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McKay, S. L., & Wong, S. L. C. (1996). Multiple Discourses, Multiple Identities: Investment and Agency in Second-Language Learning among Chinese Adolescent Immigrant Students. Harvard Educational Review, 66, 577-606.
https://doi.org/10.17763/haer.66.3.n47r06u264944865

has been cited by the following article:

• TITLE: Why Are They So Quiet? Exploring Reticent and Passive East Asian ESL Students in the U.S. Classrooms

  AUTHORS: Yuwei Wan

  KEYWORDS: East Asian Students, Reticent and Passive, Class Participation, Accommodations, Cultural Factors, Foreign Language Anxiety

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.11 No.6, December 21, 2021

  ABSTRACT: 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.