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Behind the Silence of the Professional Classroom in Universities: Formation of Cognition-Practice Separation among University Students—A Grounded Theory Study in China

Author

Listed:
  • Fenghua Xu

    (School of Education, Central China Normal University, Wuhan 430079, China
    These authors contributed equally to this work.)

  • Yanru Yang

    (School of Education, Central China Normal University, Wuhan 430079, China
    These authors contributed equally to this work.)

  • Junyuan Chen

    (School of Education, Central China Normal University, Wuhan 430079, China)

  • A-Xing Zhu

    (Jiangsu Center for Collaborative Innovation in Geographical Information Resource Development and Application, School of Geography, Nanjing Normal University, Nanjing 210023, China
    Key Laboratory of Virtual Geographic Environment, Ministry of Education, Nanjing Normal University, Nanjing 210023, China
    Department of Geography, University of Wisconsin-Madison, Madison, WI 53706, USA)

Abstract

Classroom silence is a negative form of classroom performance that is particularly prominent in the Chinese learner population. Existing research has mainly explored the silence phenomenon among Chinese university students in two types of learning contexts: overseas university classrooms and foreign language classrooms at local universities, without focusing on the Chinese undergraduates’ reticence in courses mediated by native language at domestic universities. However, the last type is the most common habitat for Chinese university students’ learning in higher education. Therefore, a sample of Chinese undergraduates majoring in education (n = 394) was recruited to determine the mechanisms of silence formation in professional classrooms. This study was based on grounded theory and in-depth interviews, and the recorded material was processed using NVivo 12. After a series of steps including open coding, axial coding, selective coding, and theoretical saturation testing, the core feature of the phenomenon of silence in professional classrooms of Chinese university students majoring in education was found to be the separation of students’ cognition and speaking practice. Then, a theoretical model of the formation and development of the phenomenon of classroom silence in professional classrooms of these undergraduates was constructed. The study showed that these university students had professional perceptions of classroom silence and displayed strong opposition to it, but they continued to maintain silent classroom behavior under the combined influence of individual characteristics, classroom experience, and learning adjustment. Following this, implications for existing research and suggestions for future practice are discussed.

Suggested Citation

  • Fenghua Xu & Yanru Yang & Junyuan Chen & A-Xing Zhu, 2022. "Behind the Silence of the Professional Classroom in Universities: Formation of Cognition-Practice Separation among University Students—A Grounded Theory Study in China," IJERPH, MDPI, vol. 19(21), pages 1-23, November.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:21:p:14286-:d:960256
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    References listed on IDEAS

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    1. Heather Burns & Megan Schneider, 2019. "Insights from Alumni: A Grounded Theory Study of a Graduate Program in Sustainability Leadership," Sustainability, MDPI, vol. 11(19), pages 1-14, September.
    2. Yancong Zhu & Juan Zhang & Zhaoxi Zhang & Gina Clepper & Jingpeng Jia & Wei Liu, 2022. "Designing an Interactive Communication Assistance System for Hearing-Impaired College Students Based on Gesture Recognition and Representation," Future Internet, MDPI, vol. 14(7), pages 1-14, June.
    3. Choirul Amin & Sukamdi Sukamdi & Rijanta Rijanta, 2021. "Exploring Migration Hold Factors in Climate Change Hazard-Prone Area Using Grounded Theory Study: Evidence from Coastal Semarang, Indonesia," Sustainability, MDPI, vol. 13(8), pages 1-18, April.
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