AL-Jahdhami, S. (2018). Revisiting the perception of silence in linguistics. Journal of Advances in Linguistics, 9, pp. 1471–1477. doi: 10.24297/jal.v9i0.7899
Arifin, W. L. (2017). Psychological problems and challenge in EFL speaking classroom. Register Journal, 10(1), pp. 29-47. doi: 10.18326/rgt.v10i1.29-47
Amur, A., Bukhari, S. U. P., & Lashari, A. A. (2023). Learning factors causing silence in English language (L2) classrooms at the graduate level. Global Language Review, VIII, pp. 226-235. doi: 10.31703/glr.2023(VIII-II).20	
Azizah, A., & Supriyadi, S. (2022). Reasons behind Students' Silence to Teacher's Directive Utterances: A Case Study on A Lower Secondary School in Yogyakarta. NOBEL: Journal of Literature and Language Teaching, 13(2), pp. 254-270. doi: 10.15642/NOBEL.2022.13.2. 254-270
Bahar, Purwati, O., & Setiawan, S. (2022). Exploring teacher power use and student silence in an EFL classroom: Evidence from Indonesia. Pegem Journal of Education and Instruction, 12(2), pp. 157-165. doi: 10.47750/pegegog.12.02.16
Bacova, D., & Turner, A. (2023). Teacher vulnerability in teacher identity in times of unexpected social change. Research in Post-Compulsory Education, 28(3), pp. 349-372. doi: 10.1080/13596748.2023.2221115
Bao, D., & Nguyen, T. M. (2020). How silence facilitates verbal participation. English Language Teaching Educational Journal, 3(3), pp. 188-197. doi:10.12928/eltej.v3i3.3004
Bao, D. (2014). Understanding silence and reticence: Ways of participating in second language acquisition. London: Bloomsbury. 
Bernales, C. (2016). Conflicting pathways to participation in the FL Classroom: L2 speech production vs. L2 thought processes. Foreign Language Annals, 42(2), pp. 367-383. doi:10.1111/flan.12200.
Block, D. (2007). Second language identities. London: Continuum.
Borova, T., Chekhratova, O., Marchuk, A., Pohorielova, T., & Zakharova, A. (2021). Fostering students’ responsibility and learner autonomy by using google educational tools. Revista Romaneasca Pentrue Educatie Multidimensionala, 13(3), pp. 73-94. doi: 10.18662/rrem/13.3/441
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), pp. 77-101.
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), pp. 652-661. doi: 10.1177/1744987120927206
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. London: Routledge.
Fadilah, E., Widiati, U., & Latief, M. A. (2019). Reading Dynamic Patterns of Silence as a Communication Strategy and Impediment in the EFL Classroom Interaction. International Journal of Instruction, 12(4), pp. 183-200. doi: 10.29333/iji.2019.12412a
Fasse, B. B. & Kolodner, J. L. (2000). Evaluating classroom practices using qualitative methods: Defining and refining the process. In proceedings International Conference of Learning Sciences 2000 (ICLS), in press.
Gee, J. (2007). Social linguistics and literacies: Ideology in discourses (3rd edn.). London: Routledge.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, pp. 99-125. doi:10.2307/1167322
Glynn, L. G., MacFarlane, A., Kelly, M., Cantillon, P., & Murphy, A. W. (2006). Helping each other to learn–a process evaluation of peer assisted learning. BMC medical education, 6, pp. 1-9. doi: 10.1186/1472-6920-6-18
Hatam, S., & Sa, T. (2017). Foreign language learning and identity reconstruction: Learners’understanding of the intersections of the self, the other and power. Center for Educational Policy Studies Journal, 7(4), pp. 13-36. doi: 10.26529/cepsj.362
Hartini, S., Mulyana, A. R., Abidah, J., & Sabri, F. (2023). Seven insecure academic conditions for students as a basis for implementing teacher professional learning. Journal of Professional Teacher Education, 1(2), pp. 84-90. doi: 10.12928/jprotect.v1i2.654
Hemming, L., Pratt, D., Bhatti, P., Shaw, J., & Haddock, G. (2021). Involving an individual with livedâ€experience in a coâ€analysis of qualitative data. Health Expectations, 24(3), pp. 766-775. doi: 10.1111/hex.13188
Henry, A. (2016). Conceptualizing teacher identity as a complex dynamic system: The dynamics of transformations during a practicum. Journal of Teacher Education, pp. 1-15. doi: 10.1177/0022487116655382
Jain, Y., & Sidhu, G. K. (2013). Relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language. Procedia-Social and Behavioral Sciences, 90, pp. 114-123. doi: 10.1016/j.sbspro.2013.07.072
Jin, J. (2017). Students’ silence and identity in small group interactions. Educational Studies, 43(3), pp. 328-342. doi:10.1080/03055698.2016.1277135
Jones, S. (2011). Speech is silver, silence is golden: The cultural importance of silence in Japan. The ANU Undergraduate Research Journal,  3, pp. 17-27.
