View in EDS

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

Saved in:
Bibliographic Details
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
Language: English
Authors: Tran Thanh Du (ORCID 0009-0002-7802-9949), Le Van Duc (ORCID 0009-0008-9646-7014), Nguyen Huu The (ORCID 0009-0004-2075-6793), Dang Thi Bao Dung (ORCID 0009-0004-8194-8975)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1483519
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1483519
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 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
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tran+Thanh+Du%22">Tran Thanh Du</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-7802-9949">0009-0002-7802-9949</externalLink>)<br /><searchLink fieldCode="AR" term="%22Le+Van+Duc%22">Le Van Duc</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-9646-7014">0009-0008-9646-7014</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nguyen+Huu+The%22">Nguyen Huu The</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-2075-6793">0009-0004-2075-6793</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dang+Thi+Bao+Dung%22">Dang Thi Bao Dung</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-8194-8975">0009-0004-8194-8975</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025280 2025 16.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Communication+Method%22">Oral Communication Method</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1483519
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1483519
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Oral Communication Method
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Environmental Influences
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Sustainable Development
        Type: general
      – SubjectFull: Vietnam
        Type: general
    Titles:
      – TitleFull: 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
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tran Thanh Du
      – PersonEntity:
          Name:
            NameFull: Le Van Duc
      – PersonEntity:
          Name:
            NameFull: Nguyen Huu The
      – PersonEntity:
          Name:
            NameFull: Dang Thi Bao Dung
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2147-0901
            – Type: issn-electronic
              Value: 2564-8020
          Numbering:
            – Type: volume
              Value: 16
          Titles:
            – TitleFull: Educational Process: International Journal
              Type: main
ResultId 1