Abstract
Common assumptions about silence among EFL learners is regarding learner’s linguistic and psychological problems. But, how does if such silence occur to students who have a high ability in English language? This paper aligns the reasons why good language learners (GLLs) perform silent. A case study was conducted with two good language learners as the key participants. As it was qualitative in nature, the interview-driven discussion was presented in a narrative way. The findings in this study confirmed that language proficiency did not play a significant role for the GLLs’ silence. In this study, personal characteristic and classroom environment played a more role to trigger the GLLs to stay silent. Due to its limitation, however, it is suggested to conduct further research which involves a more comprehensive method and larger samples. A special attention should also be placed to the role of individual cultures since it was not discussed in this research.
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