Factors contributing to efl adult learners’ reticence in speaking classes at saigon american society english center

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY

---------------------------

DO QUOC MINH CHAU

FACTORS CONTRIBUTING TO EFL ADULT
LEARNERS’ RETICENCE IN SPEAKING
CLASSES AT SAIGON AMERICAN SOCIETY
ENGLISH CENTER
Major: English Language
Course code: 60220201

HO CHI MINH CITY, MAY 2021


MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY

---------------------------

FACTORS CONTRIBUTING TO EFL ADULT
LEARNERS’ RETICENCE IN SPEAKING
CLASSES AT SAIGON AMERICAN SOCIETY
ENGLISH CENTER
Submitted to the
Faculty of English Language
in partial fulfillment of the Master’s degree in English Language

Course code: 60220201

By

DO QUOC MINH CHAU
Supervised by

LE THI THUY NHUNG, Ph.D.

HO CHI MINH CITY, MAY 2021


The thesis entitled Factors Contributing to EFL Adult Learners’ Reticence in Speaking
Classes at Saigon American Society English Center was successfully defended and
approved on October 19th, 2021.

at Ho Chi Minh City University of Technology

(HUTECH).
Academic supervisor: Le Thi Thuy Nhung, Ph.D.

Examination Committee
1. Nguyen Thi Kieu Thu, Ph.D.
Chair
2. Le Van Tuyen, Ph.D.

Reader 1

3. Cao Thi Phuong Dung, Ph.D.

Reader 2

4. Pham Huy Cuong, Ph.D.

Member

5. Tran Quoc Thao, Ph.D.

Secretary Member

On behalf of the Examination Committee
Chair


HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUTE
HCMC, … … … …, 2021

MASTER’S THESIS REPORT
Student name: Do Quoc Minh Chau

Sex: Male

Date of birth: 11/07/1996

Place of birth: Ba Ria – Vung Tau

Major: English Language

Student code: 1941900005

I- Thesis title:

Factors Contributing to EFL Adult Learners’ Reticence in Speaking Classes at Saigon
American Society English Center
II- Objectives and contents:
The study was conducted in order to explore the factors that contribute to the EFL adult
learners’ reticence in a private English center in Ho Chi Minh city, Vietnam. Also, the
study also examined the degree to which the learners’ levels of language proficiency
affect their reticence in the classroom.

The results reveal that three factors including Psychological, Cultural, and Linguistic
factor exerted a significant impact on the learners’ reticence, while the Learning
Environment played a minor role. Besides, learners of higher levels of proficiency were
more confident and eager to participate in the classroom activities than those of lower
language proficiency levels.
III- Starting date: October 20
IV- Completing date: May 2021
V- Academic supervisor: Le Thi Thuy Nhung, Ph.D.

ACADEMIC SUPERVISOR
(full name, signature)

FACULTY DEAN
(full name, signature)


i

CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master’s Thesis submitted today entitled:
FACTORS CONTRIBUTING TO EFL ADULT LEARNERS’ RETICENCE
IN SPEAKING CLASSES AT SAIGON AMERICAN SOCIETY

ENGLISH CENTER
In terms of the statement of requirements for Theses in Master’s programs issued by
the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City
University of Technology.

Ho Chi Minh City, May 2021
DO QUOC MINH CHAU


ii

RETENTION AND USE OF THE THESIS

I hereby state that I, DO QUOC MINH CHAU, being a candidate for the degree of
Master of Arts (English Language) accept the requirements of the University relating
to the retention and use of Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the original of my Master’s Thesis deposited
in the Library should be accessible for purposes of study and research, in accordance
with the normal conditions established by the Librarian for the care, loan, and
reproduction for theses.

Ho Chi Minh City, May 2021

Signature:

DO QUOC MINH CHAU


iii

ACKNOWLEDGEMENTS
In order to be able to finish this thesis, I was given a tremendous amount of support
and assistance from many people. The first person I would like to express my
gratitude to is my supervisor, Dr. Le Thi Thuy Nhung. I would never have completed
this thesis without her watchful supervision, perceptive guidance, and relentless
encouragement.
I also wish to thank the staff members, teachers, and learners at Saigon American
Society English Center (Go Vap campus) for their wholehearted assistance and
participation during the data collection for the study. Besides, my special thanks go
to the teachers and staff member at Institute of Post Graduate Studies of HUTECH
University for their tremendous help throughout my study of Master’s program.
Last but not least, I would like to show my deepest appreciation to my family. They
have always been my inspiration and motivation to aim high, take responsibility,
strive to study and work to my potential. Their love, support, encouragement, and
sacrifices for me are beyond imagination.


