Uncovering Undergraduate English-as-a-Foreign-Language Learners’ Perceptions of Reticence

Abbas Zare-Ee ,Maryam Shirvanizadeh

doi:10.7575/aiac.alls.v.5n.5p.50

Abbas Zare-Ee , Maryam Shirvanizadeh

Open Access

https://doi.org/10.7575/aiac.alls.v.5n.5p.50

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Abstract

The study of factors influencing undergraduate learners’ participation and/or reticence in second/foreign language classrooms, a relatively recent line of research, can contribute to the betterment of language teaching and learning practices. In this work, we attempt to investigate the causes of a population of undergraduate English as a foreign language (EFL) learners’ reticence by focusing on their own perceptions and by seeing the problem from their perspective. 201 male and female undergraduate Iranian EFL learners selected randomly based on Krejcie and Morgan’s formula for determining sample size served as the participants of the study. The data were collected through interviews, observations and a five-point Likert-scale researcher-made questionnaire. The results of the analyses of the data through qualitative content-based coding of the transcripts, frequency counts, and factorial analysis of the questionnaire responses revealed the following: a) based on systematic class observations, most students appeared to understand teachers’ instruction, took notes, and spoke when addressed; however, they rarely asked questions or volunteered responses; b) unfriendly and competitive class atmosphere, boring and useless topics and materials, and having unmotivated and serious teachers were among the most frequent learner-perceived factors causing reticence; c) based on the results of exploratory factorial analysis, 12 factors including learner anxiety, poor class management, peer/ teacher correction, background knowledge, grouping learners, and self-image were reported as the main causes of reticence. Based on these findings, we make suggestions for EFL teachers about how to consider students’ concerns and to promote class participation.

Highlights

Participation in class has abundant advantages for learners of a language as it can help them test out their hypotheses about the language they are learning
This study aimed at finding answers to one main question: what are the perceptions of undergraduate English as a Foreign Language (EFL) learners about their classroom participation and reticence?
The main difference of this research with others was that the researchers examined students’ participation in two different educational environments; namely, Web-based instructional environment (WBIE) and instructional environment.The findings revealed that students participated in class much more than in WBIE

Summary

Introduction

Participation in class has abundant advantages for learners of a language as it can help them test out their hypotheses about the language they are learning. It can give them the chance to learn through involvement. The more utterances the learners offer, the better their spoken language is and vice versa (Hamouda 2012). Class participation can influence students' learning and their academic performance, a rise in their grades as found by various researchers Learners' reluctance to talk and to participate is not a problem of Iranian EFL learners. Many other university language lecturers are facing this problem as reflected by the concern of the reseaerchers. This study aims at understanding the student’s perceptions and opinions about their own class participation in order to get insights about the kind of activities and personal motivating and debilitating factors that may contribute to their success or lack of success in class

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