Non-Participation in Second Language Acquisition: An Investigation into Reticence among English-Majored Students in EFL Classrooms at a Vietnamese University and Strategies for Sustainable Development Goals (SDGs) in Reducing Student Silence and Enhancing Verbal Participation
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| Title: | Non-Participation in Second Language Acquisition: An Investigation into Reticence among English-Majored Students in EFL Classrooms at a Vietnamese University and Strategies for Sustainable Development Goals (SDGs) in Reducing Student Silence and Enhancing Verbal Participation |
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| Language: | English |
| Authors: | Tran Thanh Du (ORCID |
| Source: | Educational Process: International Journal. Article e2025280 2025 16. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Second Language Learning, English (Second Language), Majors (Students), Student Participation, Oral Communication Method, Context Effect, Environmental Influences, Educational Environment, Sustainable Development |
| Geographic Terms: | Vietnam |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose. Student reticence in English as a Foreign Language (EFL) classrooms remains a significant challenge, hindering both communication and language acquisition. The current study investigates the factors contributing to student reticence at Thu Dau Mot University (TDMU) and explores pedagogical interventions to enhance verbal participation. Materials/methods. Employing a mixed-methods approach, data were collected from 60 English-majored students via questionnaires and semi-structured interviews. Statistical analyses, including chi-square tests and regression analysis, identified psychological barriers. Results. Qualitative findings further revealed a disconnect between students' enjoyment of English learning and their willingness to engage in oral communication, emphasizing the role of confidence and classroom dynamics. The present research contributes to existing literature by offering a nuanced understanding of silence as a multidimensional phenomenon shaped by affective, cognitive, and contextual factors. Based on these insights, the current study proposes targeted strategies, including communicative language teaching (CLT), anxiety-reducing techniques, and interactive learning activities to foster a more engaging and participatory EFL environment. The findings have implications for EFL instructors, curriculum designers, and policymakers seeking to enhance student engagement and improve oral proficiency outcomes in second language learning contexts. Conclusion. The present study examined the factors contributing to student silence in EFL classrooms at TDMU and identified strategies to enhance verbal participation using both quantitative and qualitative methods. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483519 |
| Database: | ERIC |
| Abstract: | Background/purpose. Student reticence in English as a Foreign Language (EFL) classrooms remains a significant challenge, hindering both communication and language acquisition. The current study investigates the factors contributing to student reticence at Thu Dau Mot University (TDMU) and explores pedagogical interventions to enhance verbal participation. Materials/methods. Employing a mixed-methods approach, data were collected from 60 English-majored students via questionnaires and semi-structured interviews. Statistical analyses, including chi-square tests and regression analysis, identified psychological barriers. Results. Qualitative findings further revealed a disconnect between students' enjoyment of English learning and their willingness to engage in oral communication, emphasizing the role of confidence and classroom dynamics. The present research contributes to existing literature by offering a nuanced understanding of silence as a multidimensional phenomenon shaped by affective, cognitive, and contextual factors. Based on these insights, the current study proposes targeted strategies, including communicative language teaching (CLT), anxiety-reducing techniques, and interactive learning activities to foster a more engaging and participatory EFL environment. The findings have implications for EFL instructors, curriculum designers, and policymakers seeking to enhance student engagement and improve oral proficiency outcomes in second language learning contexts. Conclusion. The present study examined the factors contributing to student silence in EFL classrooms at TDMU and identified strategies to enhance verbal participation using both quantitative and qualitative methods. |
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| ISSN: | 2147-0901 2564-8020 |
