INTRODUCTION
Statement of the problem and the rationale for the study
In the English as a Foreign Language (EFL) classroom, interaction is crucial for enhancing students' linguistic and communicative skills, as it allows them to practice the target language (Yu, 2008) A lack of communication opportunities can hinder language development, making silence—a lack of conversation and interaction—a significant barrier to English learners' progress (White & Smith, 1996).
Previous studies have identified the presence of student silence in classroom interactions, highlighting its complexity and multifaceted nature (Schultz, 2012; Bao, 2013; Santosa & Mardiana, 2018) Factors influencing this phenomenon include student characteristics, teacher dynamics, cultural context (Yu, 2016), syllabus and classroom environment (Bao, 2013), as well as subject matter and peer interactions (Nguyen, 2015) As a result, different stakeholders—teachers, classmates, and students—may interpret the meaning and function of silence in various ways Understanding this classroom phenomenon necessitates a thorough exploration of the perceptions held by all participants involved.
Asian learners, in English classrooms, tend to remain silent and not willing to answer questions or express ideas during class activities (Bao, 2013; Nguyen, 2015;
Vietnamese students exhibit a tendency towards limited interaction during classroom activities, similar to findings by Yu (2016) and Han (2016) In the context of English as a Foreign Language (EFL) teaching in Vietnam, where Communicative Language Teaching (CLT) principles are promoted, this lack of interaction is viewed as a significant issue (Yates & Trang, 2012; Nguyen, 2015; Mai, 2017) Nonetheless, it remains unclear whether this silence reflects a deliberate choice to participate less or if it signifies additional meanings and functions within the learning environment.
To better understand the phenomenon of silence in English lessons in Vietnam, it is essential to conduct studies that explore students' perceptions of their own silence and that of their English teachers during tertiary EFL classroom interactions This research aims to fill the gap in existing literature and provide valuable insights into the dynamics of communication in the classroom.
Aims and objectives of the study
This study investigates the perceptions of students and teachers regarding silence in English as a Foreign Language (EFL) classroom interactions at the tertiary level in Vietnam The research focuses on understanding how silence is perceived and its implications for communication within the classroom setting.
+ To investigate non-English major students‟ perception of silence during classroom interaction
+ To investigate English teachers‟ perception of their student‟s silence during classroom interaction
Research questions
The aforementioned objectives are expected to be achieved through answering the following research questions:
1 How do the students perceive their silence during classroom interaction?
2 How is their silence perceived by the teachers during classroom interaction?
Significance of the study
This study aims to explore the manifestation of student silence during teacher-student interactions in university-level English classes in Vietnam, focusing on how both students and teachers perceive its meanings and functions The findings will serve as a valuable resource for pre-service and in-service English teachers, helping them gain insights into their students' experiences and enabling them to compare their perceptions with those of other educators and students regarding silence in the classroom.
This study aims to provide a valuable resource for researchers interested in the phenomenon of student silence during English lessons at the tertiary level, enhancing the understanding of this topic.
Scope of the study
The study on perceptions of silence in EFL classrooms primarily examined the views of university students and their English teachers, focusing specifically on non-English major students at a university outside Hanoi However, it did not encompass all types of silence or the perceptions of all participants who have encountered silence in class.
Organization of the study
This paper is structured into five chapters, beginning with Chapter 1, which outlines the problem statement, rationale, aims, significance, and scope of the study Chapter 2 provides definitions of key terms and a critical literature review Chapter 3 details the participants, methods, and procedures for data collection and analysis In Chapter 4, the analysis and discussion of the research findings are presented to address the two research questions Finally, Chapter 5 summarizes the findings, highlights the contributions and limitations of the research, and offers suggestions for future studies.
TIEU LUAN MOI download : skknchat@gmail.com
LITERATURE REVIEW
Interaction in EFL classrooms
Interaction in English as a Foreign Language (EFL) classrooms plays a crucial role in enhancing second language (L2) learning by improving communicative skills through negotiation and collaboration Research indicates that such interactions not only aid in developing language systems but also influence students' learning opportunities Therefore, English teachers who design and implement interactive activities can significantly impact their students' ability to acquire the target language effectively.
