Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
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This Author published in this journals
All Journal International Journal of Language Teaching and Education English Language Teaching and Research Journal (ELTAR-J)
Dat Bao
Monash University, Australia
Education Languange, Linguistic, Communication & Media Social Sciences

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Investigating Learner Silent and Verbal Responses to Tasks Dat Bao; Yongde Ye
International Journal of Language Teaching and Education Vol. 4 No. 1 (2020): Volume 4, Issue 1, Juli 2020
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v4i1.10469

Abstract

This article reports a study on EFL/ESL learner perceptions of classroom tasks with reference to verbal or non-verbal participation, that is, how much speech and silence would be employed in response to a rage of task types. Data were collected from 260 learners from Indonesia and the Philippines. The article begins by explaining why silence and speech are the focus of the discussion. Secondly, it shares the literature review on how silence works in language learning and why it deserves a place in classroom teaching. Thirdly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.
The place of silence in second language acquisition Dat Bao
English Language Teaching and Research Journal (ELTAR-J) Vol 1, No 1 (2019)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.233 KB) | DOI: 10.33474/eltar-j.v1i1.4771

Abstract

The article examines the role of silence in learners’ language development by discussing current theories in second language acquisition and by connecting them to the silence phenomenon. A number of important constructs in SLA are brought up as they have potential to be associated with the silent mode of learning, namely the silent period, input, output, communicative competence, among others. The discussion also highlights a few theoretical gaps in SLA discourse that are related to silence. 
Co-Authors Yongde Ye