MIZAN TEPI UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

FACTORS AFFECTING EFL LEARNERS’ PARTICIPATION IN

ENGLISH SPEAKING CLASSROOM: THE CASE OF WOSHI FAFATE
PRIMARY SCHOOL GRADE 8 STUDENTS IN FOCUS.

A SENIOR ESSAY SUBMITTED TO DEPARTMENT OF ENGLISH

LANGUAGE AND LITERATURE IN PARTIAL FULFILLMENT FOR BA
DEGREE IN ENGLISH LANGUAGE AND LITERATURE

BY: NIGUSSIE ALEMU

ADVISOR: ELIAS GURUMA

AUGUST 2022

MIZAN TEPI, ETHIOPIA

Acknowledgements

First, I would like to thank almightily God that helped me through all my activities. Secondly I
would keep to extend my healthy felt gratitude to my advisor Mr. Elias Guruma for his
advice and encouragement as well as constructive amendment and valuable comments for
accomplishment of this study. Thirdly, my gratitude goes to Woshi Fafate primary school
English language teachers and students of grade eight for their support regarding necessary to
conduct this research.

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Abstract
The purpose of this study was to assess the causes of students' limited participation in the
English language classroom of grade 8 students of Woshi Fafate primary school. To this end, the
study employed descriptive survey method, which involves both quantitative and qualitative
methods. The participants were 33 students of 8 th grade section “A” “B”, and two English
language teachers of Woshi Fafate primary school. Systematic random sampling technique was
used to select the sample respondents. In order to collect the required data for the study, the
data gathering tools like questionnaire and interview were used. The data, which was gathered
using these instruments, was analyzed using both quantitative and qualitative approach. Based
on the analysis of the gathered data, the researcher identified the most common factors that
affect students' limited participation in the English language classroom were that the subject
teachers had less initiation, interest, and commitment towards teaching developing learners’
participation in English speaking classroom. In addition, the teachers did not use appropriate
methodology of teaching to teach skills. Moreover, students had difficulties of grammar
structure, poor pronunciation and shortage of vocabulary. This study suggested that EFL
teachers should Creating a Warm Atmosphere to Motivate the Students to Learn English.
More importantly, EFL teachers should also expected to Lower Students’ Anxiety in the
Classroom.

Contents

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Abstract........................................................................................................................................................i
CHAPTER ONE: INTRODUCTION..........................................................................................................1
1.1 Background of the Study.............................................................................................................1
1.2 Statement of the Problem...................................................................................................................4
1.3 Research Objectives..........................................................................................................................7
1.3.1 General objective........................................................................................................................7
1.3.2 Specific Objectives..............................................................................................................7
1.4 Research Questions............................................................................................................................7
1.5 Significance of the Study...................................................................................................................8
1.7 Limitations of the Study........................................................................................................................8
CHAPTER TWO: REVIEW OF RELATED LITERATURE...................................................................10
2.1 Theories of Participation..................................................................................................................10
2.2 Need Hierarchy Theory...................................................................................................................10
2.3 Force-field Theory...........................................................................................................................10
2.4 Life Transitions Theory...................................................................................................................11
2.5 Reference Group Theory.................................................................................................................11
3.1 Research Design............................................................................................................................13
3.2. Research Methodology...................................................................................................................14
3.3. Data Source and Population............................................................................................................14
3.3.1 Sources of Data.........................................................................................................................14
3.3.2. Population of the study............................................................................................................14
3.3 Sampling Techniques and Sample Size...........................................................................................14
3.4 Sample size of the study..................................................................................................................15
3.5 Instruments of data collection..........................................................................................................15
3.5.1 Questionnaire............................................................................................................................15
3.5.2 Interviews.................................................................................................................................16
3.6. Methods of data Analysis...............................................................................................................16
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS............................................................16
4.1 Data from Questionnaire..................................................................................................................16
4.2 Data from the Interview...................................................................................................................20
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION.....................................23
5.1 Summary.........................................................................................................................................23

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5.2 CONCLUSION...................................................................................................................................24
5.3 RECOMMENDATIONS.....................................................................................................................25
Reference...................................................................................................................................................28
Appendix...................................................................................................................................................29

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CHAPTER ONE: INTRODUCTION
1.1 Background of the Study

In the context of English as a Foreign/Second Language (EF/SL) teaching and learning, students’
verbal participation or engagement is essentially important in the classrooms. This claim
complies with the conceptualization of the Communicative Language Teaching (CLT) approach
of teaching English, which sees language is being taught as a system for expressing meaning
(Nunan, 1999). It is believed that when students engage in the classrooms with their teachers or
among peers, they are compelled to be involved in the ‘negotiation of meaning’, that is to
express and clarify their intentions, thoughts and opinions (Lightbown & Spada, 2006).

In turn, the students ‘communicative competence’ or what they need to know to communicate,
can be developed in the classrooms (Larsen-Freeman, 2000; Chang &Goswami, 2011).
Therefore, students’ oral contribution is of great importance for class participation. Operating
from the belief that verbal participation is associated with learning, students are always
encouraged by their teachers to contribute to the classroom discourse, and their participation is
often evaluated according to the amount and quality of their talk (Warayet, 2011).

This practice has also become an evaluative benchmark for EF/SL teachers to reflect if they have
conducted a good lesson or elicited sufficient responses from their students. Although
participation may be graded in different forms, and vary substantially from one instructor to
another according to the types of interactional activities and measured quality, the ultimate goal
is somewhat to increase student involvement (Bean & Peterson, 1998).

With teachers’ encouragement and efforts, students are always expected to be able to fully
contribute in the classroom discourse. Nonetheless, the EF/SL classroom may be a frustrating
place when most students remain silent in class, and only a small proportion of them actually
participate (Fritschner, 2000). Despite the students being aware of the importance of spoken
English, and knowing the fact that participation is encouraged, many teachers still experience a
great deal of quietness in the EF/SL classroom. The students are said to remain non-
participatory, quiet or behave passively.

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In the field of second language acquisition, this is a situation typically termed as ‘reticence’. For
EF/SL instructors, this is a kind of uncomfortable feeling as it reflects negatively on their
instructional practice. Many of them, in spite of having many years of teaching, still fail to
decode the reticent behavior, and work out suitable strategies to encourage their students to
contribute more to classroom discourse. This experience also prompts us to find out more about
reticence since it has always been denoted a problematic attribute that would hinder the
development of oral proficiency in the English language.

