INTRODUCTION
Statement of the problem and the rationale for the study
In EFL classrooms, interaction is essential for enhancing students' linguistic and communicative skills, allowing them to practice the target language effectively (Yu, 2008) A lack of communication opportunities can hinder language development, making silence—defined as limited interaction and absence of talk (White & Smith, 1996)—a significant barrier to English learners' progress.
Previous studies have established that student silence is a prevalent phenomenon in classroom interactions (Schultz, 2012; Bao, 2013; Santosa & Mardiana, 2018) This silence is complex and multifaceted, influenced by various factors including student characteristics, teacher dynamics, cultural contexts (Yu, 2016), syllabus and classroom environments (Bao, 2013), as well as subject matter and peer interactions (Nguyen, 2015) As a result, different stakeholders—observers, teachers, classmates, and the students themselves—may interpret the meaning and function of silence in diverse ways Therefore, understanding this classroom phenomenon necessitates a thorough exploration of the perceptions held by all participants involved.
Asian learners, in English classrooms, tend to remain silent and not willing to answer questions or express ideas during class activities (Bao, 2013; Nguyen, 2015;
Vietnamese students exhibit a tendency for limited interaction during classroom activities, a trend observed in various studies (Yates & Trang, 2012; Nguyen, 2015) This issue is particularly concerning in the context of English as a Foreign Language (EFL) teaching in Vietnam, where communicative language teaching (CLT) principles are promoted (Mai, 2017) The underlying reasons for this silence—whether it reflects intentional disengagement or serves other purposes—remain unclear Therefore, it is essential to conduct further research to explore the phenomenon of silence in English lessons, focusing on how both students and their teachers perceive this behavior in tertiary EFL classroom interactions.
Aims and objectives of the study
This study investigates the perceptions of students and teachers regarding silence during English as a Foreign Language (EFL) classroom interactions at the tertiary level in Vietnam The research focuses on understanding how both groups view the role and significance of silence in the learning environment.
+ To investigate non-English major students‟ perception of silence during classroom interaction
+ To investigate English teachers‟ perception of their student‟s silence during classroom interaction
Research questions
The aforementioned objectives are expected to be achieved through answering the following research questions:
1 How do the students perceive their silence during classroom interaction?
2 How is their silence perceived by the teachers during classroom interaction?
Significance of the study
This study aims to explore the manifestation of student silence during teacher-student interactions in university-level English classes in Vietnam, focusing on how both students and teachers perceive its meanings and functions The findings will serve as a valuable resource for pre-service and in-service English teachers, enabling them to gain deeper insights into their students' experiences and compare their perceptions with those of other educators and students regarding silence in the classroom.
This study aims to provide valuable insights into the phenomenon of student silence during English lessons at the tertiary level, serving as a reliable resource for researchers with similar interests By exploring this topic, the research seeks to enhance the understanding of factors contributing to students' silence in academic settings.
Scope of the study
This research examines the perceptions of silence specifically among university students and their English teachers in EFL classroom settings, focusing on non-English major students at a university outside Hanoi However, it does not encompass all types of silence or the perceptions of all participants who have experienced silence in class.
Organization of the study
This paper is structured into five chapters: Chapter 1 outlines the problem statement, rationale, aims, significance, and scope of the study Chapter 2 defines key terms and includes a critical literature review Chapter 3 details the participants, methods, and procedures for data collection and analysis Chapter 4 presents the analysis and discussion of findings in relation to the two research questions Finally, Chapter 5 summarizes the findings, discusses the contributions and limitations of the research, and offers suggestions for future studies.
LITERATURE REVIEW
Interaction in EFL classrooms
Interaction in English as a Foreign Language (EFL) classrooms is crucial for enhancing second language (L2) learning, as it fosters communicative skills through negotiation and collaboration (Brown, 2000) while also aiding in the modification and development of learners' language systems (Loewen & Sato, 2018; Walsh, 2011) Therefore, English teachers play a vital role in designing and implementing interactive activities that can either enhance or limit students' opportunities to acquire the target language effectively.
Effective communication is vital in teaching and learning, as it fosters interaction and underpins classroom dynamics (Walsh, 2011) Without active engagement in communicative activities, students risk missing opportunities to develop their own strategies for learning a new language Therefore, it is essential for teachers to encourage learners to participate in conversational interactions and produce communicative outputs in English as a Foreign Language (EFL) classrooms (Harmer, 2001).
