





































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 7, No. 1, April 2024, pp. 55-64  

       https://doi.org/10.12928/eltej.v7i2.11596        http://journal2.uad.ac.id/index.php/eltej/index          eltej@pbi.uad.ac.id  

Exploring factors influencing student silence in EFL classes: A 

case study at an Indonesian vocational high school 

Bambang Widi Pratoloa,1,*, Muhammad Muzakki Arya Saktib,2, Dat Baoc,3 

a, b Universitas Ahmad Dahlan, Jl. Ringroad Selatan, Kragilan, Tamanan, Kec. Banguntapan, Kabupaten Bantul, Daerah Istimewa 

Yogyakarta 55191, Indonesia 
c Monash University, Wellington Rd, Clayton VIC 3800, Australia 

1 bambangwidip@gmail.com*; 2 muhammad1600004233@webmail.uad.ac.id, 3dat.bao@monash.edu.au 

*Corresponding Author 

A R T I C L E  I N F O 

 

A B ST R ACT   

 

 

Article history 

Received 20 January 2024 

Revised 25 February 2024 

Accepted 2 March 2024 

 Research on student silence in English as a Foreign Language (EFL) 
classrooms has become increasingly important in language learning 
environments worldwide. This study investigates the factors contributing 
to student silence in EFL classes at a vocational high school in Indonesia. 
The research focused on students in an 11th-grade class, adopting a 
qualitative approach to explore the experiences of silent students.The 
study was conducted in two stages: observation and interviews. In the 
initial observation phase, the researcher examined classroom conditions 
during EFL lessons to identify students who frequently remained silent. 
Following this, an interview phase was conducted with six students who 
often displayed silent behavior. Pre-prepared questions were used to 
gather insights into their perspectives on class participation and the 
challenges they faced in engaging actively. The findings revealed several 
factors that contribute to student silence in EFL classes, including 
anxiety, limited language proficiency, low self-confidence, lack of 
motivation, and introverted personality traits. Additionally, students 
reported experiencing difficulties related to understanding the material, 
maintaining focus, and speaking in class. The study also identified 
common activities among silent students, such as engaging in side 
conversations, doodling, using mobile phones, listening to the teacher, 
reading textbooks, and taking notes. In conclusion, this study provides 
valuable insights into the phenomenon of student silence in EFL 
classrooms, highlighting several factors that may hinder student 
participation. These findings could inform strategies for improving the 
quality of teaching and learning in EFL settings, with a particular focus 
on supporting silent students. 

 

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Student Silence 

EFL Classes 

Factors  

Vocational High School 

 

 

How to Cite: Pratolo, B. W., Sakti, M. M. A. & Bao, D. (2024). Exploring factors influencing student silence 
in EFL classes: A case study at an Indonesian vocational high school. English Language Teaching Educational 
Journal, 7 (1), 55-64. https://doi.org/10.12928/eltej.v7i2.11596     

1. Introduction 

In the realm of education, numerous phenomena warrant careful attention, one of which is the 
phenomenon of student silence in English as a Foreign Language (EFL) classes. While silence in the 
classroom can be perceived as a normal occurrence, it can also pose challenges to the teaching and 
learning process. Classroom silence may sometimes be beneficial, fostering reflection and self-
assessment; however, it can also indicate underlying issues that hinder engagement. 

https://doi.org/10.12928/eltej.v7i2.11596
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56 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 7, No. 2, April 2024, pp. 55-64 

 Pratolo, B. W., Sakti, M. M. A. & Bao, D. (Exploring factors influencing student silence in EFL.....) 

This raises critical questions regarding the factors contributing to student silence during EFL 
classes. Based on preliminary observations, two predominant causes appear to be poor interaction and 
inadequate communication within the classroom, which may serve as fundamental contributors to this 
phenomenon. 

The researcher has chosen to investigate student silence in EFL classes due to the limited 
exploration of this issue in existing literature. Additionally, there is a desire to uncover the specific 
factors leading to student silence in this context. Studying student silence in EFL classes is crucial, 
given that students are generally expected to be active participants in the learning process. Zafarina 
(2022) identifies several reasons for student silence, highlighting that a lack of self-confidence and 
inadequate English competence are two significant challenges in this regard. 