No one can deny that active classroom participation plays an important role in the success of
language learning (Tatar, 2005). As involvement and participation are essential for language
acquisition, the more utterances the learners offer, the better their spoken language is and vice
versa. This phenomenon is termed Matthew Effect that is "rich get richer, poor get poorer"
(Chau, Fung-ming, 1996).When students produce the language that they are studying, they are
testing out the hypotheses, which they have formed about the language. When they respond to
the teacher’s or other students’ questions, raise queries, and give comments, they are actively
involved in the negotiation of comprehensible input and the formulation of comprehensible
output, which are essential to language acquisition. Students, who are actively involved, reported
higher satisfaction and higher persistence rates (Tsui 1996).

The importance of learner participation is also stressed by Jackson (2002) who contends that
participation provides the setting in which students can construct and shape identities as
members of the classroom. Moreover, research has shown that participation in classroom
activities is important in order for effective learning to take place (Tsui, 1996). The linkage
between classroom participation and students’ academic achievement is undeniable. A study by
Liu (2005) finds that students who participate actively tend to have better academic achievement
compared to students who do not participate. Students’ oral participation can help students fill
the gap between what they want to say and whether they are able to say it. Furthermore, it is a
common belief that participation in verbal interaction offers language learners the opportunity to
follow up on new words and structures to which they have been exposed during language lessons
and to practice them in context (Liu, 2005).

In spite of the growing expectation for verbal classroom participation in second and foreign
language learning situations, uncommunicativeness research has captured the attention of

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language theorists and educators in recent decades (Macintyre et al., 2001; Tsui, 1996; Biggs &
Moore, 1993; Liu, 2005; Van den Branden, Bygate, & Norris, 2009). By way of interviews,
observations and questionnaires, research has demonstrated that engaging in classroom
discussions is one of the most problematic areas for students, as identified by both teachers and
students themselves (Kim, 2006). Second/Foreign-language learners, especially Asian learners
often seem passive and reticent in language classrooms. Students often do not respond to
teachers' questions and they do not volunteer answers or initiate questions. They tend to speak
their L1 whenever the teacher is out of earshot.

Teachers also recognize the fact that students will not produce answers unless they are called on.
It is not surprising to find out that students often know the answers, but just do not want to
volunteer to say them. They are reluctant to participate in classroom discussions. Some rarely
respond to their teachers or actively participate in discussions. What accounts for this
phenomenon? What can be done to help students take a more active role? From their observation
and experience of teaching the EFL speaking skills for eight to ten years, however, the
researchers have noticed that most of the students have serious deficiencies in speaking skills.
This is especially observable when the students are given group discussion. The researchers
observed that many students performed poorly in English speaking classroom. Students have
been observed to be either quiet or to speak English with a trembling voice, make numerous
unnecessary stops, or having shaking hands or legs, etc. during English lessons or oral English
tests (Cortazzi and Jin, 1996).

Since speaking is one of the macro English language skills, it has to be taught carefully to
develop EFL learners’ active participation during verbal communication in English speaking
classroom as well as outside the classroom. In addition, when learners improve their active
participation in English speaking classroom especially in elementary school level, they are
intended to develop their confidence towards expressing their points of views freely in secondary
school and college or university.

Regarding to this issue, in the researcher’s school context, grade 8 students of Woshi Fafate
primary school had poor experience of participation in English speaking classroom. Thus,
students of this school didn’t actively participate in English speaking classroom. When pair or
group discussion tasks were given for them, they never say anything in English. Rather they talk

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something, which is not related to the topic. Therefore, most probably, EFL teachers of the
school due to students’ poor participation ignore contents of English speaking skills. In line with
this problem, the researcher chose this title of the study to investigate factors affecting EFL
learners’ participation in English speaking classroom.

1.2 Statement of the Problem

In the classroom, learners’ participation is necessary for the progress of instruction. Students’
participation is not confined only to physical presence, but it means their mental presence. In
class, their interaction should take interest in the class work attentively, listen to the teacher, and
give a good response. Regarding the importance of interaction, Mukkalel (1998:104) states that,
“Interaction is a stimulus response situation with some degree of verbal or non-verbal exchange
that would result in positive or negative feeling in the individuals who function as the agents of
the interaction.’’ Interaction is a creative and productive factor as even elementary forms of
interaction that happen among human individuals involve intellectual and imaginative
organization of elements involved in the interactional situation.

Students can participate properly if they are free from all confusions and problems. Some
students do not participate properly; they present in the class but do not pay attention to study.
They do not listen to the teacher attentively and feel bored. Now we have to see the factors,
which affect the action of the students in the class. Why they remain restless? Why they do not
pay attention to the study? Many factors affect their responses. Learners’ attitudes are very
significant. A neglected learner feels helpless and lonely. Personal and domestic problems,
defective training of the teachers, their attitude, unsuitable course, way of examination, improper
environment of school, mental level, deficiency of educational facilities, and conduct of class
fellows, partial treatment, and act affect the participation of students. It is required to make a
research whether these affect the responses of students. If yes, then how can these problems be
resolved and how can enable students to participate actively in the EFL classes?

The same problem has also been observed in many SL/FL countries. It has been found that many
SL/FL students are passive in language classrooms and choose not to use the target language
most of the time, especially when responding to teachers’ questions and discussions (Cortazzi &
Jin, 1996; Tsui, 1996). As a result, both teachers and students have become frustrated and often
complain about the quality of the learning outcome. This makes it urgent to examine this

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phenomenon to better understand the causes of the students’ reluctance to participate in the
English language classroom and ultimately enhance the learning and teaching of oral English
there.

Teachers have been institutionally bestowed the right to create, manage and decide the different
types of students’ interactions carried out in the classroom. More precisely, teachers, as those
who, one way or another, could shape the curriculum in its direct application with respect to
content and topics for discussion and the specific methodological procedures which determine
who talks, how they talk, who they talk to and how long they talk, hold a responsibility for
creating participation opportunities and increasing them in classrooms (Kumaravadivelu, 2003;
Xie, 2010). Macintyre et al. (1998: 548) stress the importance of “opportunity”, as “intention
must combine with opportunity to produce behavior”. This implies that “without such an
opportunity, reticence will be encouraged as the learners’ wish to communicate is not
stimulated” (Lee & Ng, 2009: 303). This opportunity is important in the EFL classroom in which
students hardly ever get the opportunity to use the language for communication purposes (Walsh,
2002).

