(Monash University, Australia)*corresponding author
AbstractThis research explores the importance of balancing speech and silence in language classrooms, focusing specifically on Chinese EFL students' low levels of classroom participation. While silence is acknowledged as a key component of the learning process, excessive silence may hinder students' language acquisition by limiting active engagement and meaningful communication. Through a mixed-methods study involving 36 Chinese EFL students at Monash University, using both quantitative surveys and qualitative interviews, this study investigates the primary factors affecting classroom participation. The findings highlight that cultural factors, lack of confidence, and fear of making mistakes are the main reasons for limited participation, while motivations for active involvement include interest, encouragement from teachers, and self-confidence. To improve participation, the study proposes the "Mistake Sharing in language learning," an innovative teaching strategy designed to encourage students to speak more freely by reducing the fear of making mistakes. This research provides practical insights for educators seeking to enhance student engagement and create a more inclusive and positive classroom environment. KeywordsSilence；Speech；Classroom Engagement；Language Learning
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DOIhttps://doi.org/10.31763/jsse.v4i1.112 |
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