Jones, S. R., & McEwen, M. K. (2000). A conceptual model of multiple dimensions of identity. Journal of college student development, 41(4), pp. 405-414. 
Juma, O., Husiyin, M., Akhat, A., & Habibulla, I. (2022). Students’ classroom silence and hopelessness: The impact of teachers’ immediacy on mainstream education. Frontiers in Psychology, 12, 819821. doi: 10.3389/fpsyg.2021.819821
Kakilla, C. (2021). Strengths and weaknesses of semi-structured interviews in qualitative research: A critical essay. doi: 10.20944/preprints202106.0491.v1
Kandilla, D. P., Dewi, N. S. N., & Pujasari, R. S. (2021). Teacher’s perception of students’ silence in EFL classroom: A case study. Teaching & Learning English in Multicultural Contexts (TLEMC), 5(1), pp. 20-34. doi: 10.37058/tlemc.v5i1.2788
King, J. (2016). Classroom silence and the dynamic interplay between context and the language learner: A stimulated recall study. In The dynamic interplay between context and the language learner (pp. 127-150). London: Palgrave Macmillan UK.
King, J. (2013). Silence in the second language classrooms of Japanese universities. Applied Linguistics, 34(3), pp. 325-343. doi:10.1093/applin/ams043
Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an international language: The case for an epistemic break. In L. Asalgoff, S., G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 9–27). London: Routledge.
Lamb, T. E. (2011). Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices. Canadian Journal of Applied Linguistics, 14(2), pp. 68-85.
Medina, J. M. (2017). Shaping your identity as a speaker of English: the struggles of a beginner language learner. Colombian Applied Linguistics Journal, 19(2), pp. 250-262. doi:10.14483/calj.v20n1.10238
Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing an English Language Textbook Evaluation Checklist. Contemporary issues in education research, 4(6), 21-28.
Norton, B. (2014). Identity and poststructuralist theory in SLA. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 59-74). Bristol: Multilingual Matters.
Norton, B. (2010). Language and identity. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 349–369). Bristol: Multilingual Matters.
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), pp. 409-429. doi: 10.2307/3587831
Nurjamin, A., Nurjamin, L. R., Fajriah, Y. N., & Sari, D. B. (2023). Turn-Taking and Preferring Silence in Synchronous EFL Online Classroom Interaction. International Journal of Society, Culture & Language, 11(2), pp. 75-84. doi: 10.22034/ijscl.2023.1972605.2839  
Nurrohmah, Z. Q. A., & Waloyo, A. A. (2021). The correlation between silence phenomenon and EFL student online class. English Learning Innovation, 2(2), pp. 62-74. doi: 10.22219/englie.v2i2.17736
Panofsky, C.P., Bogad, L. (2011). Hearing Students’ Silence: Issues of Identity, Performance, and Recognition in College Classrooms. In: Dallalfar, A., Kingston-Mann, E., Sieber, T. (eds) Transforming Classroom Culture. Palgrave Macmillan, New York. doi: 10.1057/9780230370319_11
Pastor, M. D. G. (2018). Learner identity in EFL: An analysis of digital texts of identity in higher education. Digital Education Review, (33), pp. 55-76.
