The purpose of this study was to investigate the factors that influenced the oral classroom participation of four international students attending graduate school in the US, and how these factors impacted their oral interaction in class discussions. Data came from interviews, end-of-semester questionnaires and classroom observations over the course of the semester. Participants included one master's student and three doctoral students, four females, enrolled in a teacher education course. The multiple issues behind these non-native students' classroom silence included not only language - related issues but also issues of emotion, culture, and identity. Students reported that they were involved in different cognitive, emotional, and social activities, while they remained silent in class discussions. The findings imply the need for a re-examination of the devaluation of silence, with the aim of contributing to improved communication practices in both EAP and mainstream education contexts. ©2014 International Information Institute.

Classroom participation Multicultural classroom Classroom silence

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