Effective communication is vital in teaching and learning, as it facilitates interaction and underpins classroom activities (Walsh, 2011) Without active engagement in communicative tasks, students may miss opportunities to develop their own strategies for mastering a new language Therefore, it is essential for teachers to encourage participation in communicative activities and foster conversational interaction to enhance communicative output in EFL classrooms (Harmer, 2001).
Factors relating to the effectiveness of EFL classroom interaction
Various researchers have identified key factors that enhance effective classroom interaction Al-Zahrani and Al-Bargi (2017) highlighted the significance of negotiating meaning, which encourages students to adopt strategies that prevent communication breakdowns (Ellis & Barkhuizen, 2005) and actively engage in interactions with both teachers and peers Additionally, the questioning techniques employed by teachers play a crucial role in fostering student participation in classroom discussions (Qashoa, 2013) The way teachers formulate and utilize questions in English as a Foreign Language (EFL) classes is vital for motivating students to communicate Two primary types of questions used by teachers are display questions and referential questions (Walsh, 2011) Furthermore, students' perceptions of these questioning techniques also influence their engagement in the learning process.
Classroom interaction is influenced by various factors, including students' self-perceptions and their competence levels, as demonstrated by Lensmire (2010) and Wortham (2004) Research by Good et al (1987) indicates that more competent learners are generally more engaged and proactive in discussions, while less competent students often remain passive Consequently, the effectiveness of classroom interaction can be shaped by these dynamics, highlighting the need for EFL teachers to be attuned to these factors By understanding and addressing these influences, educators can create optimal conditions for fostering effective communication in EFL classrooms.
Silence phenomenon during classroom interaction
Silence in the classroom, as noted by Walsh (2011), plays a significant role alongside teacher and student talk, and is interpreted in various ways While some researchers view student silence as a negative response that hinders language learning (Han, 2016; King, 2013; Yu, 2016) and a sign of limited participation (White & Smith, 1996), other studies suggest that it can serve as a form of engagement Jaworski and Sachdev (1998) argue that silence can be a "positive communicative item," allowing students to process and absorb new information Similarly, Schultz (2012) highlights that silence can enhance students' thinking and learning by providing them with necessary reflection time Thus, student silence should not be automatically perceived as a lack of participation or a negative aspect of classroom interaction.
During classroom interaction, silence is formed when “a gap occurs between a teacher‟s expectation of a response and the time that the respondent takes to respond”
TIEU LUAN MOI download : skknchat@gmail.com
Silence among students in English classes is often evident when they fail to respond to teachers' questions (Bista, 2012; Yu, 2016) This phenomenon includes "silent participants" who contribute only minimal responses, rarely ask questions, and seldom engage in discussions (Remedios, Clark, & Hawthorne, 2008) Overall, this silence reflects a lack of oral participation and verbal responsiveness from learners when they are expected to engage in communication with their teachers (King, 2013).
Perception of students’ silence in classroom interactions
Perceptions of silence in intercultural communication vary based on individual expectations, as noted by Spencer-Oatey and Xing (2005) Johannesen (1974) highlighted that Native American and Asian cultures tend to value silence more highly than Western cultures Previous research has explored silence from socio-cultural perspectives, with Bao (2014) indicating that students' decisions to remain silent or speak are influenced by their assessment of the socio-educational environment.
Hu and Fell-Eisenkraft (2003) examined the phenomenon of student silence in language arts classrooms, emphasizing the social and cultural factors influencing learners Remedios, Clark, and Hawthorne (2008) identified that students often remain silent due to personal, contextual, and cultural constraints Additionally, silence can serve as a face-saving strategy and reflect collectivist cultural traits, as students may choose to respect and appreciate their peers' contributions (Wilang, 2017).
