East Asian ESL students in the United States are frequently perceived as reticent, timid, and unsociable in class activities and discussions. The article reports a literature review investigating the possible causes of the actual condition of East Asian students’ participative performance and finds out feasible accommodations to provide to them. Cultural background, foreign language anxiety, classroom norms, and gender/age are discussed as factors influencing students’ willingness to speak in class. Accommodations regarding the issue include the use of written communication and online learning tools. Gaps and implications for future research are formulated in the end.
KeywordsEast Asian StudentsReticent and PassiveClass ParticipationAccommodationsCultural FactorsForeign Language Anxiety
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