Asian Students' Reticence Revisited.

By Xiaotang Cheng. 2000

365 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c02051a46b61767954870bfdebaaa1bb4c9be04d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. G. Low
2. Li-hua Xiao
3. Jing Tian
4. N. Morita
5. Wen-hsien Yang
6. Patricia A. Duff
7. Q. Zhong

In Literature and Literary Theory

1. G. Low
2. Li-hua Xiao
3. Jing Tian
4. N. Morita
5. Wen-hsien Yang
6. Patricia A. Duff
7. Q. Zhong

Citations in the corpus

• Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-Cultural Perspective (2006, background): “However, some EFL/ESL researchers hold different views (Cheng, 2000; Littlewood, 2001; Xiao, 2005).”
• Negotiating Participation and Identity in Second Language Academic Communities. (2004, background): “…Asians in general, and Asian women in particular, tend to be quiet, passive, timid, or indirect, did not always apply to the focal women (see also Cheng, 2000; Takano, 2000); as the case study examples have shown, they were often very creative, proactive, and critical about dealing with the…”
• Higher Education Students' Attitudes Towards Experiential Learning in International Business (2011, neutral): “…research has been conducted on how Asian students’ style of learning differs from their Western counterparts (Bodycott & Walker, 2000; Calloway-Thomas et al., 1999; Cheng, 2000; Holmes, 2004; Jones, 1999; Mooney, 2006; Tani, 2005; Wallach & Metcalf, 1995; Klose, 2007) in (Roberts & Tuleja, 2008).”
• Critical thinking and Chinese university students: a review of the evidence (2011, background): “…zi; di zi bu bi bu ru shi (‘the teacher does not always have to be more knowledgeable than the pupil; and the pupil is not necessarily always less learned than the teacher’), or san ren xing, bi you wo shi (‘among any three persons, there must be one who can be my teacher’) (Cheng, 2000, p. 440).”
• Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme (2015, background): “Furthermore, Asian EFL learners’ tendency to keep silent in the language classroom may also be a contributing factor, particularly if teachers are native-English speakers (Cheng 2000; Harumi 2011).”