Factors relating to the effectiveness of EFL classroom interaction
Research indicates several key factors that enhance effective classroom interaction Al-Zahrani and Al-Bargi (2017) highlight the importance of meaning negotiation, which encourages students to employ strategies that maintain communication and actively engage in interactions with both teachers and peers (Ellis & Barkhuizen, 2005) Additionally, Qashoa (2013) emphasizes that teachers' questioning techniques significantly influence student participation in classroom discussions The manner in which teachers formulate and utilize questions in English as a Foreign Language (EFL) classes is crucial for motivating student communication Common types of questions include display questions and referential questions (Walsh, 2011), which shape students' perceptions and experiences in the learning environment.
Classroom interaction is influenced by various factors, including students' self-perception and their competence levels, as highlighted by Lensmire (2010) and Wortham (2004) Research by Good et al (1987) indicates that more competent learners are typically more engaged and proactive in discussions, while less competent students often remain passive This suggests that the effectiveness of classroom interaction can vary based on these factors, necessitating that EFL teachers, who manage communication dynamics, carefully assess and understand these influences to foster optimal conditions for effective interaction in their classrooms.
Silence phenomenon during classroom interaction
Silence in the classroom, as noted by Walsh (2011), is a crucial aspect of interaction alongside teacher and student dialogue While some researchers view student silence negatively, interpreting it as a lack of participation or a hindrance to language learning (Han, 2016; King, 2013; Yu, 2016), others argue that it can serve as a valuable form of engagement Studies by Jaworski and Sachdev (1998) suggest that silence can be a "positive communicative item," allowing students to absorb and organize new information Similarly, Schultz (2012) emphasizes that silence can enhance students' thinking and learning by providing them with the necessary time to reflect on their understanding Thus, silence in the classroom should not be seen solely as a sign of non-participation, but rather as a potential facilitator of learning.
During classroom interaction, silence is formed when “a gap occurs between a teacher‟s expectation of a response and the time that the respondent takes to respond”
In English classes, student silence is often evident when learners fail to respond to teachers' questions (Bista, 2012; Yu, 2016) This phenomenon is characterized by "silent participants" who engage minimally, using only brief utterances, rarely asking questions, and avoiding participation in discussions (Remedios, Clark, & Hawthorne, 2008) Overall, such silence reflects a lack of oral participation and verbal responsiveness from students when they are expected to engage in communication with their teachers (King, 2013).
Perception of students’ silence in classroom interactions
Perceptions of silence in intercultural communication vary based on individual expectations, as noted by Spencer-Oatey and Xing (2005) According to Johannesen (1974), Native American and Asian cultures tend to value silence more highly than Western cultures Previous research has explored silence through socio-cultural lenses, with Bao (2014) highlighting that students' decisions to remain silent or engage in conversation are influenced by their judgments of the socio-educational environment.
Hu and Fell-Eisenkraft (2003) examined student silence in language arts classrooms through an insider perspective, highlighting the influence of social and cultural factors Remedios, Clark, and Hawthorne (2008) found that learners often remain silent due to "personal, contextual, and cultural" constraints Furthermore, silence can serve as a face-saving strategy and reflects collectivist cultural traits, as students may choose to remain quiet to show appreciation and respect for their peers' contributions (Wilang, 2017).
2.4.1 Teachers’ perception of students’ silence
From teachers‟ perspectives, students‟ silence might be a negative phenomenon if they construe it with cultural bias in intercultural teaching contexts as stated in Ollin
(2008) Teachers were found to perceive silence as disengagement if they use
“conventional understandings” (Bista, 2012, p 81) According to Bao (2014), teachers and academics tend to think of silence as a sign of reticence instead of a learning mode
On the contrary, teachers were found, in Ollin (2008, p 272), to interpret silence positively as an indication of learners‟ engagement in “internal activity” such as
“listening, cognitively processing, emotionally processing, emotionally withdrawing”, or as a sign of learners‟ process of receiving and producing language knowledge (Nakane, 2007)
2.4.2 Students perceptions of students’ silence
Students view silence as an opportunity to prepare for discussions and connect new information with their existing knowledge (Bao, 2014) Rather than seeing verbal silence as a lack of engagement, learners utilize it to express disagreement with the teacher's graded participation approach (Meyer & Hunt, 2011) and to subtly protest or express dissatisfaction with teaching methods or authority without compromising their image (King, 2013).
In King (2013)‟s research, it was revealed that Japanese students often feel uncomfortable with silence or lack of responsiveness from their peers during classroom interactions, viewing it as a lack of respect towards the instructor.