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ABSTRACT
Nowadays, more and more people are attending English classes at English centers for
various reasons including preparation for examinations, career advancement, and
migration. Particularly, communicative English has attracted a great number of
learners because of its practicality, which allows them more time to practice speaking.
Despite such advantage, research shows that many adult learners experience reticence
in speaking classes. This study investigated the factors that contribute to the EFL
adult learners’ reticence in a private English center in Ho Chi Minh city, Vietnam.
The study also examined the degree to which the learners’ levels of language
proficiency affect their reticence in the classroom. The study used a mixed method
design to collect data including a questionnaire survey on 150 learners and semistructured interview conducted with 15 learners. The results show that three factors

including Psychological, Cultural, and Linguistic factor exerted a significant impact
on the learners’ reticence, while the Learning Environment played a minor role.
Besides, the adult learners’ degree of reticence was dependent on their level of
language proficiency. Learners of higher levels of proficiency were more confident
and eager to participate in the classroom activities than those of lower language
proficiency levels. The findings have significant implications for language teachers,
course designers and educators to reflect on teaching pedagogies so as to stimulate
more interaction and participation from the adult learners. (223 words)

Keywords: Reticence, anxiety, passiveness, EFL adult learners, culture, learning
environment, psychological, linguistic, levels of proficiency (about 10 words)


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TABLE OF CONTENTS

Page

Certificate of originality .............................................................................................. i
Retention and use of the thesis ................................................................................... ii
Acknowledgements ................................................................................................... iii
Abstract ..................................................................................................................... iv
Table of contents ........................................................................................................ v
List of tables ............................................................................................................... x
List of figures ............................................................................................................ xi
List of abbreviations and symbols ............................................................................ xii
CHAPTER 1: INTRODUCTION
1.1 Background of the study ................................................................................ 1
1.2 Statement of the problem ............................................................................... 3

1.3 Aims and objectives of the study ................................................................... 4
1.4 Research questions ......................................................................................... 4
1.5 Scope of the study .......................................................................................... 5
1.6 Significance of the study................................................................................ 6
1.7 Definitions of key terms ................................................................................ 6
1.8 Organization of the thesis .............................................................................. 7
CHAPTER 2: LITERATURE REVIEW
2.1 Introduction .................................................................................................... 9
2.2 Definition of reticence ................................................................................... 9
2.2.1 Reticence in oral communication ......................................................... 9
2.2.2 Reticence in ESL/EFL classrooms ..................................................... 11


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2.2.3 Reticence among Asian ESL/EFL learners ........................................ 12
2.3 Factors contributing to Asian ESL/EFL learners’ reticence in English
classes ................................................................................................................ 13
2.3.1 Cultural factor .................................................................................... 13
2.3.2 Learning environment factor .............................................................. 14
2.3.3 Psychological factor. .......................................................................... 16
2.3.4 Linguistic factor ................................................................................ 17
2.4 The relationship between the learners’ foreign language proficiency and
their reticence ..................................................................................................... 18
2.5 Previous studies ........................................................................................... 19
2.5.1 Studies on reticence in international contexts .................................... 19
2.5.2 Studies on reticence in Vietnamese context ....................................... 20
2.6 Conceptual Framework ............................................................................... 23
2.7 Summary...................................................................................................... 25
CHAPTER 3: METHODOLOGY

3.1 Introduction .................................................................................................. 27
3.2 Research design ........................................................................................... 27
3.3 Research site ................................................................................................ 28
3.4 Sample and sampling procedures ................................................................ 29
3.4.1 Quantitative approach ........................................................................ 29
3.4.2 Qualitative approach .......................................................................... 33
3.5 Research instruments ................................................................................... 35


