Classroom Participation by International Students: The Case of Turkish Graduate Students

Autor/in	Tatar, Sibel
Titel	Classroom Participation by International Students: The Case of Turkish Graduate Students
Quelle	In: Journal of Studies in International Education, 9 (2005) 4, S.337-355 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315305280967
Schlagwörter	Graduate Students; Student Attitudes; Focus Groups; Cultural Background; Student Participation; Foreign Students; Interviews; Cultural Influences; Environmental Influences; Classroom Environment; Peer Relationship; English (Second Language); Cognitive Style; Teacher Role; Turkey + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interviewing; Interviewtechnik; Cultural influence; Kultureinfluss; Environmental influence; Umwelteinfluss; Klassenklima; Unterrichtsklima; Peer-Beziehungen; English as second language; English; Second Language; Englisch als Zweitsprache; Cognitive styles; Kognitiver Stil; Lehrerrolle; Türkei
Abstract	This article explores four Turkish students' perceptions of participation in graduate courses at a U.S. university. Data were collected during one academic semester through in-depth interviews, a focus group interview, classroom observations, and collection of relevant documents. The findings suggest that the participants' classroom participation experiences were influenced by multiple factors, the major ones being educational factors (e.g., cultural background), environmental factors (e.g., discussion topic), and influence of classroom dynamics (e.g., peer dominance in discussion). These factors, moreover, were intricately interrelated in ways that led to different classroom environments that may be described using a continuum from the most anxiety provoking to the most facilitative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10