Perceptions of silence differ across various contexts and cultures, as noted by Johannesen (1974) In educational settings, silence can have both positive and negative effects on teaching and learning for both teachers and students Therefore, exploring the views of Vietnamese non-English major students and their teachers regarding silence in English as a Foreign Language (EFL) classrooms is essential for understanding this intriguing aspect of education in Vietnam.
Related studies on silence in classroom interaction and research gap
Numerous studies have investigated the phenomenon of silence in classroom interactions For example, Ghavamniaa and Ketabia (2013) examined the reasons for silence among Iranian female students through interviews and questionnaires Similarly, Han (2016) identified various factors contributing to silence among Chinese students, including face-saving strategies, learning motivation, personality traits, and language input and output, while also proposing strategies to address this silence.
Nakane (2007) explored the role of silence in classrooms, highlighting its significance in intercultural communication The study involved a questionnaire for lecturers, classroom observations, and stimulated recall interviews with three Japanese students to understand their perceptions and experiences related to silence in educational settings.
In 2013, a study explored the concept of silence in classrooms across various Japanese universities through observation and semi-structured interviews The researcher identified five distinct conceptions of silence, highlighting students' views on its role in L2 classrooms, such as using silence as a passive protest against teaching, experiencing fear of losing face, and preferring silence within social cliques However, this research was limited to the Japanese context and did not examine the differing perspectives of both teachers and students regarding silence in EFL classrooms.
In a study by Bao (2014), the silence of Vietnamese master students was analyzed, revealing that their silence serves to enhance their learning outcomes, influenced by their perceptions of the socio-educational environment The research indicated that these students, characterized by their advanced intellectual maturity, opted for silence when they deemed that speaking would be academically unhelpful or socially uncomfortable.
This study focuses on the perceptions of teachers and non-English major students in Vietnam regarding students' silence in English classes, addressing a gap in existing literature Previous research by Nguyen (2015) highlighted both subjective factors, such as learners' psychology and proficiency, and objective reasons, including the influence of teachers, course content, and classmates, that contribute to student silence By utilizing observations, retrospective interviews, and focus group discussions, this investigation aims to provide a comprehensive understanding of the dynamics surrounding student silence among Vietnamese undergraduates.
METHODOLOGY
Research participants
This study focuses on the silence of non-English major students in English classrooms, examining perspectives from both teachers and students Participants included non-English major students from four General English classes and their respective teachers The researcher observed and video-recorded lessons from four teachers, with three teachers and eight students consenting to participate in retrospective and semi-structured interviews.
3.1.2 Descriptions of the participants 4.1.1 a, Descriptions of participants in observations
Table 3.1 and 3.2 below illustrate the descriptions of 95 participants in observations including 4 English teachers and 91 students of four classes All the names of the participants listed are pseudonyms
Table 3.1: The Descriptions of English Teachers in Observations
Table 3.2: The Descriptions of Students in Observations
No Class Number of students Number of males Number of females
4.1.2 b, Descriptions of participants in interviews
Table 3.3 and 3.4 below show the descriptions of the students and teachers who volunteered to take part in the interviews
Table 3.3: The Descriptions of Students in Interviews
Table 3.4: The Descriptions of Teachers in Interviews
No Teacher Years of teaching Gender
Data collection instruments
3.2.1 Observation and audio-visual recording
Observation is a valuable research method that offers insights into situations participants may be reluctant to discuss (Cohen, Manion & Morrison, 2000) Recognizing these benefits, the researcher utilized class observation to gain a thorough understanding of the context.
A camera was used to record the interactions among class members so that the
Researchers may enhance their observation notes with additional details as needed The information collected through these observations is utilized to bolster the retrospective interview process and to analyze the resulting interview data.
To facilitate a smooth integration of the researcher into the classroom environment, the researcher visited the classes two sessions prior to the official data collection During these visits, the researcher engaged in discussions with both students and teachers, fostering familiarity and comfort before the class observation process began.
Before video recording the lessons, the research had a “dry-run” session A
A "dry-run," as defined by O'Brien (1993), is an initial lesson where students and teachers acclimate to the presence of a camera in the classroom Consequently, the video recordings from these "dry-run" lessons were not utilized as data However, it was noted that following the "dry-run" sessions, the classroom atmosphere became more relaxed and natural, even with the camera present This change suggested that the data captured in subsequent recordings would be more reliable.