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3.6 Data collection procedures ........................................................................... 36
3.7 Data analysis procedures ............................................................................. 37
3.7.1 Quantitative data analysis .................................................................. 37
3.7.1.1 Reliability analysis ................................................................. 38
3.7.1.1.1 Reliability analysis of the Cultural factor ................. 38
3.7.1.1.2 Reliability analysis of the Learning environment
factor ........................................................................................ 39
3.7.1.1.3 Reliability analysis of the Psychological factor........ 40
3.7.1.1.4 Reliability analysis of the Linguistic factor .............. 40
3.7.1.2 Descriptive analysis................................................................ 41
3.7.1.2.1 Observed variables analysis ...................................... 41
3.7.1.2.2 Factors comparison ................................................... 41
3.7.1.5 Independent Sample T-Test ................................................... 41
3.7.1.6 Scatter plots ............................................................................ 42
3.7.2 Qualitative data analysis .................................................................... 42
3.8 Validity and reliability ................................................................................. 43
3.8.1 Validity .............................................................................................. 43
3.8.2 Reliability .......................................................................................... 44
3.9 Ethical issues ............................................................................................... 44

3.9.1 Honesty and integrity ........................................................................ 44
3.9.2 Confidentiality ................................................................................... 44


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CHAPTER 4: RESULTS AND DISCUSSIONS
4.1 Introduction ................................................................................................. 45
4.2 Results ......................................................................................................... 45
4.2.1 Factors contributing to the adult learners’ reticence ......................... 45
4.2.1.1 Findings from quantitative data.............................................. 45
4.2.1.1.1 Effects of the Cultural factor on adult learners’
reticence ................................................................................... 45
4.2.1.1.2 Effects of the Learning environment factor on adult
learners’ reticence .................................................................... 46
4.2.1.1.3 Effects of the Psychological factor on adult learners’
reticence ................................................................................... 47
4.2.1.1.4 Effects of the Linguistic factor on adult learners’
reticence ................................................................................... 47
4.2.1.1.5 Factors comparison ................................................... 48
4.2.1.2 Findings from qualitative data................................................ 49
4.2.1.2.1 Cultural factor .......................................................... 49
4.2.1.2.2 Learning environment factor .................................... 51
4.2.1.2.3 Psychological factor ................................................. 52
4.2.1.2.4 Linguistic factor ....................................................... 53
4.2.2 Relationship between the learners’ levels of English proficiency and
their reticence in speaking classes .............................................................. 54
4.2.2.1 Comparison between groups of learners of different English
proficiency levels ............................................................................... 54

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4.2.2.2 Comparison among groups of learners of different English
proficiency levels ............................................................................... 58
4.3 Discussions .................................................................................................. 63
CHAPTER 5: CONCLUSIONS
5.1 Summary of the main findings of the thesis ................................................ 67
5.2 Implications of the research......................................................................... 68
5.3 Limitation of the research ............................................................................ 69
5.4 Recommendations for further research ....................................................... 69
REFERENCES ....................................................................................................... 71
APPENDICES ........................................................................................................ 80
Appendix A: Quantitative data analysis results ..................................................... 80
Appendix B: Research instruments ......................................................................... 87
Appendix C: The questionnaire items from previous studies ................................. 93
Appendix D: Plagiarism check result ..................................................................... 96


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LIST OF TABLES
Page
Table 3.1 Background information of the participants ......................................34
Table 3.2 Reliability test of the Cultural factor .................................................39
Table 3.3 Reliability test of the Learning environment factor ...........................39
Table 3.4 Reliability test of the Psychological factor ........................................40
Table 3.5 Reliability test of the Linguistic factor ..............................................40
Table 4.1 Effects of the Cultural factor on adult learners’ reticence..................45
Table 4.2 Effects of the Learning environment factor on adult learners’

reticence.............................................................................................46
Table 4.3 Effects of the Psychological factor on adult learners’ reticence ........47
Table 4.4 Effects of the Linguistic factor on adult learners’ reticence...............47
Table 4.5 Descriptive statistics of the main factors ...........................................48
Table 4.6 Difference between Beginner and Intermediate learners ...................55
Table 4.7 Difference between Intermediate and Advanced learners..................56
Table 4.8 Difference between Beginner and Advanced learners .......................57


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LIST OF FIGURES
Page
Figure 2.1 Conceptual framework of the factors contributing to the EFL adult
learners’ reticence, and how the learners’ proficiency levels affect
their reticence ..................................................................................24
Figure 3.1 Gender of the participants ................................................................29
Figure 3.2 Age of the participants .....................................................................30
Figure 3.3 Participants’ time of learning English ..............................................31
Figure 3.4 Participants’ time of learning communicative English at SAS .........32
Figure 4.1 Degree of reticence among groups of learners regarding Cultural
factor ...............................................................................................59
Figure 4.2 Degree of reticence among groups of learners regarding Learning
environment factor ..........................................................................60
Figure 4.3 Degree of reticence among groups of learners regarding Psychological
factor ...............................................................................................61
Figure 4.4 Degree of reticence among groups of learners regarding Linguistic
factor ..............................................................................................62