2.4.1 Teachers’ perception of students’ silence
From teachers‟ perspectives, students‟ silence might be a negative phenomenon if they construe it with cultural bias in intercultural teaching contexts as stated in Ollin
(2008) Teachers were found to perceive silence as disengagement if they use
“conventional understandings” (Bista, 2012, p 81) According to Bao (2014), teachers and academics tend to think of silence as a sign of reticence instead of a learning mode
On the contrary, teachers were found, in Ollin (2008, p 272), to interpret silence positively as an indication of learners‟ engagement in “internal activity” such as
“listening, cognitively processing, emotionally processing, emotionally withdrawing”, or as a sign of learners‟ process of receiving and producing language knowledge (Nakane, 2007)
2.4.2 Students perceptions of students’ silence
Students view silence as an opportunity to prepare for discussions and connect new information with their prior knowledge (Bao, 2014) Rather than seeing silence as a lack of engagement, learners often use it to express disagreement with the teacher's graded participation approach (Meyer & Hunt, 2011) and to subtly protest against teaching methods or authority while maintaining their dignity (King, 2013) Thus, remaining silent is perceived by students as a strategic choice in the classroom.
In King (2013) research, Japanese students exhibited discomfort with their peers' silence or lack of response to the instructor's questions, indicating a cultural expectation for active participation in the classroom This highlights the importance of respectful engagement in educational settings, as students may feel pressured to conform to these norms.
Perceptions of silence differ significantly across various contexts and cultures (Johannesen, 1974, p 27) In educational settings, silence can have both positive and negative effects on teaching and learning experiences for teachers and students alike Therefore, exploring the views of Vietnamese non-English major students and their instructors regarding silence in English as a Foreign Language (EFL) classrooms is essential for understanding this intriguing aspect of education in Vietnam.
Related studies on silence in classroom interaction and research gap
Numerous studies have investigated the phenomenon of silence in classroom interactions For example, Ghavamniaa and Ketabia (2013) examined the factors contributing to the silence of Iranian female students through interviews and questionnaires Similarly, Han (2016) contributed to this research area by exploring related aspects of classroom silence.
A recent study by TIEU LUAN MOI, available for download at skknchat@gmail.com, identified several factors contributing to the silence of Chinese students, including face-saving strategies, learning motivation, individual personalities, and the dynamics of language input and output Additionally, the study proposes various strategies to address and manage students' silence effectively.
Nakane (2007) explored the role of silence in classrooms, highlighting its significance in intercultural communication The study employed questionnaires for lecturers, classroom observations, and stimulated recall interviews with three Japanese students to gather insights on their experiences and perceptions of silence.
In 2013, a study explored the concept of silence in various Japanese university classrooms through observation and semi-structured interviews The researcher identified five key conceptions of silence, highlighting students' perspectives in L2 classrooms, such as using silence as a passive protest against teaching methods, fear of losing face, and silence as a preferred mode within social groups However, this research was limited to Japan and did not examine the differing viewpoints of both teachers and students regarding silence in English as a Foreign Language (EFL) classrooms.
In a study by Bao (2014) on the silence of students from various countries, including Vietnam, it was found that Vietnamese master's students often chose to remain silent as a means of supporting their academic output This silence was influenced by their assessment of the socio-educational environment, with students opting for silence when they perceived speaking up as "academically unhelpful or socially unpleasant." The research highlighted that these master's students possessed "fairly advanced intellectual maturity," which played a significant role in their decision to withhold contributions in discussions.
This study focuses on the perceptions of teachers and non-English major students in Vietnam regarding students' silence in English classes Previous research by Nguyen (2015) on Vietnamese undergraduates identified both subjective factors, such as learners' psychology and proficiency, and objective factors, including teacher influence, subject content, and peer support, that contribute to this silence By employing observation, retrospective interviews, and focus group discussions, this investigation aims to fill the existing research gap in understanding the dynamics of student silence in the context of English language learning in Vietnam.
METHODOLOGY
Research participants
This study focuses on the silence of non-English major students in English classrooms, examining perspectives from both teachers and students Participants included non-English major students from four General English classes and their corresponding English teachers Four teachers permitted classroom observations and video recordings of their lessons, while three of these teachers and eight students consented to partake in retrospective and semi-structured interviews.
