Silence and degrees of appraisal confusion: A barometer for the strength of teacher-student relationships

Shachter, Jonathan; Bao, Dat; Harumi, Seiko

Abstract

This study investigates the long-term emotional impact of student silence on non-Japanese EFL teachers, focusing on one expatriate teacher in Japan (Elliott). Utilizing a model that includes appraisal confusion and recursive feedback loops, the research explores how teachers emotionally process silence in ambiguous relational contexts. Event-based sampling documented real-time emotional responses to silence, revealing patterns in teacher-student interactions. Key findings indicate that (1) prolonged silence triggered hesitation, frustration, and relational insecurity; (2) the lack of verbal and nonverbal cues led to persistent appraisal confusion; (3) unresolved silent incidents, compounded by breaches of trust, culminated in emotional exhaustion. Silence operated as a barometer of teacher-student relational strength where mutual understanding failed, emotional strain intensified. These findings underscore the emotional labor involved in interpreting silence in high-silence EFL contexts such as Japan, where ambiguity often gives rise to perceptions of disagreement, leaving teachers vulnerable to sustained emotional fatigue.

Citation

Shachter, J., Bao, D., & Harumi, S. (2025). Silence and degrees of appraisal confusion: A barometer for the strength of teacher-student relationships. Journal of Silence Studies in Education, 4(2), 128-145. https://doi.org/10.31763/jsse.v4i2.115

• Journal Article Type: Article
• Acceptance Date: Jun 9, 2025
• Publication Date: Jun 1, 2025
• Deposit Date: Aug 11, 2025
• Publicly Available Date: Aug 12, 2025
• Journal: Journal of Silence Studies in Education
• Print ISSN: 2808-1005
• Peer Reviewed: Peer Reviewed
• Volume: 4
• Issue: 2
• Pages: 128-145
• DOI: https://doi.org/10.31763/jsse.v4i2.115
• Keywords: Silence; Emotion; EFL; Teacher; Japan; Appraisal; Teacher-Student; Relationship
• Publisher URL: https://jsse.ascee.org/index.php/jsse/article/view/115