From the researcher’s personal experience, student silence often stems from individual 
understandings and characteristics, with many students preferring silence during learning activities. 
In this context, Kоrol (2022) posits that silence provides students with an opportunity to introspect 
and engage with their surroundings. This introspection is particularly beneficial when students are 
empowered to set their own learning goals, select their preferred methods, and create varied outputs 
throughout the learning process. Fjeld (2022) further suggests that silence can be interpreted as a 
psychological break from verbal engagement, indicating that students have their own motivations for 
remaining silent in EFL classes. 

Conversely, Huynh and Adams (2022) observe that teachers experience silence differently; it can 
be seen as an opportunity for reflection, a sign of uncertainty, or a deliberate disengagement. It is 
essential for EFL teachers to recognize these nuances, as they play a pivotal role in addressing the 
phenomenon of student silence. Smith and King (2018) argue that educators must cultivate a 
motivating atmosphere to encourage student participation in the learning process. 

The issue of student silence in EFL classes cannot be overlooked. Shachter (2022) emphasizes that 
when silence arises in educational settings, it should be addressed promptly and effectively. 
Consequently, this issue warrants further research to identify solutions that can mitigate its negative 
impacts. 

Given these considerations, the researcher is motivated to explore the phenomenon of student 
silence in EFL classes, particularly because it remains underrepresented in academic discourse. The 
researcher is also deeply curious about this phenomenon and its implications. Maher (2021) notes that 
silence can be advantageous for certain students, particularly those who place significant value on 
silence in relation to their language proficiency. Therefore, any investigation or intervention must be 
approached with sensitivity. With this understanding, the researcher aims to conduct the study with 
careful consideration, striving to achieve meaningful results that contribute positively to the field of 
education. 

Several previous studies are pertinent to this preliminary investigation. The first study by Saylag 
(2014) suggests that while the phenomenon of silence in the classroom may pose challenges, it can 
also provide advantages for student learning. In particular, students require moments of silence to 
reflect on what they have learned. It is inherent to human nature to pause for thought before taking 
action or expressing opinions. In the context of language learning, learners can leverage these 
moments of silence when appropriate methodologies are employed. The second study conducted by 
Hanh (2020) identifies various factors contributing to silence in the classroom, including linguistic 
and psychological elements, as well as additional impersonal factors. Linguistically, a lack of 
vocabulary, poor pronunciation, ungrammatical expressions, and low proficiency levels are significant 
reasons students may choose to remain silent. Psychologically, barriers such as lack of confidence, 
shyness, and the fear of losing face or sounding foolish in front of peers and instructors also inhibit 
oral participation. 

Another study by Zafarina (2022) highlights several reasons for silence in EFL classrooms: (1) 
lack of confidence in answering oral questions, (2) the belief that learning English is difficult, (3) 
hesitation to speak in front of others, (4) varying levels of language proficiency, and (5) fear of making 
mistakes and being ridiculed by classmates or judged by the teacher. In this context, the dual issues 
of lack of self-confidence and inadequate English competence emerge as primary concerns. 
Meanwhile, Faizin et al. (2022) presents an intriguing perspective: the silence exhibited by Indonesian 
students does not indicate a deficiency in cognitive development but rather reflects a different mode 



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of participation in the classroom. Many students reported feeling more comfortable expressing their 
thoughts in writing than verbally. 

Lastly, the research conducted by Purwanti and Yeni (2021) underscores that shyness, categorized 
as a psychological factor, is a significant contributor to student silence in speaking classes. This factor 
exacerbates other issues, including lack of confidence, anxiety, low motivation, and fear of making 
mistakes. This study distinguishes itself by employing a qualitative approach, contrasting with many 
previous studies that utilized mixed-methods approaches involving questionnaires and interviews. The 
decision to utilize observation and interviews is grounded in the belief that these methods are more 
suitable for capturing the complexities of the phenomenon. By employing these techniques, the 
researcher aims to obtain more valid and nuanced data. 