Peng, F., Kang, L., Shi, J., & Liu, M. (2023). Cultural Distance, Classroom Silence and Culturally Responsive and Inclusive Education: Evidences from Migrant College Students in Shanghai. Behavioral Sciences, 13(3), 193. doi: 10.3390/bs13030193
Perkasa, A. B., Savitri, D., & Yogyantoro, Y. (2022). Anxiety-related silence in speaking among Indonesian EFL junior high school students. Ahmad Dahlan Journal of English Studies, 9(2), doi: 10.26555/adjes.v9i2.145
Phillippi, J., & Lauderdale, J. (2017). A guide to field notes for qualitative research: context and conversation. 28 (3), pp. 381–388. doi: 10.1177/1049732317697102
Pratama, A., Purwanti, S. E., & Yeni, M. (2021). The Factors of students’ silence in the English speaking classroom performance at eleventh grade of SMKN 1 Tembilahan. J-Shelves of Indragiri (JSI), 2(2), pp. 55-67.
Santosa, B., & Mardiana, R. (2018). English learners’ perspective on culture and silence in an EFL University classroom. International Journal of English Language Teaching, 6(8), pp. 18-24.
Saylag, R. (2014). An exploration on the silence in the classroom within a diagnostic perspective: Whose silence is this?. Procedia-Social and Behavioral Sciences, 114, pp. 527-532. doi: 10.1016/j.sbspro.2013.12.741
Scanlon, L., Rowling, L., & Weber, Z. (2007). ‘You don't have like an identity… you are just lost in a crowd’: Forming a Student Identity in the First-year Transition to University. Journal of youth studies, 10(2), pp. 223-241. doi: 10.1080/13676260600983684
Smith, L., & King, J. (2018). Silence in the foreign language classroom: The emotional challenges for L2 teachers. In Martinez Agudo, J. D. (Ed.), Emotions in second language teaching (pp. 323–340). Springer.
Tang, X., Wang, Y., & Wong, D. (2020). Learning to be silent: Examining Chinese elementary students’ stories about why they do not speak in class. Language, Culture and Curriculum. doi: 10.1080/07908318.2020.1715999
Tarhan, H., & Balban, S. (2014). Motivation, learner identity and language learning. International journal on new trends in education and their implications, 5(1), pp.183-197.
Taylor, L. A. (2022). Silence as political and pedagogical: Reading classroom silence through neoliberal and humanizing lenses. Linguistics and Education, 68, 100863. doi.org/10.1016/j.linged.2020.100863
Teng, M. F. (2019). Learner identity and learners’ investment in EFL learning: A multiple case study. Iranian Journal of Language Teaching Research, 7(1), pp. 43-60. doi: 10.30466/ijltr.2019.120632
Ünaldı, İ., Tekin, S., & Kaçmaz, E. (2024). Early Teacher Identity and Personality: Exploring the Links through a Mixed Method Approach. International Journal of Psychology and Educational Studies, 11(1), pp. 1-12. doi:10.52380/ijpes.2024.11.1.1257 
Wan, Y. (2021). Why are they so quiet? Exploring reticent and passive east Asian ESL Students in the US classrooms. Open Journal of Modern Linguistics, 11(16), pp. 942-954. doi:10.4236/ojml.2021.116073
Wang, S., Moskal, M., & Schweisfurth, M. (2022). The social practice of silence in intercultural classrooms at a UK university. Compare: A Journal of Comparative and International Education, 52(4), pp. 600-617. doi: 10.1080/03057925.2020.1798215
Williams, B., & Reddy, P. (2016). Does peer-assisted learning improve academic performance? A scoping review. Nurse education today, 42, pp. 23-29. doi: 10.1016/j.nedt.2016.03.024
Wirza, Y. (2018). A narrative case study of Indonesian EFL learners’ identities. Indonesian Journal of Applied Linguistics, 8(2), pp. 473-481. doi: 10.17509/ijal.v8i2.13313
Zafarina, N. F. (2022). Silent learners’ voices: Exploring the silence behavior in Indonesian EFL Classroom. Journal of English Language Teaching and Linguistics, 7(2), pp. 349-363. doi: 10.21462/jeltl.v7i2.846
Zembylas, M., & Michaelides, P. (2004). The sound of silence in pedagogy. Educational Theory, 54(2), pp. 193-210. doi: 10.1111/j.0013-2004.2004.00005.x