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'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 0009-0007-5211-9408)
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
FullText Text:
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  Data: '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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  Data: <searchLink fieldCode="AR" term="%22Najieh+Abedinpour%22">Najieh Abedinpour</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-5211-9408">0009-0007-5211-9408</externalLink>)
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  Data: 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
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  Data: 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.
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