2. Methods 

This study employs a qualitative research design to explore the phenomenon of student silence in 
English as a Foreign Language (EFL) classes. Qualitative research is particularly effective for 
understanding complex social phenomena and capturing participants' perspectives (Hancock et al., 
2009; Creswell & Poth, 2018). By focusing on the lived experiences of students, this research aims to 
provide in-depth insights into the factors influencing student silence.  

2.1. Data Collection 

Data collection for this study began with classroom observations, followed by interviews with 
selected students. This two-step approach allows for a comprehensive understanding of the context in 
which student silence occurs, as well as the perspectives of students who demonstrate silent behavior. 

1) Classroom Observations 

Observations were conducted in several EFL classrooms at an Indonesian vocational high school. 
The researcher utilized a structured observation checklist to record instances of student silence, 
participation levels, and classroom interactions (Fraenkel, Wallen, & Hyun, 2019). This approach 
facilitated the identification of patterns and contextual factors associated with student silence in real-
time settings. 

2) Semi-Structured Interviews 

Following the observations, semi-structured interviews were conducted with six students who 
exhibited silent behavior during class. This method allowed for flexibility in exploring the students' 
experiences and perceptions regarding their silence (Kvale & Brinkmann, 2015). The interviews 
included open-ended questions designed to elicit detailed responses about the factors contributing to 
their silence and any strategies they felt could encourage participation. The interviews were audio-
recorded with participants' consent and subsequently transcribed for analysis. 

2.2. Participants 

The study involved a purposive sampling technique to select the six students who displayed notable 
silent behavior during classroom observations. This targeted approach ensured that the interviews 
provided rich and relevant data about the phenomenon of student silence. 

2.3. Data Analysis 

Thematic analysis was employed to analyze the data collected from observations and interviews. 
This method involved identifying, analyzing, and reporting patterns (themes) within the data (Braun 
& Clarke, 2006). The analysis process included familiarization with the data, coding, theme 
development, and refining themes, ensuring that the findings were grounded in the participants' 
experiences. 

3. Findings and Discussion 

In this section, the researcher presents the findings of the study, starting with observations 
conducted prior to interviews. Observation was the initial step taken in this research to investigate 
student silence in EFL (English as a Foreign Language) classrooms. The researcher conducted open, 
direct observations of class XI PM3, identified as one of the less active or quietest classes during 
English lessons. These observations, lasting approximately one hour, were documented with video 
recordings and were conducted on February 15, 2023. 



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The researcher observed all 36 students in class XI PM3. Prior to the observation, a discussion 
with one of the English teachers helped identify class XI PM3 as the most passive and silent class 
among the English classes at the school. Based on this recommendation, the researcher selected this 
class for observation. 

The results of the observation indicated that 64% of the students remained silent and passively 
listened during the lesson, while only 36% actively engaged and spoke during the learning process. 
This suggests that the majority of students in the class tended to be passive or silent during English 
learning activities. 

Several factors appeared to contribute to this classroom silence. First, the students seemed more 
inclined to listen than to actively participate, which may reflect a preference for passive learning. 
Additionally, a lack of English proficiency among many students was observed, as evidenced by their 
inability to answer questions posed by the teacher. Some students also appeared to pay limited 
attention to the teacher’s explanations, possibly due to a lack of interest in learning English, which in 
turn points to low motivation to engage in EFL activities. 

The researcher also noted other behaviors related to student silence. Some students who remained 
silent occasionally engaged in unrelated activities, such as chatting with classmates, doodling, or using 
their cell phones. These behaviors further underscore the students’ lack of engagement and motivation 
in participating actively in the lesson. 

3.1. Factors Contributing to Student Silence 

This section presents the findings on factors contributing to student silence, difficulties faced by 
students, and activities engaged in by silent students during EFL classes at an Indonesian Vocational 
High School, especifically in class XI PM 3. Based on student interviews, the researcher identified 
five primary factors contributing to student silence: anxiety, lack of English proficiency, lack of 
confidence, lack of motivation, and introverted personality. 

