Student Silence in Bangladeshi Tertiary-level EFL Classrooms: A Mixed-Method Study of Factors, Perceptions, and Recommendations

Student engagement in class activities is an integral part of an English as a Foreign Language (EFL) classroom, yet many students hesitate to speak despite efforts by instructors. While this phenomenon has been widely examined globally, limited empirical research has systematically explored the factors that shape student silence and willingness to communicate in Bangladeshi tertiary-level EFL classrooms. Drawing on relevant frameworks, such as the Willingness to Communicate (WTC) theory, Krashen’s Affective Filter hypothesis, and Vygotsky’s Sociocultural perspective, this study explores the causes, implications, and potential interventions for student silence in Bangladeshi EFL classes. Using a mixed-method design, data were collected from 123 university-level EFL students via questionnaires, interviews, and classroom observations. Participants were selected through purposive and snowball sampling. Quantitative data were analyzed with descriptive statistics and Spearman’s rank-order correlation; on the other hand, qualitative responses were examined thematically. The findings reveal that student silence is driven by multiple factors, including language anxiety, fear of peer judgment, and classroom structure. Notably, over 70% of students reported hesitating to speak due to fear of making mistakes. Qualitative analysis highlights that this silence often stems from deeply rooted sociocultural norms in Bangladesh, where speaking less in front of teachers and elders is considered respectful. Students generally viewed their reticence as hindering their own learning and suggested interventions, such as group work, additional preparation time, and stronger teacher encouragement. These results have important implications for EFL curriculum designers and teacher training and classroom practices that emphasize the need to foster supportive, low-anxiety communicative environments in South Asian educational contexts.