Stimulated recall interview is a technique that requires interviewees to reconstruct events in the classroom that are captured on the videotapes (Clarke, 2001)
In retrospective interviews, interviewees view video recordings of their behaviors to reflect on their thinking processes during specific events (Nguyen et al., 2013) This method was utilized to explore students' silent moments during English lessons, allowing for a deeper understanding of their thought processes through previously recorded footage Additionally, teachers shared their insights on students' silence while reviewing these lesson videos, providing valuable perspectives on classroom dynamics.
In the study, stimulated recall interviews employed questions proposed by Gass and Mackey (2000) These questions were posed by the researcher during moments when interviewees paused the video or when specific episodes prompted further inquiry.
“What were you thinking here/at this point?”
“Can you tell me what you were thinking at that time?”
“Do you remember thinking anything when she said/repeated that?”
“Can you remember what you were thinking when she said that/those word(s)?”
“Can you tell me what you thought when the class was totally silent at that time?”
The questions used for asking teachers are listed below:
“What were you thinking here/at that point?”
“Can you tell me what you were thinking when you looked at that student?”
“Do you remember what you were thinking when that student/the class did not respond to your questions?”
Following the initial data collection methods, semi-structured interviews were conducted to delve deeper into participants' perceptions of the silence phenomenon These debriefing sessions aimed to provide more insightful responses to the research questions Utilizing a written list of questions, as suggested by Mackey and Gass (2005), the researchers guided the discussions to explore participants' views on silent periods in class The interviews were informal and audio-recorded for accuracy.
Data collection procedure
The procedure of data collection in this study had the following phases:
In this phase, necessary documents and instruments for the study were designed, such as:
Consent form for interviews and observations
Stimulated recall instructions for the interviewees
The researcher sought permission from the Faculty of Foreign Studies at the selected university, as well as from all students and teachers involved in the General English course, to conduct the study and record their lessons Additionally, observation days were carefully scheduled to accommodate all participants and the researcher.
Phase 2: Observation and audio-visual recording
During the observation phase of the General English courses, video recordings captured all classroom interactions The observation focused on key aspects, particularly noting instances of silence among certain students, which were documented using a specially designed form.
Phase 3: Video-stimulated recall interview
To prepare for the next phase, the researcher engaged with silent students noted during observations and invited them to participate in retrospective interviews Additionally, voluntary teachers were also invited to join this phase The interviews were conducted promptly to ensure that all participants could accurately recall their experiences from the lessons.
During the interviews, researchers utilized videotapes as stimuli, reminding participants of the research objectives and ensuring data confidentiality Together, the researcher and interviewees watched the videos, encouraging participants to share their thoughts on the lessons Researchers posed questions during moments of silence to prompt discussion To facilitate clear communication, the debriefing sessions were conducted in Vietnamese The interviews were recorded and subsequently transcribed for analysis.
Semi-structured interviews were conducted with voluntary students following three phases to gather additional insights into the phenomenon of silence A set of semi-structured interview questions was employed during this phase to facilitate the discussion.
The Figure 3.1 below outlines this study‟s data collection procedure:
Figure 3.1: Phases in data collection procedure
Data analysis methods and procedure
The qualitative analysis of data collected from observations and interviews was conducted using the techniques outlined by Miles and Huberman (1992), which involved steps such as data reduction, data display, interpretation, and conclusion drawing Irrelevant portions of the transcripts and notes regarding silence in classroom interactions were excluded, and the relevant Vietnamese transcriptions were translated into English for citation in the findings The data was then coded by themes to effectively address the two research questions.
According to the literature, silence is associated with various factors Table 3.5 presents a classification of these factors related to silence, which served as the coding scheme for this study.
Factors relating to silence Code
Personal factors (characteristics, personal problems) PF
Cultural factors (power distance, collectivism) CF
Environmental factors (teachers, peers) LE
FINDINGS AND DISCUSSION
Students’ perception of silence
In the observed classroom lessons, students remained largely silent, rarely responding to the teacher or making eye contact Instead, they focused on their books, notebooks, or phones When questioned about their silent moments, students provided various reasons for their lack of participation, prompting an investigation into the factors contributing to their silence.
In this study, students' silence is categorized into two distinct types: active silence and inactive silence Active silence occurs when students consciously choose to remain silent as part of their learning style or habit, allowing them time to process information and acquire new knowledge comfortably This type of silence reflects their positive and productive engagement in the learning process Conversely, inactive silence arises from various inhibiting factors that prevent students from participating verbally in lessons, such as cultural influences, the learning environment, anxiety, or limited competence.