1) Anxiety 

Anxiety emerged as a significant factor contributing to student silence, with two respondents 
highlighting this issue during interviews. Students reported feeling insecure about their language skills 
and fearful of negative judgments from others. For instance, Respondent B shared,  

“I feel unsure of myself, especially when answering questions. I am afraid that I will be wrong” 
(Respondent B, February 17, 2023, translated by the researcher).  

Similarly, Respondent E stated,  

“I often feel afraid or anxious if I want to speak, let alone answer questions from the teacher, 
because I cannot speak English” (Respondent E, February 22, 2023, translated by the researcher). 

These statements reveal how fear of negative judgment and self-perceived inadequacy can lead to 
silence in the classroom. As noted by Curry, Maher, and Peeters (2020), anxiety among language 
learners often leads to negative thoughts, such as fear of making mistakes or missing opportunities for 
practice. Gregersen and Horwitz (2002) further emphasize that anxious students may avoid speaking 
to prevent showing a perceived lack of competence. Additionally, anxiety can stem from emotional 
instability (Masthurah et al., 2021) and heightened self-awareness, which can hinder students’ 
engagement in class (King, 2013; Tang et al., 2020). 

2) Lack of English Proficiency 

Limited English proficiency was another key factor influencing students' silence. Many students 
lacked confidence in their grammar and vocabulary, making it difficult to participate actively. 
Respondent D expressed this by saying,  

“I often have difficulties in learning English, so I cannot answer questions and speak in English. 
Therefore, I choose to remain silent” (Respondent D, February 22, 2023, translated by the researcher). 

This response underscores how inadequate vocabulary and grammar skills hinder students from 
participating, as they feel unable to communicate accurately. Students’ limited proficiency can result 
in silence as they feel unable to construct sentences accurately or interpret lessons fully (Hanh, 2020; 
Bao, 2020). This aligns with Bahar et al. (2022), who observed that students with limited language 
abilities may feel embarrassed, making them reluctant to participate. Additionally, Faizin et al. (2022) 



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argue that the lack of daily English usage exacerbates students’ silence, as they struggle to express 
even known answers in English. 

3) Lack of Confidence 

A lack of confidence was frequently mentioned as a factor causing silence, even among students 
who understood the material. Respondent C noted,  

“I prefer to remain silent even though I actually understand, because I lack confidence when 
answering questions from the teacher; sometimes I hesitate when answering and speaking in English” 
(Respondent C, February 17, 2023, translated by the researcher). 

This statement highlights how a lack of confidence can prevent students from sharing their 
understanding, despite having the knowledge. This lack of confidence often stems from low self-
esteem and is exacerbated by limited language skills and minimal support (Dörnyei, 2005; Bahar et 
al., 2022; Lakshmi et al., 2022). According to Purwanti and Yeni (2021), students lacking confidence 
may feel embarrassed, fearing ridicule from their peers if they make mistakes. This lack of self-
assurance may also result from limited motivation; as Juniati et al. (2018) argue, motivation can 
enhance students' confidence, fostering active participation in EFL classes. 

4) Lack of Motivation 

Low motivation was another factor linked to student silence. Unmotivated students often preferred 
silence or engaged in unrelated activities. Respondent A admitted,  

“I don't like English lessons because I think this lesson is difficult, and from the beginning, I was 
not interested; therefore, I prefer to be silent” (Respondent A, February 17, 2023, translated by the 
researcher). 

This statement suggests that disinterest in learning English results in minimal classroom 
engagement. Students lacking motivation are often disinterested in learning, feeling that English 
lessons hold little personal relevance (Smith et al., 2018). Zhang (2019) argues that motivation is 
critical for language learning, as it drives students to engage more actively. Zafarina (2022) also notes 
that positive reinforcement, such as encouraging feedback, can help reduce silence by boosting 
motivation. 

5) Introverted Personality 

Introverted personality traits also contributed to silence. Introverted students may feel more 
comfortable listening rather than speaking. Respondent F reflected this by saying,  

“I am often silent because I do have this kind of personality. Therefore, I prefer to be quiet and 
just listen” (Respondent F, February 22, 2023, translated by the researcher). 

