Investigating the Factors that hinder Students’ Participation in English Language Classrooms at University Level in Pakistan

Authors

  • Sana Qudoos MS Scholar, Department of English, Kohat University of Science and Technology, Kohat, KP, Pakistan
  • Dr. Abdus Samad Associate Professor, Department of English, Kohsar University Murree, Pakistan

DOI:

https://doi.org/10.47205/plhr.2022(6-II)15

Keywords:

Classroom, Factors, Hinder, Participation, Students

Abstract

Conventionally, students were assumed to sit in rows in front of an instructor who would teach and drive information to them with the help of a blackboard, and the students would listen passively. This is not true any longer. Rather than sitting in rows, students are expected to be doing different things, like practical tasks, some writing, etc. Despite the importance often assigned to classroom participation, it has been repeatedly observed that many students stay passive in class. This study aims to explore the elements that hinder the participation of students in English language classes, as English holds a prominent place in the education system of Pakistan. Overall, 150 BS English students were selected through a technique of simple random sampling. A sequential explanatory mixed-method research design was followed in this study. Analysis associated with the questionnaire was conducted through SPSS, and interviews were reviewed through the content analysis method. The results of the study revealed that factors affecting participation in the classroom were lack of confidence, inadequate preparation, lack of English vocabulary, fear of negative evaluation, teacher traits and behavior, classroom size, and lecture timings.

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Published

2022-06-30

Details

    Abstract Views: 213
    PDF Downloads: 128

How to Cite

Qudoos, S., & Samad, A. (2022). Investigating the Factors that hinder Students’ Participation in English Language Classrooms at University Level in Pakistan. Pakistan Languages and Humanities Review, 6(2), 174–188. https://doi.org/10.47205/plhr.2022(6-II)15