3.1.2 Descriptions of the participants 4.1.1 a, Descriptions of participants in observations
Table 3.1 and 3.2 below illustrate the descriptions of 95 participants in observations including 4 English teachers and 91 students of four classes All the names of the participants listed are pseudonyms
Table 3.1: The Descriptions of English Teachers in Observations
Table 3.2: The Descriptions of Students in Observations
No Class Number of students Number of males Number of females
TIEU LUAN MOI download : skknchat@gmail.com
4.1.2 b, Descriptions of participants in interviews
Table 3.3 and 3.4 below show the descriptions of the students and teachers who volunteered to take part in the interviews
Table 3.3: The Descriptions of Students in Interviews
Table 3.4: The Descriptions of Teachers in Interviews
No Teacher Years of teaching Gender
Data collection instruments
3.2.1 Observation and audio-visual recording
Observation offers researchers valuable insights into situations that participants may be reluctant to discuss (Cohen, Manion & Morrison, 2000) Recognizing these benefits, the researcher utilized the class observation method to gain a thorough understanding of the context.
A camera was used to record the interactions among class members so that the
Researchers may enhance their observation notes with additional details when needed The information collected from these observations serves to support the retrospective interview process and aids in the analysis of the interview data.
To facilitate a smooth integration into the classroom environment, the researcher visited the classes twice prior to the official data collection phase During these visits, the researcher engaged in conversations with both students and teachers, fostering familiarity and comfort before the observation process began.
Before video recording the lessons, the research had a “dry-run” session A
A "dry-run," as described by O'Brien (1993), serves as an introductory session for students and teachers to acclimate to the presence of a camera in the classroom Consequently, the recordings from these "dry-run" lessons were not utilized as data Following these sessions, it was noted that the classroom atmosphere became more relaxed and natural, even with the camera present As a result, the data obtained from subsequent video recordings was anticipated to be more reliable.
Stimulated recall interview is a technique that requires interviewees to reconstruct events in the classroom that are captured on the videotapes (Clarke, 2001)
In retrospective interviews, interviewees review video recordings of their behaviors and reflect on their thought processes during specific events (Nguyen, McFadden, Tangen & Beutel, 2013) This method was used to explore students' silent thinking during English lessons, facilitated by videotapes of past classes Additionally, teachers shared their perspectives on students' silence while watching the lesson recordings again.
In this study, stimulated recall interviews were conducted using questions proposed by Gass and Mackey (2000) The researcher posed these questions at specific moments when interviewees paused the video or when clarification was needed during particular episodes.
“What were you thinking here/at this point?”
TIEU LUAN MOI download : skknchat@gmail.com
“Can you tell me what you were thinking at that time?”
“Do you remember thinking anything when she said/repeated that?”
“Can you remember what you were thinking when she said that/those word(s)?”
“Can you tell me what you thought when the class was totally silent at that time?”
The questions used for asking teachers are listed below:
“What were you thinking here/at that point?”
“Can you tell me what you were thinking when you looked at that student?”
“Do you remember what you were thinking when that student/the class did not respond to your questions?”
Following the initial data collection methods, semi-structured interviews were conducted to gain deeper insights into participants' perceptions of the silence phenomenon These debriefing sessions aimed to provide valuable answers to the research questions Researchers utilized a written list of questions, as suggested by Mackey and Gass (2005), to guide the exploration of participants' perspectives on silent periods in class The interviews were informal in nature and were audio-recorded for accuracy.
Data collection procedure
The procedure of data collection in this study had the following phases:
In this phase, necessary documents and instruments for the study were designed, such as:
Consent form for interviews and observations
Stimulated recall instructions for the interviewees
The researcher sought permission from the Faculty of Foreign Studies and all students and teachers involved in the General English course to conduct the study and record lessons Additionally, observation days were carefully scheduled to accommodate all participants and the researcher.
Phase 2: Observation and audio-visual recording
During the observation phase of the General English courses, video recordings were made to capture all class interactions Important details regarding student silence were documented using a specially designed observation form, highlighting the instances of students who appeared to be silent during the lessons.
Phase 3: Video-stimulated recall interview
To prepare for this phase, the researcher engaged with silent students noted during observations and invited them to participate in retrospective interviews Additionally, teachers were also invited to join this phase The interviews were conducted promptly to ensure that the voluntary participants, both teachers and students, could accurately recall the events of the lessons.