This response shows how introverted students may avoid speaking due to a preference for 
introspection over active participation. According to Wen (2017), introverted learners may struggle to 
adapt to social interactions in the EFL classroom, making it challenging for them to participate. 
Amalia and Husna (2020) add that introverts often experience anxiety and shyness, making them 
reluctant to speak in front of others. This tendency to avoid speaking can result from internalized fears 
and a preference for introspective engagement over external communication (Elfiza, 2017). 

3.2. Difficulties Experienced by Students in EFL Classes 

In addition to factors contributing to silence, students reported several difficulties they faced in 
EFL classes: difficulty in understanding lessons, focusing, and speaking. 

1) Difficulty in Understanding the Lessons 

Many students cited difficulty in understanding lessons due to limited vocabulary and grammar 
skills. Respondent D mentioned,  

“I often find it difficult to understand or learn English, as I still know little vocabulary” 
(Respondent D, February 22, 2023, translated by the researcher).  

Similarly, Respondent E noted,  

“I usually find it difficult to understand the material, especially difficult material. It is also difficult 
to understand the sentence structure” (Respondent E, February 22, 2023, translated by the researcher). 



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These responses highlight how gaps in language knowledge contribute to students’ silence, as they 
may feel unable to engage meaningfully. According to Min (2016), students who lack vocabulary and 
grammar skills often feel unable to communicate fluently. This difficulty can reinforce a preference 
for silence, as students may feel unprepared to engage actively. 

2) Difficulty in Focusing in EFL Classes 

Students also experienced challenges in maintaining focus during EFL classes. For example, 
Respondent A stated,  

“I find it difficult to focus in this lesson, because my friends often tease or talk to me” (Respondent 
A, February 17, 2023, translated by the researcher).  

Respondent B added,  

“I often feel sleepy and tired during English lessons, so I cannot focus on these lessons” 
(Respondent B, February 17, 2023, translated by the researcher). 

These responses indicate how both external and internal factors disrupt students’ concentration, 
leading to disengagement. Fatmawati and Haura (2020) highlight that distractions from peers and 
personal fatigue are common barriers to focus in the classroom. These distractions can further decrease 
student engagement, leading to increased silence. 

3) Difficulty in Speaking in EFL Classes 

A lack of confidence and fear of making mistakes contributed to students' difficulty in speaking. 
Respondent C described this by saying,  

“I find it difficult to speak in English, especially when answering questions. It feels like a lack of 
confidence, even though I actually know the answer” (Respondent C, February 17, 2023, translated 
by the researcher). 

This response shows how anxiety and lack of confidence can prevent students from expressing 
themselves, despite understanding the material. Juniati et al. (2018) argue that frequent practice, 
increased vocabulary, and motivational support can help overcome students’ hesitation in speaking. 
Addressing these issues can encourage students to move past silence and engage actively in class 
discussions. 

3.3. Activities of Silent Students during EFL Classes 

The study also explored the activities silent students engaged in during class. Some students 
occupied themselves with unrelated activities while others attempted to follow the lesson. 

Respondents reported a variety of activities, including using cell phones, doodling, or chatting. For 
example, Respondent A mentioned,  

“I often draw or make scribbles in my book, and sometimes also operate my cell phone” 
(Respondent A, February 17, 2023, translated by the researcher).  

However, a few students reported more constructive activities, such as taking notes or paying 
attention. Respondent C shared,  

“I usually just stay quiet and focus on listening, but sometimes I also do other things such as 
drawing on my book or taking notes on the lesson material” (Respondent C, February 17, 2023, 
translated by the researcher). 

These responses reveal a mixture of disengagement and occasional attentiveness. Classroom 
interaction is essential for effective learning, as it promotes the exchange of ideas between teachers 
and students (Bahar et al., 2022). Students who engage in unrelated activities are likely to miss out on 
these interactions, limiting their learning opportunities. However, positive classroom interactions can 
encourage students to become more active participants. 

