers and teacher trainers are also discussed.

Cite

CITATION STYLE

APA

Hu, J. (2021, August 16). Toward the Role of EFL/ESL Students’ Silence as a Facilitative Element in Their Success. Frontiers in Psychology. Frontiers Media S.A. https://doi.org/10.3389/fpsyg.2021.737123

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free