In a recent interview, six out of eight students indicated that they often remain silent for learning purposes This silence allows them to mentally process information, such as comprehending reading materials and formulating responses For instance, during a lesson where the teacher inquired about the sport they had learned in school, no student answered, and one student, Giang, was seen quietly contemplating the question.
17 book and showed no responsive action to his teacher In the retrospective interview, Giang talked about his silent moment:
I was thinking about the answer but I did not know how to say I was trying to answer with a full sentence including subject and predicate instead of just saying a sport name
Giang understood the question and had the answer but chose to remain silent as he focused on constructing a complete sentence in the target language His silence did not indicate a lack of concentration; rather, it reflected his effort to enhance the quality of his response.
In the same situations in another class when no student responded to the teacher,
I was thinking about the discussion I mean I was thinking about the ideas in Vietnamese first, then I translated it into English
[…] I was wondering what is the answer
Duong shared her experience of preparing for a response, emphasizing that while she understood the teacher's question, she struggled to articulate her thoughts on the spot She spent time silently contemplating how to effectively translate her ideas from Vietnamese to English.
Students utilized silence as a cognitive process, allowing them to interpret information and apply their knowledge while translating answers from their first language (L1) to the target language This suggests that their lack of verbal response does not indicate disengagement from the learning process Ollin (2008) supports this finding, highlighting that silence can be associated with internal cognitive activity.
From the learners' perspectives, their silence often stemmed from a desire to focus on their own work and learn from their peers An mentioned that she remained quiet to absorb ideas from her friends, which she then applied to her own tasks, while also preparing answers for potential questions from the teacher Similarly, Phan and Giang chose not to respond to their teacher as they were preoccupied with correcting their exercises, with Giang expressing a preference to listen to the teacher's explanations for improving his writing This intentional silence allowed the students to concentrate on enhancing their learning, aligning with findings from Bao's (2014) study on Australian students who utilized silent moments to boost their verbal performance quality.
Students often view their silence as a valuable opportunity to retrieve and recall information For instance, during a listening lesson, Chi chose not to respond to her teacher's prompts, as she was focused on recalling the content of the audio Although she could only remember a few words, this process of mental retrieval demonstrated her active engagement in learning, despite her lack of verbal response Similarly, research by Bao (2014) indicates that Vietnamese students utilize silence as a means to connect new knowledge with their existing understanding.
Learners' silence in the classroom can often be attributed to their individual learning styles and habits For example, during a lesson, a student named An was observed remaining silent despite knowing the answer In a follow-up interview, An revealed that she preferred not to speak up unless prompted by the teacher, indicating that her learning habit did not include actively participating in discussions This highlights the impact of personal learning preferences on student engagement in class.
Phan and Hoa exhibit a similar behavior of remaining silent while waiting to be called upon by their teacher In an interview, Hoa revealed that even though she understood how to respond, she chose to remain quiet due to a long-standing habit This tendency to stay silent often results in the teacher answering their own questions, highlighting a learning pattern that discourages student participation.
An, Phan, and Hoa appear accustomed to their English teachers' management of classroom activities, often remaining silent until prompted to speak This silence does not seem to bother them, but it may contribute to a growing passivity in their second language (L2) lessons.
During a quiet moment in class, while the teacher was reviewing Giang's work on the blackboard and seeking confirmation on the correctness of his answers, Giang and several classmates displayed a lack of responsiveness Instead of engaging, they focused on their books or other items on their desks, avoiding eye contact with the teacher In a subsequent interview, Giang reflected on this behavior.
At that moment, I found that my answer was correct, so I did not say or ask anything, I think I would only say or ask my teacher if my answer was incorrect
Giang's tendency to remain silent in class reflects a learned behavior, as he only speaks up to seek clarification on incorrect answers This silence does not indicate a lack of understanding or concentration; rather, students like Giang consciously choose to be quiet because they are accustomed to this learning style in their English lessons This observation suggests that silence may be a traditional or trained learning habit among students, as noted by Nguyen (2002), indicating their comfort with this approach to learning.
Active silence serves as a valuable learning tool for students, allowing them to engage deeply with the material During these quiet moments, students may not vocalize their thoughts, but they are actively processing information, refining their work, and listening to their peers This silence can also facilitate language translation from their native language to the target language, or simply reflect their established learning style.
