Le Khanh Ngoc, Le Xuan Mai


EFL learners’ low level of participation is reported as a problem commonly found in English speaking classrooms. This study aims to investigate students’ perceptions of factors hindering their participation in English speaking classrooms. Questionnaires and interviews were conducted as data collection instruments of the study. 153 first-year non-majored English students from two Advanced programs and seven High-quality programs in a major university in the Mekong Delta, Vietnam responded to the questionnaire and then 6 of them participated in the semi-structured interview sessions. The results strongly endorsed that students’ lack of vocabulary, fear of being judged by peers and lecturers and feeling overwhelmed by interactive activities in Speaking classes were significant factors causing students’ low level of participation. Recommendations are suggested to educators or lecturers in formulating future teaching strategies that promote students’ participation in the context of higher learning.

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EFL speaking classrooms, high-quality programs, non-majored English students, students’ low participation, Vietnam

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DOI: http://dx.doi.org/10.46827/ejes.v7i11.3352


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