Reticence in College Students: Suggested Remedies for an Outcome

Abstract

Students who are learning English as a second language or who are unfamiliar with the language are frequently apprehensive. Students' reluctance to talk or participate in classroom activities (Riasati, 2014) is a common occurrence in all contexts, but particularly when speaking. When students communicate in a foreign language (FL), they may experience restlessness and become less receptive to English discourse (Horwitz et al., 1986 as referred to in Liu, 2005). In class, SL/FL students are reserved and rarely employ objective language, particularly when practising speaking and responding to the instructor (Aghazadeh and Abedi, 2014). They are fearful of making errors and being evaluated unfairly by their peers (Siew et al., 2012). Asian students, according to research (Aghazadeh et al. 2014; Liu et al. When students are engaged in a classroom, a lack of cooperation becomes a problem (Tani, 2005). In contrast to the usual, Asian students are quite chatty outside of class (Tani, 2005). The purpose of this study is to discuss the various characteristics of reticence among college students and how to overcome them.