Both learners perceived they were expected to talk more in American university English classes than in Japanese university classes¶
Claim · All claims
Evidence · 1 study · qualitativer2·q1
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Both participants stated a similar belief that they were expected to talk more in their American university language classes than in their Japanese university language classes. → Andrew Leichsenring 2010
Evidence¶
Andrew Leichsenring 2010¶
Andrew Leichsenring. (2010). The experiences of anxiety of Japanese EFL learners: A case study. https://eric.ed.gov/?id=ED537603
q1 · i? · qualitative · r2
In the results for the second research aim comparing domestic (Japan) and international (USA) tertiary settings, both participants reported feeling a freedom to express themselves in American classes with students from different countries. Student B initially felt unsure when to talk but changed once she was clear about the teacher's classroom expectations.
"Both, Students' A and B stated a similar belief that they were expected to talk more in their American university language classes than in their Japanese university language classes."
Discussion¶
Related Claims¶
- American Indian and Alaska Native students often do not willingly participate in the question-answer activity that constitutes most classroom discussions, because direct questioning in front of peers contradicts community norms — the general claim this finding bears on, with the studies behind it
- Anxiety in foreign language classroom learning experiences is linked with oral performance among Japanese EFL learners — related
- Japanese schools teach English literacy before oral-aural competency, inverting the natural sequence — related
- WTC decreases as class size increases on both talk-time and turns of talk — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
us-classes-expected-more-talk-than-japanese |
title |
Both learners perceived they were expected to talk more in American university English classes than in Japanese university classes |
description |
Both learners perceived they were expected to talk more in American university English classes than in Japanese university classes |
status |
review |
evidence_strength |
weak |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — andrew-leichsenring-2010 |
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