Students’ Classroom Silence and Hopelessness: The Impact of Teachers’ Immediacy on Mainstream Education

Abstract

The students’ silence in the classroom has lately become an area of attention of educators and scholars similarly; however, the factors influencing students’ classroom silence are not mainly scrutinized. This construct has been regarded as a problem of the communication between the educator and the learners that not only impact completing the teaching objectives in the classroom but also affect the nurturing of learners’ achievement. In addition, teachers positively have a noteworthy function in learners’ growth and progress and its behavior such as their immediacy remains a significant issue toward stimulating effective educational methods. Whilst teacher immediacy in a classroom setting is important, there is growing awareness about its important effect on learners’ silence and hopelessness. This review tries to provide some considerations about the relationship between teacher immediacy, both verbal and non-verbal, and students’ active silence and hopelessness. Successively, some suggestions are offered to lighten the practice of educators, learners, and teacher instructors.

Challenges Faced by the Grade VI Students during the Implementation of the New Curriculum Framework: A Case Study on Khulna University School

“…According to Geng [26] the introduction of a new curriculum may bring several difficulties for the students which would hamper effective learning. When students face various issues in the classroom, it impacts negatively on their learning [44].…”

Breaking the silence: exploring the challenges of oral participation faced by Chinese undergraduate students in a Sino-US university in China

“…One potential solution is providing more opportunities for students to improve their English skills through formal language instruction. However, traditional language teaching methods often focus on rote memorization and grammar drills, which may not be effective in developing students' communicative competence (Juma et al ., 2021). Additionally, many students may lack the motivation to engage in language learning, particularly if they do not see the immediate practical benefits of doing so.…”

“…Unfortunately, students on these campuses have been found to remain reserved and silent in the classroom, hindering classroom communication and limiting their active participation in class (Juma et al ., 2021). Verbal exchange is fundamental to achieving teaching objectives and enhancing students' learning, and thus, the silence in the classroom has a negative impact on the interaction between teachers and students.…”

Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies

“…These students felt less confident in expressing themselves in English due to their limited proficiency, which resulted in their reluctance to engage in oral communication or active participation in the classroom. According to Juma et al (2022), understanding the silent period theory could help teachers recognize and address the challenges faced by students with varying language proficiency levels. It underscored the importance of creating a supportive and inclusive learning environment that encouraged students to gradually overcome their reticence and develop their language skills at their own pace.…”