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LIST OF ABBREVIATIONS AND SYMBOLS

CELTA

Certificate in Teaching English to Speakers of Other Languages

CLT

Communicative Language Teaching

EFL

English as a foreign language

ESL

English as a Second Language

FL

Foreign Language

IELTS

International English Language Test

TESOL

Teaching English to Speakers of Other Languages

TOEIC

Test of English for International Communication


CHAPTER 1
INTRODUCTION

1.1 Background of the study
English has been considered the most effective language for broad
communication (Baugh & Cable, 2002). In fact, English has been spoken not only in
native countries such as England, the USA, or Australia; but non-native countries and
territories such as Singapore, Malaysia, Hong Kong have also adopted English as a
second language. Nowadays, it is estimated that over a billion people speak English
all over the world. The significance of the English language is particularly highlighted
in modern societies, where it plays a bridging tool to global communication,
connecting people around the world (Nishanthi, 2018).
In the current socio-economic context in Vietnam, the importance of being
able to communicate in English is indisputable. More and more international
companies and organizations are choosing Vietnam as a reliable country for
cooperation, trading, and investment (Hoang Van Tan, 2010). Furthermore, as
English has already been recognized as a lingua franca (Jenkins, 2007), those who
can speak English in addition to their mother tongue are likely to gain significant
advantages over monolinguals. Firstly, they have more job opportunities, career
advancement and mobility (Eddy, 1991). Secondly, people who can speak English
fluently may be able to make more international friends, learn new cultures, and
therefore enrich their life experience. Also, they can expand their knowledge in many
fields (Genesee & Cloud, 1998). Thirdly, bilinguals are considered to be more

conscientious and industrious. One’s analytical and interpretive capabilities can be
tremendously developed via the study of a second language (Bruck, 2007). Last but
not least, learning foreign languages makes people mentally healthier. It is
scientifically proven that studying foreign languages enhances human’s cognitive
function, and therefore improves memory and lowers the risk of Alzheimer disease
(Chertkow, Whitehead, Phillips, Wolfson, Atherton, & Bergman, 2010).
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Being fully aware of such benefits, the number of English learners in Vietnam
has been drastically increasing in the recent few decades (London, 2011). Not only
students but people of many social statuses and occupations are signing up for
communicative English classes at private English centers. By the same token,
Communicative Language Teaching (CLT) approach has been gradually appreciated
and applied as it offers real-life learning contexts within the classroom (Richards,
2006). The application of pragmatic activities is of great assistance to help learners
realize practical values of the lessons and might therefore stimulate their classroom
participation level (Rhalmi, 2009). CLT approach also increases the learners’ role,
giving them more freedom and time to practice (Burns, 1998). Compared to
traditional teaching methods, which highly regard the teacher’s role and promote
accuracy (grammar, writing, word use, etc.), the newly adopted approach shows
greater advantages in terms of practicality, promotion of the learners’ confidence and
enthusiasm.
People go to private English centers for a variety of purposes. Many of EFL
learners wish to enhance their communication skills. Besides, high school and college
students want to perform better at school and improve their grades. Working people
hope to gain more confidence in communicating in English with foreign partners and
be able to advance their career. Individuals who are intending to settle in a foreign
country would like to have a good preparation for the language they are going to use
regularly. Other learners simply perceive studying English at private centers as a

healthy pastime, or regard this as an environment to make more friends.
In order to better understand such type of learners, the present study was
conducted in a private English center in Ho Chi Minh city, where communication
skills such as listening, speaking, and pronunciation skills were mainly focused in
learning activities. The researcher investigated ten speaking classes with EFL adult
learners in general as participants.

