Expounding the Determinants of Learners' Active Participation in Foreign Language Classroom
DOI:
https://doi.org/10.17507/tpls.1403.06Keywords:
classroom participation, foreign language learning, motivation, internal factors, external factorsAbstract
This paper addresses the characteristics that influence students' engagement in the Foreign Language classroom. The researcher employed a quantitative study methodology to collect data from 20 foreign language (FL) instructors from a variety of high schools and 130 learners. Students were chosen using "purposive sampling," while instructors were selected using "random sampling." For this study, an online survey was used to obtain the necessary data. Using charts and percentages, the researcher scientifically assessed the gathered data. Based on the results, it is clear that students have several challenges and difficulties to overcome, which leads to their underperformance in FL lessons. Students' inactivity in language courses was caused by variables like anxiety, lack of motivation and stimulation, fear of criticism by classmates, instructors' methods of instruction, classroom organization, the learning context, and other cultural influences. The research shows that there are significant differences in how teachers and students perceive the variables. Instructors believe that students' lack of comfort with speaking up in front of their peers is the most significant internal barrier to their success in the FL classroom. The majority of students report that anxiety prevents them from fully engaging in class discussions and other activities when learning foreign languages. Teachers believe that the learning setting or subject is the primary driving factor, while students believe that the teaching technique used by the instructor is a determining factor.
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