During the interviews, videotapes served as stimuli, with the researcher outlining the study's objectives and ensuring participant confidentiality Together, the researcher and interviewees viewed the videos, during which participants were prompted to share their thoughts on the lessons The researcher also posed questions about specific moments of silence in the footage To facilitate clear communication, these discussions were conducted in Vietnamese, allowing participants to express their thoughts freely The interviews were recorded and subsequently transcribed for analysis.
TIEU LUAN MOI download : skknchat@gmail.com
Semi-structured interviews were conducted with voluntary students after the three phases to gain deeper insights into the phenomenon of silence A set of semi-structured interview questions was employed during this phase to facilitate the discussion.
The Figure 3.1 below outlines this study‟s data collection procedure:
Figure 3.1: Phases in data collection procedure
Data analysis methods and procedure
The qualitative analysis of data collected from observations and interviews, including transcripts and notes, was conducted following the techniques outlined by Miles and Huberman (1992) This process involved steps of data reduction, data display, interpretation, and drawing conclusions Irrelevant portions of the transcripts and notes concerning silence during classroom interactions were excluded Subsequently, the relevant Vietnamese transcriptions were translated into English for use in the findings The data was then coded by themes, with results presented to address the two research questions.
According to the literature, silence is associated with various factors Table 3.5 presents a classification of these factors related to silence, which served as the coding scheme for this study.
Factors relating to silence Code
Personal factors (characteristics, personal problems) PF
Cultural factors (power distance, collectivism) CF
Environmental factors (teachers, peers) LE
TIEU LUAN MOI download : skknchat@gmail.com
FINDINGS AND DISCUSSION
Students’ perception of silence
In the observed classroom lessons, students remained largely silent, failing to engage with the teacher or make eye contact Instead, they focused on their books, notebooks, or phones When questioned about their silence during the video review, students provided various reasons for their lack of participation, prompting an investigation into the factors contributing to their disengagement.
In this study, students' silence is categorized into two distinct types: active silence and inactive silence Active silence refers to instances where students deliberately choose not to speak during learning, allowing them time to process information and engage with new knowledge comfortably This form of silence reflects their positive and productive involvement in the learning process Conversely, inactive silence occurs when students refrain from participating verbally due to various inhibiting factors such as cultural influences, classroom dynamics, anxiety, or limited language skills.
In a recent study, six out of eight students reported that they remained silent during lessons to enhance their learning experience This silence allowed them to mentally process information, such as comprehending reading materials and formulating their responses For instance, during a class discussion about sports learned in school, no students answered the teacher's question, with one student, Giang, quietly reflecting on the topic.
17 book and showed no responsive action to his teacher In the retrospective interview, Giang talked about his silent moment:
I was thinking about the answer but I did not know how to say I was trying to answer with a full sentence including subject and predicate instead of just saying a sport name
Giang understood the question and had the answer but chose to remain silent, focusing on constructing a complete sentence in the target language rather than providing a one-word response His silence did not indicate a lack of concentration; instead, he was actively working to enhance the quality of his answer.
In the same situations in another class when no student responded to the teacher,
I was thinking about the discussion I mean I was thinking about the ideas in Vietnamese first, then I translated it into English
[…] I was wondering what is the answer
Duong shared that she dedicated her quiet moments to preparing her responses, fully aware of the teacher's questions yet struggling to articulate her thoughts on the spot She focused on how to effectively translate her ideas from Vietnamese to English.
In moments of silence, students engaged in cognitive processing, allowing them to interpret information and apply their existing knowledge while translating their responses from their native language (L1) to the target language This suggests that their lack of verbal response does not imply disengagement from the learning process Ollin (2008) also noted that silence plays a significant role in internal cognitive activity, highlighting its importance in educational settings.
