‘The Silence Kills Me.’: ‘Silence’ as a Trigger of Speaking-Related Anxiety in the English-Medium Classroom

Abstract Classroom interpersonal dynamics play a key role in shaping the interactional profiles of language learners and development their speaking skills. However, it can be challenging for to navigate social interactions with classmates, especially if they lack confidence L2 self. This is true first-year undergraduates Japan who often struggle adapt unfamiliar communicative lessons taught target language. King’s (2013) examination learner silence established connection between low oral participation, anxiety, inhibition. In some cases, however, not just non-verbal cue speaking-related anxiety (Maher & King, 2020); also contributing factor avoiding talk. Using (2014) cognitive-behavioural model silent learners’ this paper examines how ‘silence’ trigger Japanese university English-medium classrooms. The study used theory (CBT)-based approach gain insights into students’ perceptions in-class behaviours. Forty-five semi-structured interviews were conducted 17 participants using an interview schedule based on CBT formulation explore behaviour, associated thoughts feelings, behavioural triggers. Multiple recurrent forms classroom reported by included when English was expected, finishing turns quickly, taking listener rather than initiating discourse. findings reveal as anxiety. discomfort felt during display seemed fear being negatively evaluated leading self-doubt about proficiency performance. These contribute further causes ‘silence’. Our points towards CBT-based approaches improve increasing awareness