FACTORS INFLUENCING STUDENTS’ RELUCTANCE TO PARTICIPATE IN CLASSROOM DISCUSSIONS
Abstract
Student participation is widely regarded as an important element of successful learning, particularly in language classrooms where communication practice supports language development. Even so, many students choose not to participate during classroom discussions despite understanding the lesson and knowing the correct responses. This study explores the main reasons behind students’ reluctance to speak during classroom activities.
The study employed a mixed-method research design involving 45 eighth-grade students. Data were gathered through questionnaires and semi-structured interviews. Quantitative data were analyzed using percentages, while qualitative responses were examined through thematic analysis.
The findings revealed that fear of negative evaluation (64.4%) was the most influential factor affecting participation. Other important factors included low self-confidence (55.6%), speaking anxiety (51.1%), and classroom environment (40.0%). The study suggests that emotional and environmental factors affect participation more strongly than students’ academic abilities. The findings highlight the importance of supportive classroom environments and encouraging teaching practices in increasing student engagement.
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