Tsui (1996) conducted an action research project through which he planned to study teachers'
better understanding of their students in terms of participation or being reticent. To do so, she
investigated with 38 Hong Kong English teachers who had videotaped their classes to specify the
possible problems of their pedagogical teaching. Almost all the teachers observed the fact that
teachers' talk is much more than students' talk during a lesson. These teachers believed that
making students, talk was one of the most problematic parts of the students' engagement in the
class, and it was in fact their primary concern. The teachers did their best to avoid the silence in
the classroom as they felt failure when their learners failed to reply. In such a situation, teachers
repeated or rephrased the question or finally answered themselves.

Tsui (ibid.) also found that turn taking was not equal among the students and in some cases
incomprehensible input intensified silence and put the selected student under stress. Xie (2010)
mentions that if student pressure and the supervision over classroom interactions are reduced,
learning opportunities will increase. In this case students’ participation is leading them towards
learning; in other words, having less control over the classroom content lets learners get engaged
in topics which are highly amusing for them.

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In a similar manner, Donald (2010), referring to the role of teachers in learners’ involvement,
argues that students’ fear of being corrected, the amount of Waite-time and group work are
among the factors influencing willingness to participate in the classroom discourse. Regarding
this study, it looks at English as Foreign Language (EFL) learners’ limited participations in
classroom activities. The nature of silence in classroom is complex with different students
possessing distinct beliefs, social norms, and cultural backgrounds. There are several factors that
contribute to students’ reluctance to speak up and participate in classroom activities, such as
linguistic, psychological, and socio cultural (Harumi, 2010) issues. Awareness of sources of
silence on the part of EFL instructors may decrease misinterpretations regarding students’ level
of engagement in language classrooms. It is in line with this reality that this study is intended by
the researchers to be conducted.

Students’ poor experience of speaking in primary school could be the main factor for their poor
speaking performance. This means, partly teachers at primary school level may not teach
speaking skills at all or may give the skill little attention and their attitude about speaking and
how it should be taught can have something to do with this situation.

With the relation to this, students should be taught speaking practically and theoretically in this
grade level. Currently in this school, at grade eight students and their English language teachers
have begun to be demotivated. The reason behind this is that teachers who are teaching at this
grade level think that giving activities of speaking skills to their students is time consuming. The
same is true for the students that when they are asked to practice speaking activities in the
classroom and outside the classroom, it seems to them boring. This approach directly affects EFL
teachers’ interest of teaching speaking skills as basic language skill and it leads EFL teachers and
students to be poor in speaking not only in English, but also in any other subject matters.
Because of these issues, the researcher decided and proposed to convert the concerned bodies
into the target goal of speaking skills.

Some of the researches that have close connection with the present study briefly discussed. For
example, Amanuel (2015) is the researcher who conducted his research on the problems that
affect students’ speaking skill at Homecho secondary school. The present study differs from the
above mentioned in filling the gap that has not yet been filled. The study, for example, differs

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from Amanuel’s that his major objective was to study on the problems that affect students’
English speaking skills in secondary school grade level.

The focus of this study is, however, to investigate factors affecting EFL learners’ participation in
English-speaking classroom and the challenges they face in reference to Woshi Fafate primary
school Grade 8 Students. Furthermore, the research setting and context where this study will be
conducted is different. In general, no one has so far conducted investigating the factors affecting
EFL learners’ participation towards in English speaking skills especially in Kaffa Zone primary
Schools as far as the researcher’s knowledge is concerned.

1.3 Research Objectives

1.3.1 General objective

The overall objective of this study was to assess the causes of students' limited participation in
the English language classroom.

1.3.2 Specific Objectives

The specific objectives of this study were:

 To investigate the causes of students’ limited participation in English classroom

discussions.
 To identify the strategies and styles used by the students and teachers to participate in the
classroom respectively.
 To find out methods of developing students participation in English classroom.

1.4 Research Questions

The present study attempted to find answers for the following questions:

1. What are the causes of students’ limited participation in English classroom discussions?
2. What are the strategies and styles used by the students and teachers to participate in the
classroom respectively?
3. How to develop students’ participation in English classroom?

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1.5 Significance of the Study

The findings of this study were intended to shed light on the causes of students’ poor
participation in EFL classes. Therefore, in one way or another, it helps EFL teachers be aware of
the factors that lead to non-participation in the class, and they can cope with this problem.
Furthermore, the findings could enable teachers to develop approaches and practices for working
with EFL students. To sum up, this study was hoped to provide extensive insights into notions of
silence, its effects on language learning, and how it is currently being addressed. Thus, the
findings from the research would be of interest and useful for those who wish to reduce students’
speaking reticence.
1.6 Delimitation (Scope) of the Study
This study will be mainly addressed on the factors affecting EFL learner’s participation in
English classroom, especially in Woshi Fafate primary school grade 8 students. The geographical
scope of this study will be found in Kaffa zone, Shisho Inde Woreda, Woshi Fafate primary
school 8th grade, and the reason to this scope is that the researcher will use the data resources
from this area specifically.

1.7 Limitations of the Study

This descriptive study included small number of teachers teaching English as a foreign language
and a small number of participants. As a result, it was difficult to generalize the result of the
study due to small sample size. Data collection procedure was another limitation because some
of the respondents were not willing to fill in the questionnaire and lack of enough time to
conduct this study because the researcher is on work at regular time. Although from small
number of teachers teaching Englih as foreign language and small number of participants by
their good volunterness and readness cover large number populations activities. Through this I
combat my limitation.

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 CHAPTER TWO:
REVIEW OF RELATED LITERATURE
A review of the literature highlights the potential role of teachers’ discourse and interaction
strategies as one of the causes of learners’ poor participation in the classroom activities. Through
reviewing the relevant literature and by deriving some insights into the relationship between
language teacher talk and learners’ opportunity to participate, we reviewed theories lay behind
participation, ways in which teachers can intervene in their patterns of teacher-learner interaction
to provide their learners with ample opportunities to volunteer ideas and to participate more in
classroom activities.

2.1 Theories of Participation

Mark K. Smith (2007) elaborates the concept of Participation in learning projects and programs
as the motives for engagement in learning projects are often mixed and can operate at a number
of levels. Besides, McGivney (1990) has provided a useful summary of some of the better known
theories which she divides into single strand and composite involve a number of strands.

2.2 Need Hierarchy Theory

The main line of argument here is that participation depends on the extent to which a person has
been able to meet a range of primary and secondary needs after and the influence of positive and
negative forces (Maslow 1954). For example, as basic primary needs are met, one’s economic
and social position improves, higher needs are activated, and the balance between negative and
positive forces shifts. As a result, people are more prepared to take part in educational activities
(Miller 1967). It is suggested that people are more likely to participate in educational activities
where there is some congruence between their perception of themselves, their self concept and
the nature of the education programmed/environment. One of the key findings in the North
American literature, which has driven this, is the correlation between the number of years spent
at school and college, and the likelihood of taking part in education programs after that (Boshier
1973).

2.3 Force-field Theory

This approach draws heavily on the work of Lewin (1947; 1952), Miller (1967), in particular,
sought to draw together Maslow's and Lewin's theories to explain why socio-economic status
class is linked to participation in adult education. He charts positive forces and negative forces
and their relative strengths. This is then taken a step further by Rubenson (1977). He argues that

10
education, like work, is an achievement-orientated activity, meaning that people who want to get
ahead will put effort into personal achievement. Cross (1981), suggests that motivation emerges
from the interaction of two factors: expectancy and valence.

2.4 Life Transitions Theory

The notion of 'transition' has assumed a much larger role in thinking about the take-up of
education. This has been reflected, for example, in shifts in UK research concerning young
people's participation in further education (Banks et al 1992). In North America populist
accounts of the impact of 'life-changes’ (Sheehy 1976) have had a significant impact. The basic
hypothesis involved is that participation in education projects is frequently linked to changes in
life circumstances such as changes in job, the breakup of relationships, having children,
bereavement and retirement.

2.5 Reference Group Theory

This theory is based around the assertion that people identify with the social and cultural group
to which they belong - 'normative reference group, or with another to which they aspire to belong
'comparative' reference group (McGivney 1993). A number of studies point to the extent to
which people's total environment and group membership creates an orientation to involvement in
educational projects and programs (Darkenwald and Merriam 1982).

This approach has now been developed at some length by (Courtney 1991).He argues that
significant learning often takes place in organizational settings: schools, community groups,
work. Thus, to seek motivation for learning, 'we might seek for those factors which motivate
people to join or be part of organizations or for reasons why organizations compel as well as
encourage forms of voluntary participation.

Language Learning and Classroom Participation represents both a theoretical concern for
researchers and a practical anxiety for teachers within foreign/second language pedagogy. As
with theories of second language acquisition, second language pedagogy has explained how
students can be participated in classroom activities using several teaching methods such as
audio-lingual method and communicative language teaching. Such methods may produce
different sorts of student participation because, for example, participating in language drills is
not like in small group activity. Nevertheless, participation in the classroom is an essential part

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of language learning and students must engage in classroom activities in order to learn the
foreign/second language. This assumption is explicitly formulated in learning theories such as
learning by doing (Dewey, 1997 [1938]) and legitimate peripheral participation (Lave and
Wenger, 1991).

The assumption that students should be included and engaged in teaching and learning activities
can also be found in pedagogical applications, for example in communicative language teaching
and task-based language teaching (see, e.g., Larsen-Freeman, 2000; Richards and Rodgers,
2001). Moreover, the relationship between participation and learning, which seems to be
associated to each other in several aspects, has been investigated in various studies (such as Firth
and Wagner, 1997, 1998, 2007; Long, 1997; Mondada and Pekarek-Doehler, 2004).
Classroom participation has also been studied from psychological and sociolinguistic
perspectives in order to describe why students can or cannot participate in their classes. Such
studies have found that social factors such as the age, gender and culture of teachers and students
(Fassinger, 1995), and organizational factors such as class size and curriculum (Howard et al.,
1996) may affect classroom participation. Different researchers, however, have criticized these
studies because they focus on the factors mentioned above as explanations of student
participation rather than analyzing student participation itself.

Following this line of research, which describes student participation in its own right through
ethnographic observation, this study looks at how participation is organized within the time span
of the classroom lesson. Before looking at how student participation is organized, it is necessary
to explain what EFL students actually need to know in order to participate appropriately in their
classrooms (Bloome et al., 2005). For example, Johnson (1995) points out, students need a
degree of knowledge and competence to participate in, learn about and acquire a second
language (p. 160). This knowledge, as Mortensen (2008) states, contains functional, social and
interactional norms, and it can be analyzed in terms of how the participants orient to the ongoing
activity while classroom interaction proceeds (p. 11). Since this necessary knowledge for
classroom participation can be seen clearly in and through the organization of classroom
interaction, the structure of this interaction needs to be studied in some detail.

Furthermore, as indicated in the previous chapter, in contexts such as Libya where English is
taught as a foreign language, the classroom is the only place where students can learn the

12
language and interact in English with the other students around them. In this case, understanding
the opportunities for student participation in and through the organization of classroom
interaction in such contexts is also needed. Thus, the following sections are devoted to the
organization of classroom interaction.

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 CHAPTER THREE:

RESEARCH DESIGN AND METHODOLOGY

3.1 Research Design
In this study, a qualitative descriptive survey was used with the intention to get the general
picture of the current status of factors affecting EFL learner’s participation in English classroom
that students committed in their learning English at Kaffa Zone Shisho Inde woreda Woshi
Fafate primary school. Abiy et al., (2009) suggested that descriptive survey is used to gather data
at a particular point in time with the intention of describing the nature of existing conditions or
identifying standards against which existing conditions can be compared or determining the
relationships that exist between specific events. Moreover, the descriptive survey was more
effective in assessing the current practices in its natural setting.

3.2. Research Methodology

In order to conduct this study, the researcher used both quantitative and qualitative method.
Since the research is survey method, it more emphasizes qualitative research approach. Using
multiple approaches can capitalize on the strengths of each approach and offset their different
weaknesses and provides a better understanding of research problems than either approach alone.
Then, this method would be able to describe and assessed the factors affecting EFL learner’s
participation in English classroom at Kaffa Zone Shisho Inde woreda Woshi Fafate primary
school. It could also provide comprehensive answers to research questions going beyond the
limitations of a single approach (Creed, et al., 2004).

3.3. Data Source and Population

3.3.1 Sources of Data

In this study, both primary and secondary data sources were employed to obtain reliable
information about the factors affecting EFL learner’s participation in English classroom. The
major sources of primary data were grade 8 th “A” & “B” students and EFL teachers because it
provides raw information and first-hand evidence using interview and questionnaire.

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3.3.2. Population of the study
A study population was the entire group of people to which a researcher intended the results of a
study to apply (Aron & Coups, 2010). Therefore, the populations of the study were students of
grade 8th “A”, “B” and all English teachers of Woshi Fafate primary in 2014 E.C.

3.3 Sampling Techniques and Sample Size

In order to gather sufficient and relevant data for the study, out of two section of grade eight
which means (grade 8 “A’’ and 8 “B’’), the researcher selected randomly grade 8 “A’’ and 8 “B’’
which accounts 30% of the total section of Woshi Fafate primary school, the sample of 30% and
above is recommended to be taken. Systematic Random sampling technique was used in order to
give equal chance for all students of grade 8 “A” and “B”, which took as a sample. To select the
sample respondents from the students of this grade, systematic random Sampling technique was
applied because this technique enables the researchers to give equal opportunity for each
students of the given grade. The researcher used systematic sampling techniques by selecting
every Kth students from a list of their attendance sheet as follows:

Population under study selected and defined. The desired sample sizes were determined to be
30% population, which were 33 in number. The name of the students in each section was listed
down. “K” were determined by deluding the size of the population by desired sample size
(110/30=3.6 which is approximately 4 K is equal to 4. That means starting at the same random
place in the population list every 10th individual (1,4,8,12,16,20,24,28,,,-----). The researcher
used purposive sampling techniques in order to select English teachers of the school under the
study. This was because the subject teachers found to be highly relevant to give significant
information for the purpose of the study. those teachers who participated in this interview are
two in number.

3.4 Sample size of the study

The sample size of the study comprised totally 35 respondents: 33(30%) of the students out of
110 of the population in the school and 2(100%) of the English teachers were included in the
sample.

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3.5 Instruments of data collection
For obtaining data and identifying the most common factors that affect EFL learner’s
participation in E

nglish classroom, the researcher tried to use questionnaires, interviews.

3.5.1 Observation

The researcher prepared observation check list to obserb on the priods of English grade 8 on the
topics related with the study. to obserb the methods that teacher uses to teach speaking skill in
English class room and how students practice speaking and how teachers encourage the students.

3.5.2 Questionnaire
A questionnaire paper was designed for both English language teachers and students those were
taken as a sample for the study. These questionnaires would help the sample respondents to put
their idea independently. Then, the questionnaires were prepared in the form of close ended and
open-ended.

3.5.3 Interviews
Interview is the most commonly used method in collecting data. It requires conducting individual
conversations between a researcher and the individual. In order to keep the researcher focused, it
was imperative for the researcher to have guidelines of questions order to extract the needed
information from the respondent. Structured interview questions were used in this study.

3.6. Methods of data Analysis

The analysis and the interpretation of data in this study were used both qualitative and
quantitative expression. Qualitatively, the data that was collected from interview and part of
questionnaires were analyzed by words, behaviorally, and narration. Qualitatively, the data that
was collected from most of questionnaires was expressed numerically like percent, frequently,
table etc.

16
 CHAPTER FOUR:
DATA PRESENTATION AND ANALYSIS
This part dealt with the interpretation of the data obtained from students and teachers. In trying
to investigate some factors that affect EFL learners’ participation in English speaking classroom
and to put forward valuable suggestions questionnaire was developed and administered. The
questionnaire for students consisted of various things that were considered as factors that affect
EFL learners’ participation in English speaking classroom. In addition to this, an interview for
two English language teachers was employed. The data collected from students, and English
language teachers through questionnaire and the interview were analyzed. The questionnaire for
students and the interview for EFL were presented clearly in this part.

4.1 Data from Questionnaire

N Response
o. Items 5 4 3 2 1
Fre % Fre % Fre % Fre % Fre %
1 I am afraid of being 18 54.5 10 30.3 0 0 3 9 2 6
wrong when I speak
English.
2 I cannot speak English in 20 60 9 27.2 0 0 2 6 2 6
front of class.
3 I find difficult to respond 16 48.4 13 39.3 0 0 1 3 3 9
when the teacher speaks
English.

17
4 I am afraid of being 21 63.6 9 27.2 0 0 2 6 1 3
laughed at by my
classmates when
speaking English is not
quite right.
5 The teacher helps me 10 30.3 16 48.4 3 9 2 6 2 6
correct my mistake while
speaking English in the
speaking class.
6 I motivate myself to 4 12.1 6 18.1 1 3 12 36.3 10 30.3
speak English.
7 I lack motivation when 13 39.3 12 36.3 2 6 4 12.1 2 6
learning to speak
English.
8 I get support from 20 60.6 8 24.2 2 6 2 6 1 3
parents to speak English.
9 I do not believe myself to 11 33.3 14 42.4 1 3 4 12.1 3 9
speak in English because
of less vocabulary.
10 I love English lessons 4 12.1 5 15.1 2 6 13 39.3 9 27.2
since I got in 2nd cycle
primary school.
11 I am confident to speak 2 6 2 6 1 3 16 48.4 12 36.3
English.
12 I get encouraged from 6 18.1 4 12.1 0 0 10 30.3 13 39.3
my teacher to speak in
English.
13 I am ashamed to speak in 19 57.5 11 33.3 0 0 2 6 1 3
front of the class.
14 Environmental 16 48.4 10 30.3 3 9 1 3 3 9
conditions affect me to

18
 speak English.
15 When my friend speaks 2 6 3 9 0 0 15 45.4 13 39.3
English, I can listen and
respond to what he/she
says.
Source: Survey Questionnaire, 2022

As indicated in the above table, from the item No. 1, we can see that the majority of the
respondents 18(54.5%) and 10(30.3%) strongly agreed and agreed. On the other hand, 3(9%) and
2(6%) of the respondents disagreed and strongly disagreed with the statement “I am afraid of
being wrong when I speak English.” As we can understand from this item, the result of the
respondents shows that the majority of the students 28(84.8%) confirmed that learners are afraid
of being wrong while speaking English.

Here on the above table item No.2, it is clearly stated that most of the respondents 20(60%) and
9(27.2%) strongly agreed and agreed whereas, 2(6%) and 2(6%) disagreed and strongly
disagreed respectively with this issue. In general, what the above item revealed was that, most of
the students 29(87.8%) of the respondents were not able speak English in front of the class.

Concerning the above item No. 3, most of the respondents 16(48.4%) strongly agreed. Among 33
respondents 13(39.3%) agreed. On the other hand, 1(3%) of them disagreed and 3(9%) of them
strongly disagreed with the statement “I find difficult to respond when the teacher speaks
English.” This shows that most of the students 29(87.8%) of the respondents face difficulty
towards responding when the EFL teacher speaks English.

Students were asked whether they are afraid of being laughed at by their classmates when
speaking English is not quite right or not. In line with this, 21(63.6%) and 9(27.2%) strongly
agreed and agreed whereas, 2(6%) and 1(3%) disagreed and strongly disagreed respectively.
From this, we can deduce that almost the majority of EFL learners 30(90.9%) of the respondents
agreed with the statement, “I am afraid of being laughed at by my classmates when speaking
English is not quite right.”
According to the above item No. 5, the majority of the respondents 10(30.3%) and 16(48.4%)
19
 strongly agreed and agreed. On the other hand, 2(6%) and 2(6%) disagreed and strongly
disagreed. 3(9%) of the respondents were unable to decide whether the teacher helps them
correct their mistakes while speaking English in the speaking class or not.
Regarding to item No. 6, 4(12.1%) of the respondents strongly agreed, 6(18.1%) agreed,
12(36.3%) of them disagreed and 10(30.3%) of the respondents strongly disagreed. The rest
1(3%) was unable to decide whether they motivate themselves to speak English or not.
The above item No. 7 shows that, it is clearly stated that most of the respondents 13(39.3%)
strongly agreed. Among 33 respondents 12(36.3%) of them agreed. On the other hand 4(12.1%)
disagreed and 2(6%) of them strongly disagreed. The rest 2(6%) of them were unable to decide
with the issue. In general, what the above item shows us that the majority of the respondents
25(75%) confirmed that learners lack motivation while learning to speak English.

As indicated in the above item No. 8, the majority of respondents 20(60.6% and 8(24.2%)
strongly agreed and agreed. On the other hand, a few 2(6%) and 1(3%) of the respondents
disagreed and strongly disagreed. 2(6%) of them were unable to decide whether they get support
from their parents to speak English or not.

Regarding to item No. 9, almost the majority of the respondents 25(75%) of them agreed and
7(21.2%) disagreed. On the other hand, the rest 1(3%) of the respondents was unable to decide
with the statement “I do not believe myself to speak in English because of less vocabulary.”

Concerning the above item No. 10, 9(27.2%) of the respondents agreed. Whereas, the majority
respondents 22(66.6%) of them disagreed and the rest 2(6%) of them were unable to decide
whether they love English lessons since they got in 2nd cycle primary school or not.

From the above table item No. 11, one can see that a few 4(12.1%) of the respondents agreed and
the majority respondents 28(84.8%) of them disagreed with the statement “I am confident to
speak English.” The rest 1(3%) of the respondent was unable to decide.

As indicated in the above item No. 12, students were asked whether they get encouraged from
their teacher to speak in English or not. Regarding to this, 10(30.3%) of the respondents agreed.
On the other hand, the majority respondents 23(69.6%) of them disagreed.

20
Regarding to item No. 13, the majority of respondents 30(90.9%) of them agreed. Whereas,
3(9%) of the respondents disagreed with the statement “I am ashamed to speak in front of the
class.” As we can understand from this item, the result of the respondents showa that the
majority of the students (90.9%) agreed that EFL learners are ashamed to speak English in front
of the class.

Concerning item No. 14, 26(78.7%) of the respondents agreed and 4(12.1) of them disagreed. On
the other hand, the rest 3(9%) respondents were unable to decide whether Environmental
conditions affect them to speak English or not.

As shown in item No. 15, a few respondents 5(15.1%) agreed. Whereas, the majority of the
respondents 28(84.8%) of them disagreed with the statement “when my friend speaks English, I
can listen and respond to what he/she says.” As we can understand from this item, the result of
the respondents shows that the majority of the students 28(84.8%) responded that they cannot
listen and respond to what their friends say in English.

4.2 Data from the Interview

English language teachers who have been teaching in Woshi Fafate primary school were
interviewed to get additional information about assessing factors affecting EFL learners
participation in English speaking classroom. These teachers were asked 6 questions. Their
responses were presented as follows:

Q.1. What do you think the most factors that affect EFL learners’ limited participation in
English speaking classroom?

Concerning to this, the respondents responded the following answers:

“I think that students feel fear of being laughed at by their classmates while speaking in
English is not quite right is the most factors that hinder EFL learners’ participation in
English speaking classroom. In addition to this, they are afraid of speaking in front of the
class. Moreover, lack of confidence, shortage of vocabulary and grammar knowledge, the
class size and lack of opportunities to practice speaking in English outside the school
negatively affect EFL learners’ participation in English speaking classroom.”

21
Q2, How do you help your students in relation to correcting their errors while speaking English in
class?

Regarding with this, English language teachers said the following:

“I correct errors made by EFL learners while speaking (asking or answering questions).
I never ignore error correction since it is part of teaching learning process to enhance
learners’ language skills.”

Q3, What do you think the students interest and initiation towards developing their
participation in English speaking classroom?

Concerning this, English language teachers gave their response as follows:

“Students are not self motivated and active participants especially in English speaking
classroom. Most of the learners from the class are passive learners. When a pair or
group task is given, they keep silent or use their mother tongue instead of using English
language to share ideas. As a result, it seems to be very difficult to teach them speaking skills.”

Q4, what teaching strategies of speaking skills do you apply in English speaking classroom
to improve EFL learners’ participation in English speaking classroom?

In relation to this EFL teacher said the following:

“I apply the teaching strategies of English speaking skills according to the strategies
given in learners textbook.”

Q5, How do you assess your learners’ performance in relation to speaking skills?

English language teachers’ response concerning this is presented as follows:

“Since speaking is difficult to assess learners’ performance especially within a large

class, I do not assess the learners’ performance.”

Q6, what do you suggest the solutions to minimize the factors that affect EFL learners’
limited participation in English speaking classroom?

Concerning to this, English language teachers replied the following:

22
 “In order to minimize the factors that affect EFL learners’ participation in English
speaking classroom, EFL teachers should motivate and develop their confidence to solve
their feeling of fear in English speaking classroom. More importantly, the class size
should be minimized so that English language teachers can provide opportunities for the
whole class.”

CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
Participation actively engages students with the subject matter, pushes them to create concepts,
and forces them to show evidence for their claims. Put simply, it makes students work harder.

Students that regularly participate in class are constantly involved with the material and are more
likely to member a greater portion of the information. Active class participation also improves
critical and higher level of thinking skills. Students who participate in class have studied the
material well enough to introduce new concepts to their peers. This level of thinking goes
beyond simple comprehension of text, and can also improve memory. Participation can also help
students learn from each other, increasing comprehension through cooperation. This can in turn
improve relationships between students and between student and their teachers.

Through participating in English speaking classroom, students not only communicate

information but also explore and become to understand ideas and concepts; identify and solve
problems; organize their experience and knowledge; express and clarify their thoughts, feelings,
and opinions.

However, many students at elementary school do not aware of the importance of participation in
English speaking classroom and the numbers of elementary school students that are actively
participate in English speaking classroom are too small. In addition, there are many errors in
students' spoken language. The reason behind this comes from the less emphasis given for
participation in English speaking classroom in most of students. This study mainly focused on

23
the factors that affect EFL learners’ participation in English speaking classroom: a case of grade
8 students in Woshi Fafate primary school to investigate the causes of students’ limited
participation in English classroom discussions. It was also intended to identify the strategies and
styles used by the students and teachers to participate in the classroom respectively. Moreover, it
was aimed to find out methods of developing students’ participation in English classroom.

This study was designed to analyze data in both qualitative and quantitative approaches to
receive the information in figurative expression and in words to express the intension of the
respondents.

The target populations of the study that the sample was taken were the students and teachers. The
total numbers of participants in the study were 33 students of grade 8, two English language
teachers totally 35 were participated.

To find out the factors that affect EFL learners’ participation in English speaking classroom of
grade 8 students, 15 questionnaires were prepared and distributed for the selected sample
students. After that, 6 interview questions were prepared for two English language teachers.
Finally, the responses of the students tabulated and analyzed using percentage method. In
addition to this, responses from interview questions were analyzed and interpreted. Based on the
data gathered, the respondents indicated the following findings:

EFL learners are afraid of being laughed at by their classmates while speaking English in English
speaking classroom. The students were ashamed to speak in front of the class. Lack of
motivation while learning speaking English. Inappropriate class arrangement (class size) to
assess learners’ performance through speaking skills. Students meet many difficulties when
facing with grammar structure, poor pronunciation and shortage of vocabulary. Students do not
have opportunities to practice speaking outside the school. Generally, students are not aware of
the importance of studying writing skills.

5.2CONCLUSION
Based on the summary of the findings, the following conclusions were drawn by the researcher:
The subject teachers had less initiation, interest, and commitment towards teaching developing
learners’ participation in English speaking classroom. The teachers did not use appropriate

24
methodology of teaching to teach skills. Students had difficulties of grammar structure, poor
pronunciation and shortage of vocabulary. Students were not interested in and initiated towards
participating in English speaking classroom. The students had no opportunities to practice
speaking skills outside the school.

The time for learning writing skills was not enough for students to practice and the teacher to
give them correction on their works of speaking. The students were not assessed their
performance via speaking skills. The size of the class was too big. I.e. the number of the students
in a classroom was too many.

5.3 RECOMMENDATIONS
According to the findings and conclusions, the researcher would like to recommend the
following ways to minimize some of the factors that affected the teaching and learning of grade 8
students’ EFL learners’ limited participation in English language speaking classroom in Woshi
Fafate primary school:

 Creating a Warm Atmosphere to Motivate the Students to Learn English

First, teachers should help students develop a positive image of themselves and others.
They should create a warm atmosphere to motivate the students to learn English. This can
be accomplished by concentrating on classroom activities, creating problem-solving
situations, dealing with language problems through group work and activities and
correcting students’ errors in a friendly way.

 Lower students’ anxiety in the classroom

According to Young (1991), teachers can start with finding out what students are anxious
about. Then teachers can help them ease some of their irrational fears and teach them
strategies such as self-talks and doing relaxation exercises to deal with fears.
 Names can be used in a friendly and not threatening way
Teachers should help the students to know each other at the beginning of the semester.
Names can be used in a friendly and not threatening way in order to bridge the gap
between the teacher and their students.

25
 Prepare more topics which are related to students’ life
In addition, as suggested by the participants, English teachers can prepare more topics
which are not only interesting but related to student life so that students have the interest
in and ability to talk about them in English

 Introduce opportunities for students to speak english outside the class

Opportunities such as English clubs inside and outside the school should be introduced to
students. The benefits of and tactics for participation should be clearly explained to them.
Classroom activities can also be linked to these club activities. For example, students can
be asked in the class to report on their participation in the clubs or they can share their
experience with their classmates. More opportunities for speaking English outside the
class can also be created. For instance, students can be put into groups to do some
projects and if possible, their group work should be recorded

 Fear of making mistakes

The study also revealed that students were reluctant to take part in discussions for fear of
making mistakes. Students should be informed that making mistakes is a part of learning
process. Teachers should also encourage students to have the confidence to make
mistakes in order to acquire communication skills. Furthermore, as a positive response to
students’ concern over the harsh manner of teachers’ error correction, teachers’ selection
of error correction techniques as Horwitz et al. (1986) recommended, should be based
upon instructional philosophy and on reducing defensive reactions in students.

