Korean University EFL Students` Perceived Barriers to Classroom Participation
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Abstract
Language professionals frequently discuss and stress the importance of classroom participation and its role in the process of language learning, but few language researchers have actually investigated the construct proper in terms of the effect of learners’ perception on it. Using a qualitative inquiry, this article examines EFL students’ classroom participation with special attention to their perceived barriers to their engagement in classroom discourse. Content analysis was employed to examine the respondents’ interview data. Key findings address sources of non-participation in the EFL classroom or barriers to classroom participation, which may translate into variables both internal and external, to EFL learners’ involvement in classroom discourse. The findings here go beyond the importance of simple classroom participation. Classroom participation is not a singular construct. Rather, when conceived as multidimensional, it demands scrutiny within a holistic framework. Classroom language learners need to be encouraged to exercise control over their own interactive classroom participation by increasing the awareness that they are fully responsible for their own learning.
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