Second, from the learners‟ perspectives, their silence was also related to their concentration on enhancing their own work or learning from others An said that she
In a recent observation, a student named Tieu Luan Moi demonstrated the importance of active listening among peers to enhance her own work, as she quietly absorbed ideas from her friends while preparing for potential questions from the teacher Similarly, classmates Phan and Giang chose not to engage with the teacher, focusing instead on correcting their exercises Giang expressed a preference for listening to the teacher's explanations to improve his writing rather than participating in discussions This deliberate silence among students appears to be a strategy to concentrate on learning from others, echoing findings from Bao's (2014) study on Australian students who utilized silent moments to enhance their verbal performance.
Students often view their silence as a crucial time for retrieving information and recalling knowledge For instance, during a listening lesson, Chi refrained from responding to her teacher's prompts, explaining that she was focused on recalling what she had heard, even though she could only remember a few words This mental process of information retrieval highlights that a student's silence does not equate to inactivity in learning Similarly, research by Bao (2014) indicates that Vietnamese students utilize silence as a bridge connecting new knowledge to their existing understanding.
Learners' silence in the classroom can often be attributed to their individual learning styles and habits For example, during a class discussion, a student named An remained silent despite knowing the answer In a subsequent interview, An revealed that speaking up in class was not part of her learning routine; she preferred to contribute only when explicitly prompted by the teacher This highlights how personal learning preferences can influence student participation.
Similar to Phan, Hoa exhibited a tendency to remain silent while waiting for her teacher to call on her In an interview, Hoa revealed that although she understood how to respond, she chose to stay quiet due to a long-established habit This pattern often resulted in her teacher answering the questions without her input, highlighting a common learning behavior among students.
An, Phan, and Hoa appear accustomed to their English teachers' management of classroom activities, often remaining silent until prompted to speak This silence does not seem to hinder them, yet it may contribute to a growing passivity in their second language lessons.
During a quiet moment in class, while the teacher evaluated Giang's work on the blackboard and sought confirmation from the students about the accuracy of his answers, both Giang and several classmates displayed a lack of engagement Instead of participating, they focused on their books or other items on their desks, deliberately avoiding eye contact with the teacher In a subsequent interview, Giang reflected on this behavior.
At that moment, I found that my answer was correct, so I did not say or ask anything, I think I would only say or ask my teacher if my answer was incorrect
Giang's tendency to remain silent in class highlights a common learning habit among students, where they only speak up when seeking clarification on incorrect answers This silence does not indicate a lack of understanding or focus; rather, students actively choose to remain quiet, having adapted to this learning style during their English lessons Such behavior suggests that silence in the classroom may be rooted in traditional learning practices or developed as a trained habit, with students becoming comfortable in this approach (Nguyen, 2002).
Active silence serves as a valuable learning tool for students, allowing them to engage in deep thinking and information processing During these quiet moments, students focus on perfecting their work, absorbing knowledge from peers, and preparing thoughtful responses, often translating from their native language to the target language For many, this silence is not merely a lack of verbal communication but a preferred learning style that enhances their educational experience.
In these scenarios, students' silence often stemmed from their conditioning to seek correct answers Those still searching for the right responses were preoccupied with their quest, while those who had already found answers remained focused on their thoughts.
Teachers’ perception of students’ silence
In the perception of teachers, the silence of learners was associated with various factors The interviewed teachers pointed out various reasons why students decided to
TIEU LUAN MOI download : skknchat@gmail.com remain silent in certain periods of the lessons Nonetheless, they could not imagine the complex picture behind their silence
Classroom observations revealed that teachers frequently engaged students by asking questions and encouraging them to participate; however, they often faced silence in response Consequently, teachers found themselves answering their own questions or directly prompting specific students to respond.
Teacher Minh believes that the silence of some students reflects their learning habits or styles, indicating that they may be in a focused learning mode When asked about her observations of student silence following her prompts, she emphasized her attentiveness to their attitudes, often looking into their eyes to assess their understanding Specifically, she noted Binh's continuous silence and his tendency to look around the classroom, highlighting her concern for his engagement and comprehension.
This student demonstrates a strong ability to learn but tends to exhibit an "amateur" approach to education He engages primarily with topics that interest him, showing particular fascination when teachers introduce new or unique concepts While he focuses on essential information, he lacks the habit of note-taking and prefers not to write things down.
