Voices from the Margins: Silent Students and English Lecturers Nexus in Use of English Classrooms in Universities in Sokoto State, Nigeria

Abstract

This study investigates classroom silence among students in Use of English courses in universities in Sokoto State, Nigeria. Grounded in a multi-dimensional framework integrating sociocultural theory, interactional competence, classroom discourse theory, and culturally responsive pedagogy, the study reconceptualizes silence as a contextually embedded and meaningful phenomenon rather than a deficit. An explanatory sequential mixed-methods design was adopted. Quantitative data were collected from 372 students using an adapted Foreign Language Classroom Anxiety Scale (FLCAS), while qualitative data were obtained through interviews with 20 students and 10 lecturers, alongside classroom observations. Findings revealed that classroom silence is primarily influenced by language anxiety, fear of making grammatical errors, and fear of negative peer evaluation. Students also perceived classroom environments as insufficiently supportive, particularly in terms of limited wait-time and lack of opportunities for peer interaction. Lecturers largely acknowledged anxiety as a contributing factor but continued to rely on teacher Introduction centered interaction patterns. Cultural norms of respect and deference further reinforced students’ reluctance to speak. No significant differences were found between male and female students’ perceptions of classroom silence. The study concludes that classroom silence is a multidimensional construct shaped by psychological, sociocultural, and pedagogical factors