Unveiling silence: Exploring factors influencing silent behavior in adult EFL learners and its impact on language skill development and academic achievement

Pabelina Virgin Gustriani

Abstract


The silent behavior in class is a common phenomenon in English as a Foreign Language (EFL) learning and can have a negative impact on the learning process. This research aims to identify the factors influencing silent behavior in adult EFL learners at Ahmad Dahlan University in Yogyakarta and analyze its impact on English language skill development, classroom interaction, and academic achievement. The research methodology includes descriptive qualitative research using a literature review approach, supplemented by in-depth interviews and classroom observations. The study focuses on English Education students attending Speaking classes. The data collected will be analyzed to identify internal and external factors influencing silent behavior and its impact on the learning process. The results indicate that communication anxiety, lack of confidence, non-interactive teaching methods, unsupportive classroom environments, and cultural factors are the main causes of silent behavior in class. This behavior inhibits English language skill development, reduces classroom interaction, and negatively impacts students' academic achievement. The implications of this research suggest the need for a holistic and inclusive approach to address silent behavior in class, including creating supportive learning environments, using interactive teaching methods, and providing support to reduce anxiety and boost students' confidence. Thus, it is hoped that the English language learning process at Ahmad Dahlan University in Yogyakarta can become more effective and inclusive.


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DOI: https://doi.org/10.12928/iucee2024.v3i1.14634

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Program Studi Pendidikan Bahasa Inggris
Kampus 4 Universitas Ahmad Dahlan

Jl. Ringroad Selatan, Kragilan, Tamanan, Kec. Banguntapan, Bantul, Daerah Istimewa Yogyakarta 55191, Indonesia

Email: iucee@pbi.uad.ac.id