INVESTIGATING FACTORS OF STUDENTS’ CLASSROOM SILENCE IN ONLINE CHINESE CLASS FOR FOREIGNERS—TAKING ONLINE CHINESE CLASS IN THAILAND AS AN EXAMPLE
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Abstract
This study examines the causes of student silence in online Chinese language classrooms in Thailand, drawing on the Spiral of Silence Theory, Intercultural Communication Theory, and Affective Filter Hypothesis. Using the Classroom Silence Scale and analyzing data from classroom observations, questionnaires, interviews, and video recordings, the research identifies key contributing factors.
Findings show that teacher-related factors (teaching methods, questioning techniques, topic selection, language use, feedback, and teaching style), student-related factors (motivation, personality, confidence, and conformity), and classroom environmental factors (platform and atmosphere) all influence classroom silence.
In response, the study proposes strategies in three areas: 1) enhancing teaching practices through improved methods, feedback, and interactivity; 2) supporting students by boosting motivation, confidence, and foundational skills; and 3) improving the online environment with better platforms, smaller class sizes, and stable connectivity. These strategies aim to reduce classroom anxiety and promote active student participation in online Chinese learning.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Chinese Journal of Social Science and Management Editorial Division
The Office of Research and Development, Panyapiwat Institute of Management
85/1 Moo 2, Chaengwattana Rd., Bang Talat, Pakkred, Nonthaburi 11120, Thailand
Tel. 02 855 01048 E-mail: cjssm@pim.ac.th
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