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1.2 Statement of the problem
Learners at English centers have different motivations and attitudes towards
studying English compared to college students, whose main goal is to achieve good
grades in examinations. From the researcher’s observation, learners in English
centers come from different age groups (they can be as young as high school students,
and as old as retired people), educational background (for instance, some learners
might have been studying English continuously since childhood, whereas some might
have never studied English before), level of exposure to English in different working
environments, self-study time, so on and so forth. However, similar to learners at
schools, colleges, and universities, the learners at English centers are susceptible to
passiveness and anxiety during learning activities in the classroom, especially those
involve speaking. Their common reaction to the teacher’s questions is silence.
Besides, many of the learners will not share their ideas unless they are called upon
and asked for their opinion individually. An ESL/EFL classroom may become
uncomfortable, and the learning session may consequently be unproductive when
quietness emerges repeatedly, or only limited interaction between the learners and
the instructor is recognized (Fritschner, 2000). In spite of the teacher’s constant
encouragement and provision with necessary skills, resources, and assistance,
learners’ passiveness, anxiety, and hesitation in participation are to be anticipated. In
the context of foreign language acquisition, academia typically refers to such

phenomenon as ‘reticence’ (Braddock et al., 1995; Cortazzi & Jin, 1996; Tsui, 1996;
Jackson, 2002).
From the researcher’s own experience, EFL adult learners encounter various
difficulties in English speaking classes. For instance, many adult learners have not
been exposed to the English language for a certain amount of time, which causes them
anxiety when orally practicing the target foreign language. Additionally, because of
the obsolete language learning methods they have adopted throughout in high school,
which predominantly focus on receptive skills, real-life speaking tasks in
communicative classrooms are likely to be unfamiliar and complicated to the learners

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(Tran Thi Tuyet, 2013). Other obstacles include the lack of vocabulary for designated
topics, incorrect pronunciation, unwillingness to speak English when called upon, the
shortage of time to preview or review the lessons as many of the adult learners have
to work full-time (Soo & Goh, 2013). Those aspects might be hypothesized as causes
for EFL adult learners’ reticence before further research was implemented.
While researchers have conducted a great number of studies on reticence
among learners in high schools, colleges, and universities, a scarcity of research on
the similar issue with adult learners in general at private English centers is recognized.
Motivated to expand understanding of this gap, the researcher was determined to
conduct a study on EFL adult learners’ reticence at a private English center, where
the researcher is working as a teacher of communicative English.

1.3 Aims and objectives of the study
The aim of the study was to gain a better understanding of EFL adult learners’
reticence in speaking classes at private English centers. In order for this aim to be
achieved, the following objectives were set:
-

To investigate the factors that contribute to EFL adult learners’ reticence in
English speaking classes.

-

To explore the relationship between EFL adult learners’ levels of English
proficiency and their reticence in English speaking classes.

1.4 Research questions
1. What factors contribute to EFL adult learners’ reticence in English speaking
classes?
2. How do EFL adult learners’ levels of English proficiency affect their reticence
in English speaking classes?

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1.5 Scope of the study
The conduct of the study took place at Saigon American Society English
Center (SAS). SAS has had a reputation for cutting-edge teaching programs that
mainly focus on communicative English. Thanks to the multi-form classrooms,
authentic teaching materials, and flexible learning schedules, SAS has attracted a
great number of EFL learners all over Vietnam. In order to investigate the factors
accounting for EFL adult learners’ reticence and passiveness, ten communicative
English classes (with the total learners of 150) from three different levels, including
Beginner, Intermediate, and Advanced, were invited to participate in a survey.
Besides, in addition to the data collected from the survey, fifteen EFL adult learners
at three above mentioned levels studying communicative English at SAS agreed to
be interviewed to share their perceptions on subjects regarding communicative

English.
The research was set to be conducted at a private English Center instead of a
conventional academic institute (high school, college, or university) because of the
fact that not many studies on EFL learners’ reticence at private language centers in
Vietnam had been recognized. By the same token, from the researcher’s observation,
the participants chosen in most previous studies were predominantly high school or
college students. Hence, this study was determined to survey adult learners in general
so that the readers might have a different view on reticence in learning
communicative English, and formulate comparisons between the two types of
learners.
The study focused on four main factors that contributed to the adult learners’
reticence in speaking classes. The four factors were Cultural factor, Learning
environment factor, Psychological factor, and Linguistic factor. In terms of research
methodology, due to the unexpected outbreak of Coronavirus (Covid-19), two main
changes were made. Firstly, because of the restriction of physical interaction, a part
of the data collection procedures was conducted online. Specifically, a certain number
of the participants completed the questionnaire via a Google form link provided by

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the researcher. Secondly, the researcher decided not to conduct the classroom
observation due to the significant reduction in working hours and gathering at SAS
English Center.

