Investigating Verbal Learners' Perspectives on Silence in English as a Foreign Language Classrooms in Myanmar

Khaing Mar Thein Win; Marc Pruyn; Huy-Hoang Huynh

doi:10.1177/00336882241292135

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Investigating Verbal Learners' Perspectives on Silence in English as a Foreign Language Classrooms in Myanmar

Journal article

Open access

Peer reviewed

Investigating Verbal Learners' Perspectives on Silence in English as a Foreign Language Classrooms in Myanmar

Khaing Mar Thein Win, Marc Pruyn and Huy-Hoang Huynh

RELC Journal, Vol.56(3), pp.710-722

2025

DOI: https://doi.org/10.1177/00336882241292135

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Abstract

Verbal learning

silence

students' perceptions

verbally active learners

EFL classrooms

Recognising the value of silence in English as a Foreign Language classes, this study aims to extend critical discussion to similar issues in Myanmar classrooms. We explored how verbally active Myanmar EFL students interpreted classroom silence. A qualitative case study was used to interview three self-perceived EFL 'verbal learners'. Data analysed thematically using Jaworski's (1993) silence categories and Kurzon's (1995) model of intentionality revealed that participants acknowledged the benefits of silence, yet complained about unintended and pointless silences. The study highlights the usefulness of silence in in-class group learning and the need to explore silence holistically for diverse learning styles.

Details

Title: Investigating Verbal Learners' Perspectives on Silence in English as a Foreign Language Classrooms in Myanmar
Authors: Khaing Mar Thein Win - Monash University
Marc Pruyn - Monash University
Huy-Hoang Huynh - Acknowledge Education
Publication details: RELC Journal, Vol.56(3), pp.710-722
Publisher: Sage Publications Ltd.
Date published: 2025
DOI: 10.1177/00336882241292135
ISSN: 1745-526X; 0033-6882
Copyright note: © The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Organisation Unit: School of Education and Tertiary Access
Language: English
Record Identifier: 991172045202621
Output Type: Journal article

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