An Empirical Study of Classroom Silence Attributions in the Chinese EFL Classes

DOI

10.2991/978-94-6463-560-7_33How to use a DOI?

Keywords

classroom silence; attributions; Chinese EFL classes; college English

Abstract

With the approach of Confirmatory Factor Analysis (CFA), the study aimed to figure out the potential attributions of classroom silence. 324 valid answers to the questionnaire were collected in a Chinese university in Wuhan City, Hubei Province. A series of tests, including the Kurtosis Test, Skewness Test, Kolmogorov-Smirnov Test (K-S test), KMO, and Bartlett’s Test of Sphericity, were conducted. Results demonstrated that attributions such as the co-effect of classroom and the society, motivation to learn English, lesson-related task level, students’ personalities, contexts in the classroom, and teachers’ personalities and abilities were important attributions that contributed to EFL classroom silence in China. Findings in the study would be a reference in the future teaching and learning activities for EFL instructors and students.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Chunye Yang
AU  - Defeng Xu
PY  - 2024
DA  - 2024/11/01
TI  - An Empirical Study of Classroom Silence Attributions in the Chinese EFL Classes
BT  - Proceedings of the 2024 4th International Conference on Internet Technology and Educational Informatization (ITEI 2024)
PB  - Atlantis Press
SP  - 272
EP  - 279
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-560-7_33
DO  - 10.2991/978-94-6463-560-7_33
ID  - Yang2024
ER  -