'Break the Silence Already': A Dynamic Analysis Approach on How 'Silence' Shapes the Communication in English as a Foreign Language Classrooms
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| Title: | 'Break the Silence Already': A Dynamic Analysis Approach on How 'Silence' Shapes the Communication in English as a Foreign Language Classrooms |
|---|---|
| Language: | English |
| Authors: | Najieh Abedinpour (ORCID |
| Source: | TESOL Quarterly. 2026 60(1):34-61. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Second Language Learning, English (Second Language), Interpersonal Communication, Nonverbal Communication, Classroom Communication, Interaction |
| DOI: | 10.1002/tesq.70016 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | Silence does not equate to absence of communication. However, silent moments can, at times, hinder communication and close down opportunities for learner interaction. This study explores moments of obstructive silence in English as a foreign language (EFL) classrooms characterized by lack of opportunity to speak, unresponsiveness, and avoidance of talking. Employing a mixed-methods research design incorporating structured observations and conversation analysis followed by stimulated recall interviews, the study seeks to (a) determine the extent of obstructive silence in EFL classrooms, (b) identify classroom patterns that obstruct opportunities to talk. Findings suggest that certain turn-taking patterns, initiation-response-feedback (IRFs), and display questions are strong indicators of obstructive silent behavior. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496851 |
| Database: | ERIC |
| Abstract: | Silence does not equate to absence of communication. However, silent moments can, at times, hinder communication and close down opportunities for learner interaction. This study explores moments of obstructive silence in English as a foreign language (EFL) classrooms characterized by lack of opportunity to speak, unresponsiveness, and avoidance of talking. Employing a mixed-methods research design incorporating structured observations and conversation analysis followed by stimulated recall interviews, the study seeks to (a) determine the extent of obstructive silence in EFL classrooms, (b) identify classroom patterns that obstruct opportunities to talk. Findings suggest that certain turn-taking patterns, initiation-response-feedback (IRFs), and display questions are strong indicators of obstructive silent behavior. |
|---|---|
| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.70016 |
