Teacher Perceptions of Silent Classrooms and Their Response Strategies in English Oral Lessons

Abstract

This study examines the phenomenon of silent classrooms in English oral lessons, exploring the perceptions and strategies of teachers in addressing student silence. Silent behavior, ranging from passive listening to complete withdrawal, significantly affects classroom dynamics and student engagement. Teachers often interpret silence as either a sign of disinterest or as a response to anxiety, self-doubt, or cultural factors. The research investigates how teachers observe these behaviors, their emotional responses, and the long-term impact of their strategies on student participation and confidence. The study highlights the importance of creating a supportive classroom environment, offering constructive feedback, and incorporating interactive activities to promote active student engagement. The findings provide insights into how teachers can manage silence effectively, encouraging a more interactive and communicative learning environment that fosters oral proficiency and reduces anxiety.