This teacher found that it was her student‟s learning style and did understand his attitudes whenever he kept silent She also said that:
A learner's individual learning style is crucial for their educational development, and while teachers can influence and adapt this style through interaction and encouragement, it can be challenging since students often perceive their current methods as effective Overall, the test results indicate that the learner is performing adequately.
Initially, Teacher Minh viewed her student's silence as a concern and hoped to encourage more participation However, upon reviewing his test results and English proficiency, she found his silence acceptable It appears that Teacher Minh recognized her student's unique learning style, as Binh indicated in a semi-structured interview that his engagement varies depending on the situation.
Teacher Minh perceived her student Binh's silence as a deliberate choice, suggesting that it was influenced by his individual learning style rather than external factors This indicates that a dedicated student like Binh has the autonomy to decide when to remain silent or to participate actively in English lessons.
In a semi-structured interview, teacher Minh suggested that the silence of good learners could indicate their engagement in a thoughtful learning process, viewing it as a strategic choice However, in a retrospective interview with Binh, a high-achieving student, he revealed that his silence was often due to distractions from the hot weather, air conditioning, and boredom from repetitive activities This highlights a potential misunderstanding by the teacher, who may overlook that students' silence can stem from various factors, including environmental conditions and teaching methods, rather than solely a reflection of their learning.
During a listening exercise, teacher Minh replayed the audio and prompted her students to repeat what they heard; however, Chi and the girls around her remained silent, with Chi even covering her face with her hand Observing this, teacher Minh expressed her concerns about the situation.
Many students may hesitate to participate in class discussions due to a fear of providing incorrect answers and losing face among their peers Additionally, shyness can play a significant role in their reluctance to engage actively in learning For instance, while a male student confidently makes eye contact with the teacher, a female student named Chi often hides her face with her hands, reflecting her shy demeanor and personal characteristics that make her less inclined to share her opinions in class.
It can be seen that teacher Minh perceived the silence of Chi was related to psychological factors and their face-saving strategy in class or due to her passive
In a recent classroom observation, a female student, Chi, exhibited silence during lessons, which the teacher, Minh, attributed to her shyness While an active male student engaged with the teacher, Chi's quietness was misinterpreted as a choice rather than a response to her limited listening skills Chi later expressed that her lack of confidence in understanding the material contributed to her reluctance to participate, highlighting a disconnect between her needs and the teacher's perception This oversight prevented Teacher Minh from providing necessary support to Chi and other students struggling with language comprehension, ultimately hindering their opportunities to engage in the lesson effectively.
Afterwards, teacher Minh did mention some implications for herself:
Understanding students' psychology is crucial in teaching, especially when dealing with shy students It is essential to adopt different strategies that are suggestive and gentle, rather than intimidating or threatening This approach fosters a supportive learning environment that encourages shy students to engage and participate.
Teacher Minh assumed Chi's silence was due to shyness, believing that gentle encouragement and additional clues would prompt her to speak However, the teacher may not have recognized that Chi's limited English proficiency could hinder her ability to respond, regardless of the supportive approach taken.
In the next situation, looking at Chi and Duong who kept silent and showed no responsive behaviors, teacher Minh commented on their silence:
The students generally exhibit positive attitudes towards learning, consistently attend classes without truancy, and respond politely to their teachers They actively engage when prompted, though they may sometimes appear a bit inhibited.
Limited English vocabulary can hinder individuals' ability to respond effectively, particularly when broader knowledge is necessary When faced with unfamiliar terms or concepts, uncertainty arises, demonstrating that their confidence in answering is directly tied to their language proficiency.
Teacher Minh initially viewed her students' silence as a result of their limited English proficiency, interpreting it as passive rather than a deliberate choice However, after reflecting on recorded lessons and conducting retrospective interviews, she gained deeper insights into the reasons behind their silence, aligning her understanding with the students' perspectives This shift in perception suggests that teachers can better comprehend the nuances of student silence by observing classroom interactions and considering individual learning challenges.
When commenting on a female student sitting in the first table, teacher Minh shared her view on this student‟s silent moments during her class: