Trinh Huynh Chan

Thu Dau Mot University

DOI : https://doi.org/10.58806/ijsshmr.2026.v5i2n16

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ABSTRACT

Silence is often interpreted as disengagement in English language classrooms where verbal participation is commonly equated with learning. However, theoretical perspectives from scholars such as John Cage, Stephen Krashen, and Jeremy Harmer suggest that silence may function as a cognitive and pedagogical resource that supports listening, reflection, and language processing. This study investigates the role of silence in teaching and learning English as a foreign language through a mixed-method classroom action research design conducted over twelve weeks with sixty-two learners. Silent strategies, including thinking time, written brainstorming, silent reading, and reflective pauses, were incorporated into regular lessons and compared with talk-centered instruction. Data were collected through observations, student surveys, listening tests, and speaking assessments. Results indicate that structured silent periods improved listening comprehension, increased speaking performance, reduced learner anxiety, and encouraged broader classroom participation. Students reported greater confidence and concentration when provided time to process information before responding. These findings suggest that silence represents active cognitive engagement rather than passivity. Integrating purposeful silence alongside communicative activities can therefore create a more balanced, supportive, and effective environment for English language acquisition.

KEYWORDS:

silence; English language teaching; listening comprehension; learner anxiety; reflective thinking; second-language acquisition; classroom participation

REFERENCES

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Cite this Article:Chan, T. H. (2026). Using Silence in Teaching and Learning English. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(2), 389-392. https://doi.org/10.58806/ijsshmr.2026.v5i2n16

VOlUME 05 ISSUE 02 FEBRUARY 2026