Students' silence in the classroom often stems from their conditioning to seek correct answers Those who haven't found the right answers are focused on doing so, while those who know the answers wait for teacher confirmation or have developed a habit of remaining silent until called upon This expectation for only correct responses from teachers may perpetuate student silence Furthermore, if students perceive English lessons as solely about finding correct answers and only speaking when certain, they risk becoming passive learners, limiting their opportunities for interaction and practice in using the target language, which is crucial for effective foreign language acquisition.
Teachers’ perception of students’ silence
Teachers perceive student silence as influenced by multiple factors, with interviewed educators identifying various reasons for learners' decision to remain quiet during specific lesson periods However, they struggle to comprehend the intricate dynamics underlying this silence.
In classroom observations, teachers frequently engaged students by asking questions and encouraging them to speak up, but often received little to no response Consequently, they resorted to providing answers themselves or directly inviting specific students to participate.
Teacher Minh perceives that some students' silence is linked to their learning habits or styles, often indicating they are in a focused learning mode When asked about her observations regarding students' silence after her elicitation, she emphasized her efforts to gauge their attitudes, often looking into their eyes to assess their understanding Specifically, she noted Binh, who remained silent and was distractedly looking around the classroom, highlighting her attentiveness to individual student behaviors.
This student demonstrates strong learning abilities but exhibits an "amateur" approach He tends to engage only with topics that interest him, showing particular fascination when teachers introduce new or unique concepts While he does focus on key information, he lacks the habit of taking notes and prefers not to write things down.
This teacher found that it was her student‟s learning style and did understand his attitudes whenever he kept silent She also said that:
A learner's learning style is crucial to their educational experience, and while teachers play a significant role in fostering interaction and encouragement, modifying a student's established style can be challenging This is often due to the learner's perception of their current style as effective and suitable Overall, I find the test results satisfactory.
Initially, Teacher Minh viewed her student Binh's silence as a concern and wished to encourage more participation However, after reviewing Binh's test scores and English proficiency, she found his quiet demeanor to be acceptable It appears that Teacher Minh recognized Binh's unique learning style, as he indicated during a semi-structured interview that his engagement varies based on the context.
Teacher Minh perceived her student Binh's silence as a deliberate choice, reflecting his unique learning style rather than external influences This suggests that a diligent student like Binh may consciously decide when to remain silent or participate in English lessons.
In
During a listening exercise, teacher Minh replayed an audio clip and prompted her students to repeat what they heard; however, Chi and the girls nearby remained silent, with Chi even using her hand to cover her face Observing this behavior, teacher Minh expressed her concern about the students' reluctance to participate.
Many students may hesitate to answer questions in class due to fear of embarrassment or losing face in front of their peers This is often compounded by shyness, particularly among female students For instance, while a male student confidently engages with the teacher, a female student like Chi may resort to hiding her face with her hands, reflecting her introverted nature Such behaviors highlight the psychological factors that contribute to their reluctance to participate actively in discussions.
Teacher Minh perceived Chi's silence as a reflection of psychological factors, face-saving strategies, or her passive learning style, yet she did not attempt to address this silence during the lesson While Chi remained quiet and engaged in other activities, an active male student continued to participate Although Teacher Minh acknowledged the difference in participation, she attributed Chi's silence to her shyness, interpreting it as a conscious choice However, Chi later revealed that her limited listening skills contributed to her reluctance to engage, suggesting that she might have participated more if she had felt more competent Unfortunately, Teacher Minh did not recognize these underlying concerns, which hindered her ability to support Chi and other less confident students in contributing to the lesson in English.
Afterwards, teacher Minh did mention some implications for herself:
Understanding students' psychology is crucial in teaching, especially when working with shy learners Adopting a gentle and suggestive approach can be more effective than using intimidation It’s important to create a supportive environment that encourages participation without causing anxiety.
Teacher Minh assumed Chi's silence was due to shyness, believing that gentle encouragement and additional clues would prompt her to speak However, the teacher may not have recognized that Chi's limited English proficiency could still hinder her ability to respond, despite the supportive approach.
In the next situation, looking at Chi and Duong who kept silent and showed no responsive behaviors, teacher Minh commented on their silence:
Overall, I find their behavior in learning to be quite positive They rarely skip classes and consistently respond to teachers with politeness Additionally, they show great enthusiasm when prompted, although they can be somewhat reserved at times.
Limited English vocabulary can hinder individuals' ability to respond effectively, especially when broader knowledge is required If they are confident in their understanding, they are more likely to provide accurate answers.