1.6 Significance of the study
By conducting this study, the researcher aspired to be able to shed light on the
factors causing reticence to EFL adult learners in English speaking classes at private
English centers. The results of this study may be beneficial to those who are working
as teachers of communicative English, syllabus designers for communicative English

programs, English center managers, and for ESL/EFL learners in Asian contexts. The
opportune realization of the learners’ problems may help teachers modify their
teaching methods and activities in a more flexible way, help syllabus designers plan
teaching programs with more appropriate topics, tasks, and examinations. Last but
not least, based on the results of the study, the researcher proposed some
recommendations for further research on the same domain.

1.7. Definitions of key terms
Reticence: In the present study, reticence refers to EFL learners’ sense of
passiveness, anxiety, shyness; or their tendency to withdraw from classroom
activities.
EFL: EFL stands for English as a Foreign Language, meaning the learning and using
English as an additional language in a non-native English-speaking country.
ESL: ESL stands for English as a Second Language, which is the learning and using
English in a country where English is recognized as an official language.
Communicative English: Communicative English refers to an aspect of the English
language that focuses on interaction (mainly including talking and responding).
EFL adult learners: In the present study, EFL adult learners represent mature
English learners, predominantly aging from 18 to 50. Some relatively younger or
older learners may also be included.

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1.8. Organization of the thesis
The thesis includes five chapters.
Chapter 1 gave an overview of the study background, which is the increasing
demands for studying English in Vietnam. Next, the chapter emphasized the behavior
of reticence of EFL adult learners in English speaking classes, which was the research
focus of the thesis. The chapter then explained how the study was narrowed and the

benefits it might offer. Finally, the chapter explained the key terms that were
frequently mentioned in the study.
Chapter 2 presented literature review, in which theories about reticence in general
communication and reticence in ESL/EFL learning contexts in Asia were reviewed.
The chapter then narrowed its focus to Asian ESL/EFL learners to support the
researcher’s arguments for the present study. Following that, the factors that
accounted for reticence and the impacts of reticence on East Asian learners were
discussed. Also, the chapter reviewed a number of previous studies which had been
conducted in Vietnam and other Asian countries on the present research issue.
Chapter 3 explained the methodology of the study. Specifically, the chapter described
the research site, characteristics of the participants, how the data was collected and
analyzed. Moreover, the chapter explained how the validity and reliability of the
study had been assessed and verified before the data collection was implemented. The
chapter concluded with the researcher’s guarantee of authenticity, integrity, and
confidentiality during the implementation of the study.
Chapter 4 presented the results retrieved after the data (both quantitative and
qualitative data) was analyzed. Next, the chapter presented the discussions and
comparisons with the literature or previous studies, formulated by the researcher
based on the present study’s findings.
Chapter 5 presented the conclusions of the study. First, the chapter started with a
summary of the major findings of the study. Following that, the chapter presented the
pedagogical implications, which were formulated by the researcher based on the
results of the study. Next, the chapter mentioned limitation of the study, which

7


included the aspects revolving around the issue that the present study was unable to
shed light on. Finally, the chapter concluded with recommendations, in which the
researcher suggested a number of new directions related to the current issue for

further research.

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CHAPTER 2
LITERATURE REVIEW

2.1 Introduction
Reticence is a phenomenon that usually manifests when an individual appears
unwilling to speak in a typical conversation (Jackson, 2002). Because of the distinct
characteristics and significant impacts that it may generate, reticence has been
attracting the attention of many researchers in the last few decades, in terms of both
general communication and ESL/EFL contexts (Liu & Jackson, 2009). To shed light
on the issue, this chapter will start with the enumeration of several definitions of
reticence in general communication and in ESL/EFL learning contexts. Next, the
chapter will narrow its scope to reticence and passiveness in Asian ESL/EFL learners,
who are the target audience of the present study. Specifically, how reticence affects
differently to East Asian learners compared to learners from other ethnic groups, and
the possible reasons that lead to such apprehensive behavior will be discussed.
Furthermore, the chapter will review previous studies, including studies conducted in
Vietnam and other countries, from which this study will be compared and contrasted
in order to explore the similarities and differences.

2.2 Definition of reticence
2.2.1 Reticence in oral communication
One of first authors to conduct research on reticence was Gerald M. Phillips.
In 1965, Phillips published an article concerning communicative problems that a
number of people encountered in various contexts. He defined reticence as the
inclination to avoid social interaction or the unwillingness to communicate. His

research set a foundation for further studies aspiring to investigate reticence in
communication. Overtime, his concept was revised and supplemented. Originally,
Phillips’ research perceived reticence as a disorder involving personality and anxiety.
However, behavioral dimension was focused instead in his later research. According

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