FACTORS INFLUENCING STUDENTS’ LOW PARTICIPATION IN ELT CLASSROOMS: A QUALITATIVE CASE STUDY OF SEMESTER 4 ENGLISH LANGUAGE EDUCATION STUDENTS
- Authors
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Abdul Latif
Universitas Islam RiauAuthor
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- Keywords:
- classroom participation; ELT; qualitative case study; English language education; student passivity
- Abstract
- Classroom engagement is commonly acknowledged as a critical component of effective English language acquisition; however, many tertiary-level ELT classrooms in Indonesia remain dominated by student quiet and inactivity. This qualitative case study looks at the variables that contribute to low classroom involvement among Semester 4A English Language Education students at FKIP Universitas Islam Riau. Data were collected using a descriptive qualitative case study design, with an essay-based open-ended questionnaire distributed via Google Forms to ten participants. The questionnaire covered eight indicators from constructivism, active learning theory, classroom participation research, participatory learning environment theory, and self-determination theory. The data were analyzed via Miles and Huberman's interactive qualitative analysis approach, which included data condensation, data presentation, and conclusion drawing/verification. The findings show that students' low participation is caused by a combination of internal and external factors: psychological barriers such as fear of making mistakes, anxiety, and low self-confidence; limited English proficiency in vocabulary, grammar, and pronunciation; social pressure due to peer judgment; and external conditions such as lecturers' teaching strategies and classroom environment. The majority of participants felt that participatory, encouraging, and nonjudgmental teaching techniques enhanced their desire to communicate, whereas one-way, lecture-dominated training encouraged inactivity. A lower proportion of students appeared unaffected by social pressure or language barriers, suggesting that individual personality moderates the impact of these variables. The study finds that addressing low participation necessitates a comprehensive approach that affects both educational techniques and the psychological atmosphere of the classroom. Pedagogical implications include using collaborative and error-tolerant learning activities to help students feel more competent in English language courses.
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- References
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Fatika Sari, S., & Roulina, F. (2025). Classroom learning with an active learning approach: A systematic literature review. PPSDP International Journal of Education, 4(1), 75–90.
Kärner, T., Jüttler, M., Bottling, M., & Weiß, J. K. (2026). Participatory learning environments: Student and teacher perspectives on classroom decision-making. Learning Environments Research, 29(1). https://doi.org/10.1007/s10984-026-09576-1
Lewohl, J. M. (2023). Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00416-3
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (H. Salmon, Ed.; 3rd ed.). SAGE Publications.
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- 2026-06-27
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