IDENTIFYING THE DYNAMICS OF SILENT STUDENTS’ ORAL CONTRIBUTION IN EFL CLASSROOM (Pages 20-36) by Dr. Deepika Nelson in THE INTERNATIONAL RESEARCH SPECIALIST / ISSN: 2350-1499 (Online); 2350-0751 (Print)

Classroom contribution is a vital interactional and pedagogical task through which students display their contribution. In a foreign language classroom, the students’ reluctance to participate is one of common problems a teacher experiences. Oral presentation is considered the main indicator of student participation, although opportunities to participate in oral discussion are not always available to all students due to different issues. The purpose of this study was to identify the dynamics of silent students’ oral classroom contribution in EFL classes, to evaluate how teachers’ and silent students’ perceptions of oral class participation interrupt students’ practice of oral participation in English for Foreign Language classrooms. To conduct the study, both quantitative and qualitative methods were employed, the data were collected from 80 students and 5 English teachers from the Ethiopian universities. The data were analyzed using percentage and mean. The findings of the study revealed that all English teachers and most of silent learners have perceived oral class contribution positively. Irrespective of their constructive acuities, the practicality of active oral participation in EFL classes was low. Practical measures need to be taken to enhance the practice of silent learner’s oral contribution.lassroom contribution is a vital interactional and pedagogical task through which students display their contribution. In a foreign language classroom, the students’ reluctance to participate is one of common problems a teacher experiences. Oral presentation is considered the main indicator of student participation, although opportunities to participate in oral discussion are not always available to all students due to different issues. The purpose of this study was to identify the dynamics of silent students’ oral classroom contribution in EFL classes, to evaluate how teachers’ and silent students’ perceptions of oral class participation interrupt students’ practice of oral participation in English for Foreign Language classrooms. To conduct the study, both quantitative and qualitative methods were employed, the data were collected from 80 students and 5 English teachers from the Ethiopian universities. The data were analyzed using percentage and mean. The findings of the study revealed that all English teachers and most of silent learners have perceived oral class contribution positively. Irrespective of their constructive acuities, the practicality of active oral participation in EFL classes was low. Practical measures need to be taken to enhance the practice of silent learner’s oral contribution.Keywords: Silent learners, Contribution, EFL classroom, reluctance