FACTORS AFFECTING CHINESE GRAUDATE STUDENTS ORAL PARTICIPATION
References
Akkuzu, N. (2014). The Role of Different Types of Feedback in the Reciprocal Interaction of
Teaching Performance and Self-Efficacy Belief. Australian Journal of Teacher
Education, 39(3), n3.
Crick, D. R., & Goldspink, C. (2014). Learner dispositions, self-theories and student
engagement. British Journal of Educational Studies, 62(1), 19-35.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods
approaches. Sage publications.
Clancy, P. M. (1986). 11. The acquisition of communicative style in Japanese.Language
socialization across cultures, (3), 213.
Cheng, X. (2000). Asian students' reticence revisited. System, 28(3), 435-446.
Dweck, C. (2006). Mindset: The new psychology of success. Random House.
Errey, L. (1994). Cultural diversity: Or whos who in the university. Diversity challenge: How to
support the learning of an increasingly diverse student body, 6-12.
Emir, S. (2013). Contributions of teachers thinking styles to critical thinking dispositions
(Istanbul-Fatih Sample). Educational Sciences: Theory and Practice, 13(1), 325-347.
Frankel, R., Swanson, S. R., & Sagan, M. (2006). The role of individualism/collectivism in
critical classroom encounters: A four country study. Journal of Teaching in International
Business, 17(1-2), 33-59.
Felix, U., & Lawson, M. (1994). Evaluation of an integrated bridging course on academic
writing for overseas postgraduate students. Higher Education Research and
Development, 13(1), 59-69.
Fan, W., & Ye, S. (2007). Teaching styles among Shanghai teachers in primary and secondary
FACTORS AFFECTING CHINESE GRAUDATE STUDENTS ORAL PARTICIPATION
schools. Educational Psychology, 27(2), 255-272.
Gardner, M., Roth, J., & Brooks-Gunn, J. (2008). Adolescents' participation in organized
activities and developmental success 2 and 8 years after high school: do sponsorship,
duration, and intensity matter?. Developmental psychology,44(3), 814.
Gass, S. M. (2013). Second language acquisition: An introductory course. Routledge.
Hancock, D. R., & Algozzine, B. (2006). Doing case study research: A practical guide for
beginning researchers. Teachers College Press.
Hofstede, G. (1984). The cultural relativity of the quality of life concept.Academy of
Management review, 9(3), 389-398.
Hawkins, M. R. (2004). Researching English language and literacy development in
schools. Educational Researcher, 33(3), 14-25.
Institute of International Education. (2013). Open doors 2013: International students in the
United States and study abroad by American students are at all-time high (Data file).
Retrieved from http://www.iie.org/Who-We-Are/News-and-Events/Press-Center/Press
releases/2013/2013-11-11-Open-Doors-Data
Institute of International Education. (2014). Open doors 2014: A quick look at international
students in the U.S (Data file). Retrieved from http://www.iie.org/Research-and
Publications/Open-Doors/Data/International-Students/Infographic
Inoue, N. (2012). Mirrors of the Mind: Introduction to Mindful Ways of Thinking Education.
Educational Psychology: Critical Pedagogical Perspectives. Volume 19. Peter Lang New
York. 29 Broadway 18th Floor, New York, NY 10006.
Jaffe, E. (2007). Mirror neurons: How we reflect on behavior. Science Daily.
Jones, J. F. (1999). From Silence to Talk: Cross-Cultural Ideas on Students Participation in
FACTORS AFFECTING CHINESE GRAUDATE STUDENTS ORAL PARTICIPATION
Academic Group Discussion. English for specific Purposes,18(3), 243-259.
Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language,
discourse, and meaning. American Communication Journal, 5(3), 1-10.
Krashen, S. (1982). Principles and practice in second language acquisition (pp. 1982-1982).
Pergamon: Oxford.
Lee, E. L. (2007). Linguistic and cultural factors in East Asian students' oral participation in US
university classrooms. International Education, 36(2), 27.
Lee, G. (2009). Speaking up: Six Korean students oral participation in class discussions in US
graduate seminars. English for Specific Purposes, 28(3), 142-156.
Mahoney, J. L., Larson, R., Eccles, J. S., & Lord, H. (2005). Organised activities as contexts of
development.
Mack, L. (2012). Does every student have a voice? Critical action research on equitable
classroom participation practices. Language teaching research, 16(3), 417-434.
Marlina, R. (2009). I dont talk or I decide not to talk? Is it my culture?International
students experiences of tutorial participation. International Journal of Educational
Research, 48(4), 235-244.
Miller, R. L., & Benz, J. J. (2008). Techniques for encouraging peer collaboration: Online
threaded discussion or fishbowl interaction. Journal of Instructional Psychology, 35(1), 87.
Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A
comprehensive guide. Heinle, Cengage Learning.
Panayiotou, A., Kyriakides, L., Creemers, B. P., McMahon, L., Vanlaar, G., Pfeifer, M., ... &
Bren, M. (2014). Teacher behavior and student outcomes: Results of a European
study. Educational Assessment, Evaluation and Accountability, 26(1), 73-93.
FACTORS AFFECTING CHINESE GRAUDATE STUDENTS ORAL PARTICIPATION
Piaget, J. (1971). Biology and knowledge: An essay on the relations between organic regulations
and cognitive processes.
Patchen, T. (2005). Prioritizing Participation: Five Things that Every Teacher Needs to Know to
Prepare Recent Immigrant Adolescents for Classroom Participation. Multicultural
Education, 12(4), 43.
Ryan, J. (2005). Improving teaching and learning practices for international students. Teaching
international students: Improving learning for all, 92-100.
Ryan, J., & Viete, R. (2009). Respectful interactions: learning with international students in the
English-speaking academy. Teaching in Higher Education,14(3), 303-314.
Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International students, learning
environments and perceptions: A case study using the Delphi technique. Higher education
research and development, 19(1), 89-102.
Schwartz, S. H. (1994). Are there universal aspects in the structure and contents of human
values?. Journal of social issues, 50(4), 19-45.
Vygotsky, L. S. (1962). Thought and language. (E. Hanfmann and G. Vakar, Trans.)
Cambridge. MA: MIT (Original work published 1934).
Vygotsky, L. S. (1987). The collected works of LS Vygotsky: Vol. 1, Problems of general
psychology (RW Rieber & AS Carton, Eds., N. Minick, trans.).
Wen, Wei-Ping, and Richard Clment. "A Chinese conceptualisation of willingness to
communicate in ESL." Language Culture and Curriculum 16.1 (2003): 18-38.
Xue, M. (2013). Effects of group work on English communicative competence of Chinese
international graduates in United States institutions of higher education. The qualitative
report, 18(7), 1-19.
FACTORS AFFECTING CHINESE GRAUDATE STUDENTS ORAL PARTICIPATION
Yin, R. K. (2013). Case study research: Design and methods. Sage publications.
