Transforming Quiet English Classrooms into Active Learning Spaces

Hasbi, Muhamad (2026) Transforming Quiet English Classrooms into Active Learning Spaces. UNSPECIFIED.

	Text Chapter 6 Muhamad Hasbi.pdf Download (291kB)
	Text Chapter 6 Muhamad Hasbi.pdf Download (291kB)
	Text Chapter 6 Muhamad Hasbi.pdf Download (291kB)

Abstract

Addressing classroom quietness requires a more careful pedagogical response than simply increasing the amount of teacher questioning or demanding greater student talk. First, teachers need to recognize that silence has multiple meanings and that treating every silent learner as passive may overlook forms of cognitive, emotional, or nonverbal engagement (Nguyen, 2024). Second, creating active learning conditions requires attention to the classroom social climate and teacher–student relationship, both of which have been associated with student engagement in EFL contexts (Hosseini et al., 2022; Puspitasari & Hasnawan, 2026). Third, evidence from English classrooms suggests that active learning does not emerge automatically from placing students in activities; the distribution of teacher roles, student responsibilities, and classroom interaction must be deliberately reconsidered (Devira, 2020). The challenge, therefore, is to move beyond viewing classroom silence simply as a behavioral problem and instead examine how classroom structures can create more accessible pathways into participation. From this perspective, transforming a quiet English classroom into an active learning space becomes a matter of purposeful pedagogical design, which calls for concrete approaches that progressively expand students’ opportunities to interact, collaborate, and take ownership of learning.

Actions (login required)

View Item