 Speak and build up their self-confidence

It also may be advisable for EFL teachers to give even the most reticent students the
opportunity to speak and build up their self-confidence in a positive, caring environment
(e.g., by facilitating interactive group activities or calling on students in a non-threatening
manner).

 Improve the students’ vocabulary knowledge

The findings of the study suggested that many students were still having problems with
the language. Lack of vocabulary and inability to master the English sentence structures
were the two problematic areas identified. Thus, it is recommended here that activities to

26
 improve the students’ vocabulary be planned. Apart from improving the students’
communicative skills, language teachers should also focus on the grammatical aspects of
the language.

 Deal with the problem of overcrowded classes

Teachers should deal with the problem of overcrowded classes by assigning students into
small groups so that they will be able to discuss the materials outside of the class time. In
addition, working in group enables the good students to help the less proficient students
in the language. Groups can also be asked to present the materials they read. The process
of preparing for the presentation will provide the students with more opportunities to use
the language and improved their linguistic abilities.

The findings of the study also suggest that creating a relaxing environment leads to a higher
degree of willingness to speak on the learners’ part. One way to achieve this is by creating
intimacy in class. It is recommended that teachers call the learners by their first names, as this
will remove barriers between them. Another way is to choose topics that most of the students
share an interest in. The more students know each other’s interests, the more they will have in
common and the more comfortable they are likely to be. Another technique for teachers is to
show a personal interest in the students’ lives (Cutrone, 2009). This is referred to as “the removal
of teacher’s mask” (Stevick, 1980). Some of the strategies Stevick suggests are creating a
friendly rapport with the students, mingling with them in their small talks, and speaking to them
individually from time to time.

Moreover, teachers need to create a supportive environment in language classes, which will
dramatically influence the learning process. A supportive learning environment makes learners
more motivated, confident, and less anxious in speaking English, and gives them a higher
perception of their abilities (Lisa, 2006). Learners need to be taught to be supportive of each
other and help each other to improve. Teachers need to help students to become acquainted with
each other and feel that they are all members of a group. Creating a sense of cooperation rather
than competition among students puts them at ease to use the language (Zou, 2004). Liu (2007)
suggests teachers to be friendly rather than strict, as teacher is being strict discourages learners
from speaking.

27
Reference
Allwright, D., and Bailey, K.M. (1991). Focus on the Language Classroom: An Introduction to
Classroom Research for Language Teachers. USA: Cambridge University Press.

Ashman, A.F., and Conway, N.F. (1993). Using Cognitive Methods in the Classroom. London:
Routledge.

Bell, J. (1987). How to Complete Your Research Project Successfully: A Guide for First-Time
Researchers. New Delhi: UBS Publishers Distributors Ltd.

Best, J.W., and Kahn, J.V. (1986). Research in Education. (5th edition). New Jersey: Prentice
Hall.

Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy.

NJ: Prentice Hall Regents.

Brown, H.D. (2000). Principles of Language Learning and Teaching. (4th edition). New York:
Addison Wesley Longman, Inc.

Burchfield, C.M., and Sappington, J. (1999). Participation in Classroom Discussion. Teaching

of Psychology, 26 (4), 290-291.

Dillon, J.T. (1988). Questioning and Teaching: A Manual of Practice. New South Wales: Croom
Helm Ltd

Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.

Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.

Flowerdew, L. (1998). A Cultural Perspective on Group Work. ELT Journal. 52(4), 323-329.

Garton, S. (2002). Learner Initiative in the Language Classroom. ELT Journal. 56 (1), 47-55.

Good, T.L., and Brophy, J.E. (1997). Looking in Classrooms. (7th edition). New York: Addison-
Wesley Education Publishers Inc.

28
 Appendix-I

Questionnaires for students

The aim of this questionnaire is to collect information about assessing the causes of students'
limited participation in the English language classroom with particular focus of grade 8 “A” &
“B’’ in Woshi Fafate primary school. So, Dear participants, your honest and positive response
for each question has a great value for the success of this study. You are then, kindly requested to
give responses to the question below.

Please, don’t write your name, put (×) for your answer.

PART ONE

1 .Sex : Male Female

2 Age from 13 - 16 Male Female 17-20 above 21

PART TWO

Questionnaire Students

Key: (5) = strongly Agree (4) = Agree (3) = Not sure (2) = Disagree (1) = Strongly Disagree

N
o. Items Response
(5) (4) (3) (2) (1)

1 I am afraid of being wrong when I speak English.

2 I cannot speak English in front of class.
3 I find difficult to respond when the teacher speaks English.

29
4 I am afraid of being laughed at by my classmates when
speaking English is not quite right.
5 The teacher helps me correct my mistake while speaking
English in the speaking class.
6 I motivate myself to speak English.
7 I lack motivation when learning to speak English.
8 I get support from parents to speak English.
9 I do not believe myself to speak in English because of less
vocabulary.
10 I love English lessons since I got in 2nd cycle primary school.
11 I am confident to speak English.
12 I get encouraged from my teacher to speak in English.
13 I am ashamed to speak in front of the class.
14 Environmental conditions affect me to speak English.
15 When my friend speaks English, I can listen and respond to
what he/she says.

30
 Appendix-II

The aim of this questionnaire is to collect information about assessing the causes of students'
limited participation in the English language classroom with particular focus of grade 8 “A” &
“B’’ in Woshi Fafate primary school. So, Dear participants, your honest and positive response
for each question has a great value for the success of this study. You are then, kindly requested to
give responses to the question below.

Please don’t write your name, put (×) for your answer.

PART ONE

1 .Sex: Male Female

2. Education status: Degree Diploma Certificate

Part two

Interview Question for EFL Teachers

1. What do you think the most factors that affect EFL learners’ limited participation in English
speaking classroom?

2, How do you help your students in relation to correcting their errors while speaking English in class?

3, What do you think the students interest and initiation towards developing their participation in
English speaking classroom?

4, what teaching strategies of speaking skills do you apply in English speaking classroom to
improve EFL learners’ participation in English speaking classroom?

5, How do you assess your learners’ performance in relation to speaking skills?

31
6, what do you suggest the solutions to minimize the factors that affect EFL learners’ limited
participation in English speaking classroom.

32
i