In examining the factors contributing to student silence in EFL classes, this study identified 
anxiety, lack of English proficiency, lack of confidence, lack of motivation, and introverted 
personality as significant influences. These factors collectively create a classroom environment where 
students often feel hesitant or incapable of active participation. Many students experience language-
related challenges that limit their ability to speak up, while psychological and personality-related 
barriers further reinforce their preference for silence. 



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Moreover, the difficulties students face in understanding the material, maintaining focus, and 
expressing themselves contribute to their disengagement in class. Students often compensate for these 
challenges by resorting to various activities during lessons—some distracting, such as using cell 
phones or chatting with peers, and others constructive, like listening attentively or taking notes. These 
behaviors reflect the diverse ways students cope with the challenges of learning in a foreign language 
environment, suggesting a need for tailored support that addresses both academic and emotional 
barriers. 

4. Conclusion  

This study concludes that student silence in EFL classes at an Indonesian Vocational School is 
primarily influenced by five factors: anxiety, lack of English proficiency, lack of confidence, lack of 
motivation, and an introverted personality. Additionally, students face several difficulties that 
contribute to their silence, including challenges in understanding lesson content, maintaining focus, 
and speaking in English. Furthermore, silent students engage in a range of activities during EFL 
classes, some of which distract from the learning process, such as chatting with peers, using cell 
phones, doodling in notebooks, or falling asleep. However, some students also engage in constructive 
behaviors, including listening attentively to the teacher, reading materials, and taking notes on 
important information. 

 
The findings of this study have several implications for educators and school administrators. Firstly, 
teachers should be aware of the psychological and linguistic barriers that contribute to student silence, 
such as anxiety and lack of confidence, and consider incorporating supportive teaching strategies, such 
as positive reinforcement and creating a safe, encouraging classroom environment. Addressing 
language proficiency gaps through targeted interventions, such as vocabulary-building exercises or 
additional grammar support, may also help reduce students’ hesitation in participating. Furthermore, 
fostering student motivation and engagement through relevant and interesting lesson content, as well 
as interactive and collaborative learning activities, may encourage more active participation. For 
students with introverted personalities, alternative forms of participation, such as small-group 
discussions or written reflections, could be encouraged to accommodate their preferences and help 
them gradually build confidence in larger group settings. School administrators may also consider 
professional development opportunities focused on managing student engagement and addressing 
emotional needs in the language-learning context. Such efforts could foster a more inclusive and 
participative learning environment, ultimately improving students' language skills and confidence in 
EFL classes. 

 

Acknowledgment  

The researchers would like to express sincere gratitude to the research participants who have 
voluntarily participated in this study. 

 

Declarations  

Author contribution : BWP initiated the idea, explored all the references, developed 
research instrument, revised draft and wrote the final draft. MMAS 
collected data and wrote draft. DB guided the research, added ideas 
and refined the final draft. 

Funding statement : The research received no funding 

Conflict of interest : The authors declare no conflict of interest. 

Ethics declaration : The authors acknowledge that this study adheres to ethical research 
standards  set  by  the  university  and  that  the  necessary  permissions 
were  obtained  from  the  relevant  institution  for  data  collection.  
The authors support the English Language Teaching Educational 



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Journal (ELTEJ) in  maintaining  high  standards  of  personal  conduct  
and practicing honesty in all our professional practices and endeavors. 

Additional information : No additional information is available for this paper. 

 

 
 

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	1. Introduction
	2. Methods
	2.1. Data Collection
	1) Classroom Observations
	2) Semi-Structured Interviews

	2.2. Participants
	2.3. Data Analysis

	3. Findings and Discussion
	3.1. Factors Contributing to Student Silence
	1) Anxiety
	2) Lack of English Proficiency
	3) Lack of Confidence
	4) Lack of Motivation
	5) Introverted Personality

	3.2. Difficulties Experienced by Students in EFL Classes
	1) Difficulty in Understanding the Lessons
	2) Difficulty in Focusing in EFL Classes
	3) Difficulty in Speaking in EFL Classes

	3.3. Activities of Silent Students during EFL Classes

	4. Conclusion
	Acknowledgment
	Declarations


