An Investigation into Iranian Intermediate EFL Students’ Reticence andPerceptions of Language Learning Climate

Recent ESL/EFL study has frequently reported that students of English as a second/foreign language are reticent and passive learners. Cultural attributes of students’ societies are often cited as the main causes for such alleged behavior of reticence and passivity. Based on counter evidence against these allegations, this article argues that it is a dangerous over- generalization to say all EFL/ESL students are reticent and passive learners. Results from existing research show that many EFL/ESL students do have a strong desire to participate in classroom activities. The article also argues that if EFL/ESL students are indeed observed to be quieter than expected in certain circumstances, the causes are situation specific rather than culturally pre-set. These situation-specific causes could be the differences between teaching methodologies and the lack of required foreign language proficiency. Interpretations based on cultural attributes should not be considered as an easier diagnosis for all problems arising in ESL/EFL practices. Students reticence has always been the concern of teachers and practitioners which many studies have been conducted. Reticent individuals refer to those who view themselves as incompetent communicators, and measured against norms about appropriate levels of talkativeness in social situations. In their minds reticence is typified by a set of faulty beliefs about communication, for example, good communicators speak spontaneously and one must be born with good communication skills. The diverse physical locations, contexts, and cultures in which students learn. There is a significant relationship between students reticence and their language learning climate.

An Investigation into Iranian Intermediate EFL Students’ Reticence andPerceptions of Language Learning Climate Keywords:

Reticence , Meaningful situation , Student-centre-class , Motivation , responsibility